This report describes the functions teachers attribute to their lesson plans submitted to supervisors, and their private, unsubmitted, written plans. Sixteen experienced mathematics and English teachers in two secondary schools participated. All teachers in one school were required to submit written plans on a weekly basis; in the other school, no written plans were required in mathematics, and a monthly report was required in English. Categories for functions of written submitted plans included: (1) aid for decision making functions; (2) log of past lessons; (3) reminders--checking either the topic or homework for the day; (4) a synopsis of instructional lessons to meet the requirements of the supervisor; and (5) weekly and long-term scheduling. The functions of teachers' unsubmitted plans were; (1) drawing-board outlines; (2) mapping and reminding; (3) scheduling; (4) logging accomplishments. Descriptions are given of how the teachers used these planning procedures, their reasons for using them, and their perceptions of how submitted plans contributed to communication with their supervisors. Implications are discussed for future research on this topic along with implications for the practice of planning as an enhancement of teacher effectiveness. (JD)