School Leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
The 2016 Education Act No.48 and the 2021 Code of Practice for Additional Learning Support Needs for Education define a “school leader” as a person responsible for the day-to-day management of the school and for persons deployed to work at the school (art.1).
The 2020 Successful Schools and Achieving Students 2 guide explains that leadership, whether it's from principals, headteachers, board members, or team/subject leaders, is about guiding the way, supporting staff to do their best, making sure the learning environment is right, and being a good role model. It's different from management because it involves more skills focused on guiding and inspiring people rather than just organizing tasks. It also defines “management” as “the practical business of running a school, department or aspect of the school’s work in an efficient and organized way”.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2016 Education Act No.48 mandates regular inspections for both government and private educational institutions in the Cayman Islands, with oversight falling under the Office of Education Standards within the Cayman Islands Government (art.18). These inspections are governed by the inspection framework outlined in 2020 Successful Schools and Achieving Students 2 (SSAS2) framework published by the Office of Education Standards. This framework applies to a wide range of educational institutions, including those catering to pre-school children, primary and secondary government schools, assisted (private) schools, independent schools, and post-secondary education. It states that the framework is meant to “be effective in guiding school leaders, staff, governors, and parents in shaping their plans for school improvement.”
The 2020 SSAS2 therefore aims to establish clear evaluation criteria for schools, offering transparency to parents, school leaders, staff, and the wider public regarding school performance and inspections in the Cayman Islands. The document seeks to provide clarity on inspection procedures, ensuring that all stakeholders understand the process, its objectives, and expected outcomes. It also serves as a consistent reference point for school inspectors and professionals, aiding them in evaluating various aspects of school provision and outcomes.
For example, there are 6 performance standards and quality indicators as integral components of the 2020 SSAS2 that provide a structured assessment framework for inspectors to evaluate observed practices and make informed judgments. Performance Standard (6) has 4 quality indicators pertaining to leadership and management within the school: fostering connections with the surrounding community (6.1), self-evaluation and improvement planning (6.2), fostering links with parents and the community (6.3), and managing staffing and the learning environment (6.4).
Roles
Setting expectations/objectives: The 2016 Education Act No.48 outlines a specific duty of a school leader, which is to provide the Chief Officer with prescribed information at designated times. This information is intended to facilitate the Chief Officer in developing an annual progress report, as mandated by subsection regulations. In essence, the school leader's role involves contributing data and insights necessary for the Chief Officer to compile the required report on the school's progress (art.5).
Other responsibilities, when delegated by the Director of the Department of Education Services, include ensuring the proper and efficient administration of Government schools, developing and implementing administrative principles and procedures aligned with national policies, safeguarding Government school premises, property, and assets against misuse, and ensuring compliance with relevant laws and regulations governing the conduct of Government schools (art.6).
The 2017 Education Regulation No.11 highlights that school leaders play a vital role in ensuring compliance with compulsory education regulations and maintaining effective communication with educational authorities. They are responsible for reporting to the school attendance officer the details of all compulsory-aged pupils who have not attended school as required, including their names, ages, home addresses, and the number of missed sessions, following Ministry policies and guidelines. They must also provide the Director of the Department of Education Services with any other information necessary for enforcing compulsory education laws and are tasked with reporting cases of suspension and exclusion to the Director of the Department of Education Services (art.19).
Developing teaching and learning: According to the 2010 National Teaching and Learning Policy, school leaders facilitate the development of their individual school’s teaching and learning policy based on the National Teaching and Learning Policy. This involves working collaboratively with staff to align the national expectations and outcomes with the specific context of their school. They monitor and review provisions and practices within their schools to ensure that the policies are being followed and are achieving the desired outcomes.
Promoting collaboration: The 2017 Education Regulation No.11 highlights that the role of a school leader encompasses ensuring the implementation of measures aimed at promoting good behaviour and discipline among students. This responsibility includes collaborating with the Director of the Department of Education Services, as well as the school's governing body, to establish and enforce a comprehensive Behavior Policy. School leaders are required to bring this policy to the attention of all stakeholders, including staff, students, and parents or legal guardians, and ensure its consistent implementation. When determining the Behavior Policy, school leaders must adhere to current written guidance provided by the Director of the Department of Education Services or the governing body and take into account any relevant notifications or guidance issued in accordance with the law or regulations (art.53).
School leaders and deputy school leaders in Government schools assisted schools, or independent schools are authorized to internally suspend, exclude, or expel students following national policy guidelines. This authority allows them to take disciplinary action when necessary to maintain a safe and conducive learning environment within the school community (art.56).
Also, a school leader of a government school or their designate, in cooperation with the school's Facilities Officer, is tasked with overseeing the cleanliness and maintenance of the school premises. This includes ensuring that the premises are clean before any activity covered by a rental agreement begins, and overseeing that the entity renting the facilities cleans them after the activity, ensuring readiness for student and staff occupation during the following school session (art.66).
According to the 2016 National Safe Environment Policy, school leader's role includes developing and implementing individual safe environment policies for their schools, monitoring and reviewing safe environment practices, maintaining records of policy violations, and facilitating professional development on child protection issues They also work to ensure visibility within schools by maintaining clear lines of sight, proper lighting, and secure access points, among other measures.
School leaders are responsible for implementing the 2023 Anti-Bullying (Schools) Policy, covering prevention and response strategies. The policy recognizes all forms of bullying, including cyberbullying, and outlines procedures for prevention, incident response, and disciplinary action. Leaders ensure ongoing professional development for staff, educate students and parents on bullying, and maintain transparent reporting systems. They also monitor the effectiveness of anti-bullying strategies, disseminate policies widely, and ensure compliance with regulations.Top of Form
Supporting staff development: In light of the delegation authority granted by the Director of the Department of Education Services, a school leader's role extends to significant responsibilities within the educational system according to the 2016 Education Act No.48. This includes developing and executing training programmes for all professional personnel within the Government school system, encompassing induction processes for new staff members as well as ongoing professional development initiatives (art.6).
The 2010 National Teaching and Learning Policy mentions that school leaders facilitate ongoing professional development as needed to support staff in implementing the policies effectively.
The 2014 Professional Development Policy highlights School Principals and School Senior Management responsibilities including encouraging a culture where professional development is valued by all, engaging fully in performance management processes, using performance management processes to identify those of all school-based staff, providing information to assist in the identification of national priorities for professional development, facilitating the development of a staff support plan with the Department of Education Services, ensuring that professional development is embedded in school plans and reflects professional standards and national priorities, and having an identified member of staff responsible for coordinating professional development. School principals are also pivotal in supporting new teachers and staff through personalized induction programs, encouraging staff to engage in professional development, and facilitating the sharing of best practices within and across schools. They evaluate the effectiveness of development activities, provide ongoing support to implement improvements and monitor the impact of staff participation. Their active involvement and support are essential to ensure that teachers and support staff receive the necessary training and development opportunities to enhance their skills and contribute to improved student outcomes.
Acting in accordance with the ethical principles of the profession: The 2020 Successful Schools and Achieving Students 2 (SSAS2) states that "The school creates an ethos of collective responsibility and mutual support" and implies that the leaders prioritize ethical values such as collaboration, support, and shared accountability among the school community.
Furthermore, according to the 2017 Education Regulation No.11, school leaders must ensure that persons employed at a school or early childhood care and education centre are trained in child protection and reporting procedures per national policy.
Others: No information on other responsibilities of school principals.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
No information has been found in the national laws, policies, or strategies regarding the specific qualifications of school principals.
Appointment decision
Job opportunities in Government schools and positions within the Ministry of Education are advertised on www.careers.gov.ky. To apply for a position, individuals are required to create a profile on the website before being able to apply for a specific job.
According to the 2022 Personnel Regulations of the 2018 Public Service Management Act, school principals, teachers, and school staff are designated by the authority of the Director of Education Services (DES) (art.5) in a centralized mechanism.
Employment equity measures
The 2011 Gender Equality Law prohibits discrimination based on sex, marital status, or pregnancy in various aspects of employment (art.3). This means that individuals seeking employment opportunities through agencies should be treated equally and fairly in terms of service provision and terms of employment (art.12).
Vocational training bodies are also mandated not to discriminate against individuals seeking or undergoing technical or vocational training based on gender (art.11) to ensure that access to training courses and facilities is provided equally to all individuals, regardless of their gender identity or characteristics.
Working conditions
The 2022 Personnel Regulations of the 2018 Public Service Management Act refer to school principals, teachers, and other school staff without explicitly mentioning them as public servants and do not necessarily indicate their status. They fall under the purview of these regulations for matters related to leave entitlements and other administrative procedures. The regulations outline specific provisions regarding annual leave and holiday entitlements for school principals and staff designated by the Director of Education Services (art.5). Therefore, while the regulations do not explicitly state that school principals are public servants, they are subject to certain administrative rules and entitlements outlined within the framework of the public service act.
The 2022 Personnel Regulations state that civil servant school staff is typically employed under open-term contracts (agreements with no fixed date for the end of employment), with some exceptions. These include cases where the employee is beyond the normal retirement age, in which a fixed-term contract of up to two years may be offered. Similarly, if the role has a finite duration, the contract will match the length of the position's duties. In certain situations, the appointing officer may also determine that a fixed-term contract is appropriate for specific reasons. Additionally, staff reemployed following phased retirement may also be given fixed-term agreements. In contrast, non-Caymanians are employed on fixed-term contracts, with a maximum duration of three years.
According to the 2022 Personnel Regulations, staff remuneration is an amount agreed between the appointing officer and the employee. As for performance incentives, arrangements can take various forms. They may be directly linked to a staff member’s remuneration, such as performance-related pay or additional time off, or they may be non-remuneration-related, like extra training opportunities. A combination of both types is also possible. These incentives can apply to all staff within a civil service entity or be tailored to specific groups, with different arrangements for different categories of staff. Regardless of the structure, performance incentives must meet certain criteria: they should encourage and reward good performance, apply equally within the group they target, clearly define the performance required, be evaluated through regular assessments, and be awarded only to those who meet the specified performance level. Additionally, the process must be fair and unbiased, and the total value of the incentive for any staff member cannot exceed 10% of their wages or salary.
No information has been found in the national laws, policies, or strategies regarding, the salary scale, or trade unions for school principals.
2.3. Leadership preparation and training
Pre-service training
While not specifically focused on school leaders, the University College of the Cayman Islands (UCCI) Education Programme states that “Students who have successfully completed all EDU courses will register for classroom teaching and be assigned a mentor teacher to guide instructional practice in schools for an entire semester. Placements will be assigned in the month of December”.
No information has been found specifically on school leaders’ access to pre-service training.
Induction and in-service training
School principals are required to attend training as part of the 2014 Professional Development Policy and are expected to participate in a minimum of 60 hours per academic year of professional development activities as part of the performance management processes.
The in-service training provided by the Ontario Principals Council (OPC) and recognized internationally for supporting current and future school leaders mentioned in the 2015 News Article, was aimed at strengthening leadership and management skills among school leaders in the Cayman Islands Government Education System. The Ministry of Education required all their government school leaders to complete this programme by the end of 2017.
The International School Leadership (ISL) Certificate Programme consists of two parts. The first part spans nine months and includes six modules covering various aspects of school leadership and management. The content includes topics such as principal leadership for school improvement, characteristics of effective schools and systems, building relationships, setting goals using data, instructional leadership, and project proposal development. The training is provided through face-to-face sessions and online seminars.
3. Teachers, parents and students
3.1. School management committees and boards
According to the 2020 Successful Schools and Achieving Students 2 (SSAS2), the school governing body plays a critical role in ensuring effective leadership and management within a school. Comprising representatives from various stakeholders such as parents, community members, teachers, and school leaders, it holds school leaders accountable for performance and education quality. A successful governing body supports school improvement by reviewing performance, ensuring compliance with educational requirements, and actively participating in decision-making processes. Collaboration with school leaders is essential in setting clear directions, empowering staff, and enhancing achievement standards. Governance arrangements that involve multiple stakeholders are vital for fostering a successful learning environment and academic success.
According to the 2020 Successful Schools and Achieving Students 2 (SSAS2), for an excellent evaluation result, schools should have a governing body that includes representation from all stakeholders. This body should regularly hold school leaders accountable for the school's performance, ensuring continuous oversight and improvement. In contrast, the quality of leadership is unlikely to be judged as satisfactory if there is no governing body or board and there are no plans in place to introduce such in the near future.
No information has been found in the national laws, policies, strategies or frameworks that set out rules for the composition (selection process and representation of teachers, parents and students) of school management committees and boards.
3.2. Middle leaders
The 2020 Successful Schools and Achieving Students 2 (SSAS2) refers to the role of teachers that extend beyond teaching. Teachers ensure a safe and stimulating learning environment by utilizing modern facilities that cater to curricular and extracurricular activities. They participate in efficient timetabling, resource monitoring, and planned improvements to enhance the overall provision. The framework refers to headteachers within the context of defining leadership as a role that encompasses various responsibilities at the helm of educational institutions. Specifically, headteachers participate in creating an environment conducive to learning, ensuring that the school provides the necessary conditions for student success.
3.3. Parents
According to the 2016 Education Act No.48, the role of parents in the Cayman Islands education system is crucial. Parents are required to accompany their child to school for admission, provide necessary documentation like a birth certificate and immunization records (art.20), and ensure their child’s attendance and compliance with school regulations. They are also responsible for their child’s behavior, academic performance, and well-being, as they receive periodic reports from the school on these aspects (art.25).
The 2017 Education Regulation No.11 states that parents are tasked with ensuring that their child receives a quality education by enrolling them in school and actively supporting their academic progress. This involves collaborating with the school to address their child’s performance, attendance, and conduct, regularly reviewing academic reports, and working in partnership with early childhood care and education centers for holistic development.
The 2020 Successful Schools and Achieving Students 2 (SSAS2) mentions that parents are also invited to be active partners in their children’s learning, with their views being influential in shaping school policies and priorities for improvement planning. The school’s role is to ensure that parents feel welcome and supported, promptly addressing any concerns they may have and maintaining highly productive links with parents, where parents actively participate in school life, provide support, and are actively encouraged to engage in various aspects of their children’s learning.
However, no information has been found in the national laws, policies, or strategies regarding the rules for the composition and roles of parent-teacher associations.
3.4. Students
No information has been found in the national laws, policies, or strategies regarding the rules for the composition and roles of student councils.
4. Governance
4.1. Autonomy of school leaders
The school principal is not directly responsible for hiring or dismissing staff; these decisions are made by the appointing officer. When hiring, the appointing officer and the staff member must agree on the minimum terms and conditions of employment. In the case of dismissal, the appointing officer must inform the staff member that the dismissal is being carried out according to the terms of their employment agreement.
4.2. Assessment and accountability of school leaders
School leaders are assessed and evaluated through a combination of self-evaluation, external inspections, and governance arrangements. School leaders are expected to use tools like the 2020 Successful Schools and Achieving Students 2 framework for self-evaluation, which involves analyzing data, conducting surveys, and reflecting on the school’s performance. Inspections conducted by the Office of Education Standards also play a role in evaluating school leaders. Inspectors use the self-evaluation information provided by each school leader as a starting point for their work, and the quality of this information directly influences inspection activities. Inspectors work together with school leaders to determine priorities for further improvement based on the findings from self-evaluation and inspection processes. The quality of leadership is evaluated based on criteria such as consultation, collegiate working, commitment from staff, leadership qualities, professional competence, and impact on school performance. The leadership and management of a school are judged on a scale ranging from satisfactory to weak based on their performance, commitment, impact on standards, and ability to drive improvement.
The 2020 Successful Schools and Achieving Students 2 framework states that governors from the school governing body, such as the board of the school, include representation from all stakeholders. They hold school leaders accountable for the school's performance and ensure compliance with the requirements set by the Ministry of Education, Education Council, and local regulatory bodies.
4.3. Teacher assessment by school leaders
According to the 2020 Successful Schools and Achieving Students 2, teachers are assessed by school inspectors appointed by the Cayman Islands Government’s Office of Education Standards. Inspectors assess teachers by looking at the quality of teaching, learning, and assessment in schools. They evaluate teaching through lesson observations and assess the impact of teaching by examining students’ learning over time beyond formal observations required for performance management.
On the other hand, school leaders assess teachers as part of their self-evaluation process. School leaders, in collaboration with all stakeholders, use the “Successful Schools and Achieving Students 2” to judge the quality of provision in their schools. They may use a range of evidence such as surveys, interviews, assessment data, lesson observations, and work scrutiny to inform their self-review. Inspectors use the self-evaluation information provided by schools as a starting point for their work. The quality of this information directly influences the inspection activities, with inspections focusing on validating the accuracy of the school's self-evaluation.
