The 2021 Antigua & Barbuda Voluntary National Review mentions that it is guided by the Organization of the Eastern Caribbean States (OECS) education strategies and policies.

Given that Antigua & Barbuda aims to align its education policies to that of the Organization of the Eastern Caribbean States (OECS), the 2012-2021 OECS Education Sector Strategy aimed to develop the minimum qualifications for teachers and principals, educational management standards for principals, and standards for school governance.

In addition to that, the Organization of Eastern Caribbean States (OES) and Caribbean Community and Common Market (CARICOM), of which Antigua & Barbuda is a member, published the 2021 Let's REAP! — Roadmap for Principals Guide No. 3 to support principals from the OES and CARICOM and address the unique needs of individual schools.

The 2020 CARICOM Standards for the Teaching Profession Teachers, Educational Leaders and Teacher Educators also outlines the multifaceted responsibilities of school leaders, emphasizing their role in national development. Leaders are expected to shape the culture and tone of teaching and learning, develop staff and students, and implement strategies to achieve educational goals while considering the impact on individuals and society. The standards cover seven key areas including leading student and professional learning, personal and organizational change, sustainability, accountability, and equity, reflecting the complexity of school leadership and the region's vision for development.

Roles

Setting expectations/objectives: The 2008 Education Act No.21 highlights that a school principal develops with the support of school personnel “the overall aims and objectives of the school and policies for their implementation”.

Developing teaching and learning: The 2008 Education Act No.21 states that principals are responsible for organizing and implementing the prescribed curriculum for the school, having regard to the needs, experience, interests, aptitudes, and stage of development of the students, the resources available to the school, and his or her duties under the Education Act and regulations made under it. It adds that principals are responsible for evaluating the standards of teaching and learning in school and ensuring that proper standards of professional performance are established and maintained.

Promoting collaboration: The 2008 Education Act No.21 states that principals are responsible for maintaining relationships with organizations representing teachers and other persons on the staff of the school. They are also responsible for making arrangements under the direction of the principal for parents to be given regular information about the school curriculum, the progress of their children, and other matters affecting the school.

The 2020 Safe School Policy is addressed to support school principals/directors so they can develop a School Security Committee (SSC) and provide them guidance for Principals for developing safety plans in schools.

The 2021 Antigua & Barbuda Voluntary National Review refers to its participation in the 2017 Caribbean Safe School Initiative (CSSI) to advance school safety at the national level.

Supporting staff development: The 2008 Education Act No.21 mentions that “school principals supervise, direct teachers and other staff assigned or rendering services to the school”.

Acting in accordance with the ethical principles of the profession: The 2008 Education Act No.21 does not explicitly mention ethical principles for school principals. However, the Act does specify that the Director of Education shall ensure that the provisions of the Act relating to the rights and responsibilities of students and parents are implemented in a manner that is consistent with the principles of equity and social justice.

Others: The 2008 Education Act No.21 states that principals are responsible for performing any other related duties that may be prescribed by regulations made by the Minister under this Act.

In the 2013 Professional Development in Education Research, facilitated by the Planning Department of the Ministry of Education of Antigua and Barbuda, Principals stated that they would teach in exceptional circumstances in case a teacher is absent and no one else is there to take over.

2.2. Selection and working conditions

Degree requirements and prior teaching experience

The 2008 Education Act No.21 does not specify the qualifications required for school principals.

However, the 2012-2015 Education Statistical Digest indicates that school principals are trained teachers and that teachers require at least a bachelor/associate degree or equivalent in early childhood care but does not specify the level required for secondary and primary education.

Appointment decision

The 2008 Education Act No.21 states that the appointment of school principals is made by the Public Service Commission, in accordance with the regulations made for that purpose by the Commission.

Employment equity measures

The 2008 Education Act No.21 does not explicitly mention employment equity measures for school principals.

The 2012-2015 Education Statistical Digest states that “there are proportionately more males in leadership positions” in primary and secondary schools. However, the 2021 Antigua & Barbuda Voluntary National Review sets gender equality as a goal. It also mentions that according to the Antigua and Barbuda Labour Code, “No woman shall merely by reason of her sex be employed under terms of employment less favourable than that employed by male workers in the same occupation and by the same employer”. Antigua and Barbuda had also ratified several International Labour Organization conventions to protect workers' rights, especially women and vulnerable groups. The government is also working on a policy to address workplace discrimination and harassment in the public service. However, no specific laws or policies promoting equal participation of women in positions of power and decision-making.

Working conditions

Since they are civil servants, the terms of appointment can be temporary, permanent, or contract terms (art.10 of the 1993 Civil Servants Regulations). According to the 2023 Budget Estimates, the personal emoluments for Secondary School Principals were 63,504 Eastern Caribbean Dollars, while for Primary School Principals they were 63,175 Eastern Caribbean Dollars per year. This makes the average salary of a school principal 63,339 Eastern Caribbean Dollars per year.

2.3. Leadership preparation and training

Pre-service training

The 2012-2021 OECS Education Sector Strategy, to which Antigua and Barbuda adheres, emphasizes the importance of developing and supporting principals and aspiring principals to enhance their capacity and expertise. It suggests partnering with the private sector to improve service delivery, which could involve knowledge management systems, external reviews, and “the initial training and professional development of teachers and principals”.

Induction and in-service training

To develop a safety culture, the 2020 Safe School Policy states that the Ministry of Education aims to provide continuous training and support to all school personnel including school principals “on how to engage students and support positive behaviour”.

3. Teachers, parents and students

3.1. School management committees and boards

The 2008 Education Act No.21 states that a Board of Management is established for each school and is responsible for the management, control, operation, and maintenance of the school. The Board of Management is composed of members appointed by the Minister, representatives nominated by the staff, and elected members of the Parent Teacher Association and of the Student Council, should either or both be in place in that school. The Minister appoints not less than five members from among persons representing expert educational opinion, religious denominations, organizations concerned with business, organizations concerned with community development, and other areas of national interest.

The functions of the Board of Management include being responsible to the Minister for the management, control, operation, and maintenance of the school, receiving, disbursing, and accounting for the expenditure of funds voted by Parliament for the operation of the school, and making recommendations to the Minister with regard to any matter directly or indirectly affecting the school or the development of secondary education generally. The Board of Management is also responsible for establishing policies for the administration, management, and operation of the school, preparing reports, and arranging for the examination and investigation of student progress, discipline, and instruction. It is required to consult with the Director of Education in the performance of its functions and to establish a procedure for resolving disputes between schools, parents, and teachers.

3.2. Middle leaders

According to the 2008 Education Act No.21, teachers have a range of additional leadership responsibilities that include reporting on student progress, admitting a parent of a student to the classroom to observe, maintain order and discipline on school grounds, observing school standards established by the principal and the staff, keeping records for inspections, cooperating with student teachers, contributing to emergency plans and protecting the health and safety of students, attending staff meetings, participating in pastoral care policies, providing information to parents about the curriculum, fostering relationships outside the school, advising the Board of Management, and participating in teaching when necessary for absent teachers (art.139).

The 2008 Education Act No.21 also outlines that a deputy principal in a school is responsible for carrying out the professional duties of a school teacher, including those duties particularly assigned to him or her by the principal. In addition to these duties, the deputy principal is required to assist the principal in managing the school or such part of it as may be determined by the principal. The professional duties of the deputy principal include promoting the general progress and well-being of the students, providing guidance and advice to the students, maintaining good order and discipline among the students, ensuring that the curriculum is delivered effectively, and promoting the professional development of the staff (art.140)

3.3. Parents

The 2008 Education Act No.21 grants parents and teachers the right to form Parent Teacher Associations (PTAs). The Minister is responsible for promoting and aiding in the establishment of both PTAs and a National Council of Parent-Teacher Associations. These associations can be set up in both public and private assisted schools. The primary goals of PTAs include advancing the school's interests by fostering close collaboration among parents, community members, students, and teachers. PTAs are also empowered to create rules for governing their activities, within the framework of the Act and its regulations. Upon forming a PTA, the names of the executive members must be submitted to the Director of Education, with subsequent submissions following each election of a new executive.

However, where a Parent Teacher Association does not exist, the principal, in consultation with his or her staff, may establish a school committee comprising such number of parents, teachers, and members of the community as the principal determines.

More generally, the Minister must consider parents' wishes in students' education, as long as it aligns with efficient instruction and avoids unreasonable public costs.

3.4. Students

The 2008 Education Act No.21 states that students may form a Student Council and that the Minister of Education should actively encourage the formation of student councils in school, as well as that of a National Student Council.

One member of the student council (if one exists) shall be part of the Board of Management of the School.

4. Governance

4.1. Autonomy of school leaders

The 2008 Education Act No.21 states that the Board of Management is responsible for ensuring that the school operates within its budget and that the resources of the school are used effectively. The Board of Management is responsible for determining the pedagogical approach of the school. This includes deciding on the curriculum, teaching methods, and assessment methods used in the school. The Board is also responsible for ensuring that the pedagogical approach of the school is consistent with the educational policies of the government. The Board is also responsible for ensuring that teachers are appointed on merit and that the recruitment process is fair and transparent. The Board is also responsible for ensuring that teachers are disciplined by the regulations made for that purpose by the Public Service Commission.

School principals may not have full control over school budgets, teaching methods, or staff decisions. However, they do oversee and organize all staff, assigning tasks in line with their roles. They also create and propose budgets for school operations and upkeep to the Board of Management, ensuring teaching aligns with prescribed curriculum in the act (art.141).

4.2. Assessment and accountability of school leaders

The 2008 Education Act No.21 requires that the Director of Education establish a system for the evaluation of the performance of principals and deputy principals. The evaluation system is designed to ensure that principals and deputy principals are performing their duties effectively and to identify areas where improvement is needed.

4.3. Teacher assessment by school leaders

The 2008 Education Act No.21 requires that the Director of Education establish a system for the assessment of the performance of teachers that is designed to ensure that teachers are performing their duties effectively and to identify areas where improvement is needed.

The school principal role is to evaluate “the standards of teaching and learning in school and ensure that the professional performance standards are established and maintained” (art.141).

This profile was reviewed by Dr Lystra Hagley-Dickinson, Regional Manager Senior Academic Criminology, The Open University.

Última modificación:

Lun, 28/10/2024 - 12:40