This paper discusses the issue of accountability, educational relevance, and institutional effectiveness, and outlines the development of an educational plan, at Florida's Tampa College, designed to be more responsive to community expectations. First examined are the external and internal pressures, or demands, on the decision-making process in developing an educational plan. Next, the various educational domains are examined, as is their relation to what the community wishes to have achieved. These domains (educational, learning, and social) interact and affect the student in the educational process--that process being expressed and controlled in the educational plan. Next discussed is the role of the teacher as a member of the management team and the types of management changes (self-directed and participatory) that are being experienced by today's educators. Finally, the development of Tampa College's educational plan is described, including the plan's various goals in meeting community expectations, including the role of the school's president in plan implementation. The paper concludes with sample documents of the philosophies and goals of several school administrative departments in responding to the school's institutional effectiveness plan. (GLR)