In addition, the Caribbean Community and Common Market (CARICOM), of which Barbados is a member, published the 2021 Let's REAP! — Roadmap for Principals Guide No. 3 with the Organization of Eastern Caribbean States (OES) 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 outline the multifaceted responsibilities of school leaders, emphasizing their role in national development. Leaders are expected to shape 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 2017 National Reading Strategy states that principals are responsible for setting school-specific objectives to meet the overall objectives of the strategy.

Developing teaching and learning: With specific reference to teaching and learning, the principal according to the The 1982 Education Regulations, part 3 Section 15-18, must determine the programme of each student in consultation with teachers, parents or guardians; examine the pupils in the subjects of instructions as prescribed in the Act; supervise the teachers of the school, prepare in consultation with the teachers, a scheme of work based on the official curriculum, suited to the needs of the students; prepare the timetable for the school; provide leadership in the improvement of the educational programme and render guidance and advice to teachers; allocate duties among teachers in order to make the best use of the special aptitudes of the teacher and take steps to ensure that pupils make satisfactory progress in all parts of the curriculum. They are also responsible for holding regular staff meetings and report annally, or at such times as the Chief Education Officer determines, on the performance of teachers. . The 2017 National Reading Strategy further states that it is the principal’s responsibility to ensure that the reading instruction is provided utilizing diverse strategies, that students cultivate a passion for reading by exposing students to a wide range of literary works, and to nurture critical thinking skills through real-world reading experiences that relate to both life and the professional world.

Promoting collaboration: The 1982 Education Regulations state that principals should also supervise non-teaching staff, maintain accurate attendance records, and ensure the cleanliness and maintenance of the school premises. They must promptly forward staff correspondence to the appropriate personnel. The 2017 National Reading Strategy states that principals are expected to lead school-wide instructional initiatives, optimize staff deployment, and facilitate cross-class discussions to ensure the strategy is carried out.

Supporting staff development: The 1982 Education Regulations state that principals are required to render guidance and advice to teachers, ensuring the best use of their capabilities, and taking steps to guarantee the teachers' evaluation in compliance with the Education (Teacher Evaluation) Regulations, 2007 (S.I. 2007 No. 129).

Acting in accordance with the ethical principles of the profession: According to the 1981 Education Act, the principal is responsible for ensuring efficient education that meets the needs of the community.

2.2. Selection and working conditions

Degree requirements and prior teaching experience

The 2016 Public Service (Qualifications) Order lists the requirements for a Principal in the teaching service as having a postgraduate degree, a certificate, diploma, or associate degree in Education, a certificate in Educational Management or Educational Leadership or a related discipline; and no less than seven years relevant experience. While a Deputy Principal is required to have a postgraduate degree; and (a) a certificate, diploma or an associate degree in Education; and (b) a certificate in Educational Management or in Educational Leadership or in a related discipline; and (c) not less than seven years’ relevant experience. There are four types of teachers within the Teaching Service. The types and requirements are as follows: 1. Graduate Teacher (a degree) ; 2. Teacher Special Grade (At least four subjects at CSEC General Proficiency Level 1 or 2, including English Language and a certificate or a diploma in one of the approved subject areas, gained after not less than two years full-time study; or (b) A qualified teacher with a certificate or a diploma in one of the approved subject areas, gained after a course of study of not less than one year’s duration) ; 3. Qualified Teacher (A certificate or associate degree in Education); 4. Teacher (At least five subjects at CSEC General Proficiency Level including English Language, Mathematics and a Science subject).

Appointment decision

The appointment of principals follows the Recruitment and Employment Code (First Schedule) of the 2007 Public Service Act. Any vacant position must be advertised following specific guidelines. A selection panel composed of staff of the Ministry of Education , the Personnel Administration Division and a representative from the School of Education, University of the West Indies, Cave Hill will be assembled to identify suitable candidates for the appointment, and the selection process will prioritize merit, with seniority and experience considered when relevant. Additionally, a priority list may be established for eligible candidates to fill any vacant positions arising within two years of the initial selection.

The Ministry of the Public Service, which was created in January 2019 ( Public Service Miscellaneous Provision Act, 2019-35) has a Director General of Human Resources, who has responsibility for performing the functions relating to the recruitment, selection, placement and transfer, appointment, promotion, discipline and retirement, training and development of personnel within the public service. The members of the Teaching Service are under the aegis of that Ministry.

Employment equity measures

The 2015 Education for All National Review identifies gender imbalances within in the school principal body at all levels of education, with female principals being overrepresented at the pre-primary and primary levels, and male principals being overrepresented at the secondary levels. However, it does not report on any particular measures to address this imbalance. The provisions of the 2007 Public Service Act emphasize the importance of an objective, impartial, and transparent selection procedure that should be consistently applied to all candidates.

Working conditions

The main principals’ trade unions are the Barbados Association of Principals of Public Secondary Schools (BAPPSS) and the Association of Public Primary School Principals (APPSP).

The salaries of principals and school staff are defined by the Schedules Of Personal Emoluments.

2.3. Leadership preparation and training

Pre-service training

While no pre-service training is explicitly provided for in education legislation, the 2016 Public Service (Qualifications) Order specifies that principals are required to have a certificate in Educational Management, Educational Leadership, or a related discipline. Barbados has established the Erdiston Teachers Training College which is responsible for the training and education of teachers. In addition, the School of Education, University of the West Indies, Cave Hill, delivers undergraduate and graduate programmes in Educational Leadership and Administration for principals.

Induction and in-service training

The 2017 National Reading Strategy mandates that principals undergo annual seminars focused on enhancing the teaching and learning of reading. These will provide them with current theory and research on reading instruction. The training will occur every year to ensure that principals remain up to date with best practices and research in reading instruction. The Ministry of Education has also provided teachers and principals with freely accessible Professional Development Courses in Innovation and ICT. These courses were provided in response to the COVID-19 pandemic and the ensuing switch toward blended learning.

3. Teachers, parents and students

3.1. School management committees and boards

The 1981 Education Act states that a school’s Board of Management comprises a chairman, a deputy chairman, and not less than 5, nor more than 7, other members appointed by the Minister by instrument in writing. Every member of a Board holds offices for a term of 3 years and is eligible for re-appointment. The Board of Management is responsible for implementing the Minister’s policy and for that purpose may give directions of a general nature to the principal. The Board advises the Principal on managing and supervising the Schools, staff welfare and conduct, student education, training, recreation, discipline, and welfare, as well as any other matters the Principal refers to. Additionally, the Board must promptly inform the Minister of any known abuses related to the Schools. Furthermore, according to Chapter 41 (1997), the Board is also responsible for estimating the income and expenditure of each school under its control.

Additionally, the Minister may provide for a scheme of management for a particular school and may provide for the management of more than one school in a scheme of management. The 1982 Education Regulations provide further information on the functions and duties of the Board of Management, which include keeping records in respect of pupils and teachers, management of buildings, and the appointment and management of non-teaching staff.

3.2. Middle leaders

The 1982 Education Regulations define the roles of senior teachers as distinct from those of teachers. In a Primary or Composite School, a senior teacher’s responsibilities include acting as a substitute for the principal during their absence, supporting the principal in school administration, aiding in student discipline matters, supervising specific year groups or departments when required, providing professional guidance to fellow teachers, serving as a liaison between the principal and staff as needed, and maintaining close collaboration with the principal while assisting with various organizational and administrative tasks delegated by the principal.

In a public secondary school,’there are two middle leaders, a Senior Teacher and a Head of Department. A Senior Teacher is responsible for overseeing the overall well-being and discipline of students in a specific year group, collaborating closely with Heads of Departments to address syllabus and curriculum-related issues, coordinating morning assemblies for their designated year group, and working closely with the principal to assist with various organizational and administrative tasks as assigned by the principal. A Head of Department who in addition to his normal teaching duties is responsible to the following: Establishing, monitoring, and evaluating departmental aims and designing priorities, drawing up of syllabuses and ongoing development of the curriculum in respect of each subject falling within his department, advising the principals on the choice of textbooks and other educational materials and equipment, arranging and conducting departmental meetings for discussion of topics related to the teaching of the subjects in his department, assisting the principal in matters relating to the recruitment and training of staff for his department and advising the principal on matters relating to his department and undertaking such other relevant duties as the principal may require. There are also Subject Coordinators and Information Technology Coordinators (ITC) who function on assignment as middle managers in their particular spheres of responsibility and are part of the management team of the school.

3.3. Parents

According to section 55 of the 1982 Education Regulations, parents and teachers may, in accordance with regulations form associations, to be known as parent teacher associations. In addition, the Minister may encourage and assist the formation of parent-teachers associations (PTAs). These Associations must include in their objects the promotion of the interests of the school by brining parents, members of the community, pupils and teachers into closer cooperation. . Furthermore, numerous parent-teacher associations exist across primary and secondary schools in Barbados. Activities of local PTAs include participation in fundraising activities, and in generally strengthening the relationship between homes and schools. These are represented at the national level by the Barbados National Council of Parent Teacher Association (BNCPTA), which assists individual PTAs in their activities, assists principals of primary and secondary schools in getting PTAs up and running, and provides an overall direction for PTAs across the country.

3.4. Students

While education laws do not mention student councils at the individual school level, the National Student Council in Barbados was formed as a representative body comprising student leaders from various schools. Its primary mission is to advocate for the interests of children and adolescents in Barbados at the highest levels, particularly in the field of education. This council serves as a vital platform for consolidating the viewpoints of students across the island and presenting these perspectives in national decision-making spaces, emphasizing the importance of a united student voice and actively engaging with education officials to ensure students' voices are heard. In addition, the council encourages student leaders to promote the United Nations Sustainable Development Goals (SDGs) in their schools, fostering leadership skills and contributing to the development of both students and the schools they represent. UNICEF and the Ministry of Education support the establishment of the National Student Council, recognizing the significance of children's active participation in decision-making processes.

4. Governance

4.1. Autonomy of school leaders

The 1981 Education Act states that school management boards are responsible for implementing the national education policy and for the estimation of the revenue and expenditure and, for that purpose may give directions of a general nature to the principal. A Principal has the autonomy to create, in consultation with the members of his management team, a budget required for the effective operation of the school, this budget may span three years. These budget proposals are submitted by the Board to the Ministry of Education and the Ministry of Finance. These government departments consider the proposals and either approve or reject the budgets. In some cases, the budgets are revised. The budgets or Estimates are approved in Parliament. The Estimates as approved by Parliament are then placed under the control of the Board and it has the responsibility for the disbursement of the funds received in accordance with what was approved (Education Regulations, Part 1, Section 9 and 10). In some cases, such as in the suspension of a student, the principal may act on his own initiative but must also immediately notify in writing the Board and the student’s parents or guardians.

4.2. Assessment and accountability of school leaders

According to the 2007 Guide to Teacher Evaluation, the performance of principals is to be assessed through a summary evaluation conducted by the Chief Education Officer (or nominee), another principal, the deputy principal/senior teacher, and a staff member nominated by the staff. This evaluation process is designed to ensure that the assessment of the principal's performance is comprehensive and involves multiple perspectives. Additionally, the principal is to be evaluated at the end of an agreed period/cycle as stipulated in the legislation, and the final written reports/statements will be placed in the principal’s personal file.

4.3. Teacher assessment by school leaders

According to the 1982 Education Regulations, the principal must ensure that teachers are evaluated following the 2007 Guide to Teacher Evaluation. The principal's duties in evaluating teachers include conducting classroom observations, providing interim and final reports, and summarizing teacher performance. The principal is also responsible for evaluating senior teachers, information technology coordinators, and guidance counselors, as well as overseeing the evaluation of the deputy principal. The principal also plays a role in evaluating the head of the department and is subject to evaluation by the Chief Education Officer or nominee, another principal, the deputy principal/senior teacher, and a staff member nominated by the staff. All evaluations should be conducted in a non-threatening, open, and fair manner, with the involvement of all members of the teaching staff for the main purpose of improving performance.

This profile was reviewed by Dr. Ian A. Marshall, Lecturer in Educational Leadership, The School of Education Faculty of Humanities & Education The University of the West Indies, Cave Hill Campus, Barbados.

Dernière modification:

jeu 24/10/2024 - 15:41