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 2004 Education Act (as amended in 2014) states that a "principal" means the head of a school (art.2).
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2019 Public Service Transformation Framework emphasizes performance alignment with the International Civil Service Effectiveness (InCISE) Index, serving as a benchmark for advancing towards a world-class public service. Furthermore, each Ministry is expected to have its own Performance Matrix, incorporating specific indicators to evaluate the projects undertaken by the ministry. This Performance Matrix will later be integrated into the National Performance Grid once the National Performance Framework is established as part of the overarching National Sustainable Social and Economic Plan. However, it does not refer specifically to school leaders/principals.
In addition to that, the Organization of Eastern Caribbean States (OES), of which British Virgin Islands is a member, published the 2021 Let's REAP! — Roadmap for Principals Guide No. 3 with the Caribbean Community and Common Market (CARICOM) to support principals from the OES and CARICOM and address the unique needs of individual schools.
Roles
Setting expectations/objectives: The 2004 Education Act (as amended in 2014) states that school principals formulate the overall aims and objectives of the school and policies for their implementation with the assistance of the staff (art.148).
Developing teaching and learning: The 2004 Education Act (as amended in 2014) mentions that principals are responsible for maintaining consistency between instructional practices within the school and the prescribed courses of study as per the provisions of the Act or relevant regulations. They are tasked with the deployment and management of both teaching and non-teaching staff, allocating specific duties to each member (art.148).
The 2016 Education Regulations highlights that the school principal is required to provide both students and their parents with the anticipated learning objectives expected to be achieved by the conclusion of a grade or division within the school. Additionally, the principal is responsible for designing special assistance programs tailored for students who may face challenges in meeting these expected learning outcomes. In situations where the principal determines that a student may struggle to fulfill the anticipated learning outcomes, a recommendation will be made to the parent to consider enrollment in a relevant remedial programme within the special assistance initiatives (art.70). “Except as otherwise provided, every teacher shall present the teaching and learning plans developed and prepared pursuant to this regulation to the principal at such times as the principal may consider necessary” (art.72).
Promoting collaboration: The 2004 Education Act (as amended in 2014) outlines the responsibilities of principals in promoting positive relationships with parents and the community served by the school. Principals are tasked with developing and implementing procedures for parental and community involvement in the school, fostering cooperation between the school and its community. They play a crucial role in maintaining order and discipline within the school premises and during approved school activities. Principals are responsible for the proper maintenance and care of school property. Their role extends to supervising, directing, and advising teachers and staff, as well as managing the requisition and distribution of necessary materials, supplies, and equipment. Attendance at meetings of the Board of Management, Parent Teacher Association, or school committee is required when requested. Furthermore, principals are entrusted with keeping parents informed about the progress and development of students. They are instrumental in ensuring good order and discipline among students, prioritizing their health and safety both on school premises and during authorized school activities elsewhere (art.148).
Supporting staff development: The 2004 Education Act (as amended in 2014) mentions that school principals are to encourage the professional development of teachers (art.148).
Acting in accordance with the ethical principles of the profession: Failure by a principal to fulfill any or a combination of these professional duties, may result in disciplinary action by the Teaching Service Commission in accordance with prescribed regulations governing discipline (art.148 of the 2004 Education Act).
The 2016 Education Regulations state that school principals are to “set examples in matters of respect for constituted authority, commitment to duty, punctuality, regularity, and exemplary conduct and mode of dress” (art.36).
Others: The 2004 Education Act (as amended in 2014) highlights that school principals are to ensure that the duty of providing cover for absent teachers is shared equitably among all teachers in the school (including the principal), taking into account their teaching and other duties (art.148).
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2004 Education Act (as amended in 2014) implies that the Minister is responsible for determining the qualifications required for individuals to be employed as teachers, principals, or deputy principals in public or assisted private schools. The Minister, through established regulations, sets the criteria and standards that individuals must meet to be eligible for such positions in the education sector (art.143). However, the law does not specify the type of qualifications necessary to be a school principal.
Appointment decision
While it does not explicitly state that it is responsible for appointing school principals, the Management Authority of a school, as implied in the 2016 Education Regulations, is responsible for various aspects related to the appointment, training, employment, and discipline of personnel, including teachers (art.46).
Appointments to the Management Authority are mandated to be publicly disclosed in the Gazette, emphasizing transparency. While exercising its authority, the Management Authority is required to respect the rights of the representative body of teachers, recognizing their role in advocating for teachers' interests at the school. Members of the Authority possess the privilege to visit the school during regular hours, provided they inform the principal in advance. Importantly, the Management Authority is strictly prohibited from discriminatory practices based on political, religious, or other beliefs, unless such beliefs adversely impact the rights of others in the school. In fulfilling its duties, the Management Authority is obligated to make pertinent recommendations to the Chief Education Officer and consider various documents governing the teaching profession, including disciplinary regulations and collective agreements. Furthermore, the Authority must take into account the diverse beliefs of individuals within the school community, ensuring a balanced and inclusive approach that safeguards the rights of all stakeholders (art.47).
Employment equity measures
The 2016 Education Regulations state that the Management Authority shall not discriminate against persons with regard to appointment, training, employment or discipline on the grounds of politics, religion or any other beliefs that do not adversely affect the rights of any other persons in the school (art.46).
Working conditions
The 2016 Education Regulations emphasize the recognition of the rights of the representative body of teachers by the Management Authority of a school. This recognition implies that the representative body has the authority to advocate for the interests and concerns of teachers within the school. The Management Authority is obligated to consider various documents that govern the teaching service, including the collective agreement with the representative body of teachers. The Authority must take into account relevant regulations, such as those from the Teaching Service Commission and Public Service Commission, when discharging its responsibilities. This underscores the importance of acknowledging and adhering to established agreements and regulations to ensure fair and conducive working conditions for teachers (art.46). However, the regulations do not refer to the working conditions of school principals.
2.3. Leadership preparation and training
Pre-service training
According to the 2004 Education Act (as amended in 2014), the Technological and Vocational Education and Training (TVET) Council, with the Minister's approval and in accordance with Section 134, can create schemes regulating training in various occupations. The scheme's provisions may include qualifications for trainees, practical and theoretical training requirements, proficiency tests, working hours, days off, minimum wages, and other conditions. The TVET Council, with Ministerial approval, has the discretion to determine the necessary elements for effective scheme operation.
Induction and in-service training
Leadership training programmes are provided by the government to principles such as the “Effective Leadership Training Programme” and were developed through a partnership between the Ministry of Education and the Institute of Education at H Lavity Stoutt Community College.
3. Teachers, parents and students
3.1. School management committees and boards
As per the 2004 Education Act (as amended in 2014), public secondary schools are under the management and control of the Minister, who may appoint a Board of Management for each school to enhance efficiency, economy, and community participation. The composition of the Board includes the principal, representatives nominated by the Parent Teacher Association and staff, members appointed by the Minister from various sectors, and a student council representative if applicable. The Board's functions encompass school management, financial responsibility, approval of school plans, establishment of policies, preparation of reports, and addressing student-related matters. The funds of the Board include allocations from the Ministry, fundraising, and donations. The Board is required to keep proper accounts, subject to annual audits, and submit reports, audited statements, and estimates to the Minister. Minutes of Board meetings, when duly signed, are admissible in legal proceedings (art.71-78).
3.2. Middle leaders
As per the 2004 Education Act (as amended in 2014), teachers are to participate in preparing the school plan, cooperate with parents and let them observe classes, supervise student-teachers, provide education and career guidance to students, as well as advise and participate in the Board of Management of the school.
A school guidance counsellor enhances students' learning efforts and abilities, guiding them in forming realistic self-concepts and understanding societal dynamics. The counsellor is responsible for providing counselling to help students address and cope constructively with their problems and developmental concerns. Collaboration with parents, teachers, administrators, psychologists, social workers, medical professionals, and community health personnel is essential for planning and implementing strategies to ensure students' success in the education system. The guidance counsellor also coordinates efforts to connect students and parents with necessary services through referrals between the school and relevant community agencies. The counselor therefore assists students in their personal, social, academic, and career development.
The principal of a school has the authority to refer a student for counselling to a school guidance counsellor based on the student's behaviour, attitude, demeanour, or lack of diligence in pursuing the prescribed curriculum. This referral can be made either in consultation with a relevant teacher or upon the teacher's recommendation. The school guidance counsellor, as per sections 50 and 51, is permitted to provide counselling services to students and parents, and these services can be offered on school premises or at any other location deemed suitable by the counselor, including the student's or parent's home.
The 2016 Education Regulations describe the role of a head of department in a public or assisted private secondary school. In addition to regular teaching duties, the head of the department is tasked with developing the curriculum for subjects within their department's portfolio. They play a crucial role in advising the school principal on textbook selection and educational materials, conducting departmental meetings, and guiding department members on effective teaching methods. The head of the department is also involved in matters related to staff recruitment and training within the department and is responsible for organizing staff development activities as needed (art.77).
3.3. Parents
Parents and teachers are permitted to establish associations called Parent Teacher Associations (PTAs) in accordance with regulations under the 2004 Education Act (as amended in 2014). The Minister is mandated to encourage and support the formation of both PTAs and a National Council of Parent-Teacher Associations. These associations are allowed in public and assisted private schools. The objectives of PTAs include promoting the school's interests by fostering close cooperation among parents, community members, students, and teachers. PTAs are also authorized to create rules for the regulation of their activities. Upon formation, the names of the executive members of a PTA are to be submitted to the Chief Education Officer, and subsequent executive elections require a similar submission (art.26).
If a Parent Teacher Association does not exist, the principal, in consultation with his staff, may establish a school committee comprising such a number of parents, teachers and members of the community as the principal determines. Section 68 the 2004 Education Act (as amended in 2014) outlines the responsibilities and functions of a School Management Committee appointed (art.66). The committee is tasked with advising the school's principal on various matters related to students and their parents, upholding the characteristic spirit of the school, preparing reports, reviewing and approving school plans, establishing policies for administration, analyzing school progress, resolving disputes, and considering the efficient use of resources and accountability to students, parents, staff, and the community. The committee is also empowered to address specific issues such as student participation, dress code, disciplinary measures, and inclusion of students with disabilities or special education needs. The amendments aim to provide a comprehensive framework for the committee's role in school governance. Every School Management Committee , after consulting with the principal, submits a report to the Chief Education Officer within one month after the end of the school year. This report should include information on student discipline, attainment levels, curriculum application, school condition and property maintenance, student attendance, and any other matter directly or indirectly impacting the school and its development (art.69).
The 2016 Education Regulations outlines the structure and roles of Parent Teacher Associations (PTAs) in schools. Each PTA at a school includes parents of current students, the principal, teachers, and parents of past students with specific expertise. The principal is tasked with initiating the formation of a PTA, and the duties and responsibilities of each PTA are tailored to the specific needs of the school (art.22).
Furthermore, the Minister is responsible for promoting the establishment of a National Council of Parent-Teacher Associations. The objectives of this national council include providing a platform for discussing matters of national importance, facilitating the implementation of educational policies within schools, monitoring standards in the public education system, and serving as a communication link between parents and the Ministry through the Chief Education Officer. The National Council comprises one representative from each PTA, and an executive body, consisting of up to fifteen elected members. The council determines its own rules of procedure (art.23).
3.4. Students
According to the 2004 Education Act (as amended in 2014), the Minister holds the responsibility of actively promoting the establishment, operation, and growth of student councils in all schools, along with the formation of a National Student Council (art.173). As part of the governance structure, a Board of Management is mandated to include a member elected by the student council, if such a council exists within the school. This underscores the importance of student representation and participation in the decision-making processes at the school level (art.80).
The 2016 Education Regulations outline the establishment and functioning of Student Councils in secondary schools. It specifies that each school's Student Council constitution should be tailored to the school's requirements and circumstances. Membership is restricted to enrolled and admitted students, and councils exceeding eleven members must elect an executive body. The council's constitution requires approval by the school principal, and a staff member is appointed as the teacher advisor. Meetings may be scheduled in the school timetable, with their frequency agreed upon by the principal and council. The council is invited to contribute to discussions on school rules and policies, and it presents student views to the principal. The principal ensures student evaluations of teachers and study programs through the council. The Student Council determines its rules of procedure (art.20)
Additionally, there is a provision for a National Student Council, comprising two delegates from each school's Student Council in the Virgin Islands. An education officer appointed by the Minister, in consultation with the Chief Education Officer, represents the Ministry on the National Student Council. The National Student Council also has representation on the National Text-Book Committee, and the Ministry engages these students in educational projects (art.21).
4. Governance
4.1. Autonomy of school leaders
Principals are entrusted by the 2004 Education Act (as amended in 2014) with the task of preparing the school's operations and maintenance budget, subject to review and approval by the Board of Management if such a body is in place. They play a pivotal role in formulating and executing the school plan, ensuring its alignment with the educational objectives. Furthermore, principals are instrumental in organizing and implementing the school’s prescribed curriculum, taking into consideration the unique needs, experiences, interests, aptitudes, and developmental stages of the students. The resources available to the school, along with the principal's duties under the Act and regulations, are also key considerations in this organizational and instructional role (art.148).
The 2016 Education Regulations highlight that the Chief Education Officer is tasked with ensuring effective arrangements for grade level and ability instruction in line with the Act. Principals, on the other hand, have responsibilities that include overseeing the administration of the instruction programme in accordance with the Act, Regulations, and the National Curriculum. They must ensure instruction is relevant to students' environmental and life experiences, promote the development of critical thinking and problem-solving skills, and maintain a high standard of quality across all grade levels. The ultimate aim is to significantly enhance student engagement, achievement, and readiness for the subsequent grade level (art.51).
4.2. Assessment and accountability of school leaders
Principals are mandated by the 2004 Education Act (as amended in 2014) to promptly report to the Chief Education Officer, the Director of Health Services, and relevant health personnel any potential outbreak of contagious or infectious diseases within the school. They are also required to report unsanitary conditions in the school building or surroundings, as well as any other dangerous or unsafe conditions present. Additionally, principals must report instances of student abuse and the need for protection to the Chief Education Officer and the appropriate government official responsible for student welfare when reasonable grounds for such concerns exist, adhering to the requirements outlined in the Juvenile Act (art.148).
The inspection and evaluation of school principals can be conducted by the Chief Education Officer, an Education Officer, or a public officer authorized in writing by the Chief Education Officer. Additionally, any person authorized in writing by the Minister is empowered to carry out inspections of public schools, assisted private schools, and private schools. When conducting inspections, these individuals are required to provide assistance and guidance to teachers for the promotion of good conduct and efficiency in the school. They are also tasked with advising the principal on matters related to the school's welfare and development and submitting a report on the school to the Minister, the Board of Management, or, in the case of a private school, the proprietor (art.156).
Furthermore, the principal of a public school, an assisted private school, and the proprietor or principal of a private school must keep the school open during school hours for visits and inspections. Inspections may be carried out by the Minister, the Chief Education Officer, or any other person authorized in writing by the Minister or the Chief Education Officer. Additionally, these authorized individuals may, at the request of the Chief Education Officer, examine students in the subjects of instruction taught at the school (art.157).
The 2016 Education Regulations mentions that the Management Authority of a school, whether public, assisted private, or private, is accountable and responsible to the Minister. Their role includes ensuring the satisfactory standard of school buildings, proper maintenance, suitable grounds for recreation, sufficient water supply, adequate facilities like toilets and furniture, compliance with guidelines, and addressing any other requirements directed by the Minister (art.46-47).
4.3. Teacher assessment by school leaders
The 2004 Education Act (as amended in 2014) mentions that a teacher is expected to carry out their professional duties under the direction of the principal and is required to perform any additional duties assigned by the principal, provided that these duties are reasonable and fall within the scope of the teacher's responsibilities (art.145). School principals “evaluate the standards of teaching and learning in the school and ensure that proper standards of professional performance are established and maintained” (art.148).
