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The 2013 Marshall Islands Public School System Act, which repealed the 1991 Education Act and established an autonomous public school system in the Marshall Islands, uses the term “school principal” in one instance, but does not explicitly define the term.
The Ministry of Education’s 2007 Teacher Certification Act uses the terms “head teacher”, which it defines as a teaching principal, and “school administrator”, which is defines as a school principal.
The 2018 Marshall Islands Public School System School Accreditation System Policies & Procedures uses the terms “principal” and “head teacher” interchangeably.
The 2020-2023 Education Sector Plan uses the terms “principals” and “headteachers”, but does not provide definitions of the terms.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2015 Public School Systems Rules and Regulations provide a description of the responsibilities of principals in Section 14-5-5 (d). This includes a list of nineteen items that include, among others, providing instructional leadership, overseeing staff development, developing a positive school climate, and maintaining required reports.
The 2018 Marshall Islands Public School System School Accreditation System Polices & Procedures lays out compulsory standards that all public and private elementary and secondary schools must meet to obtain accreditation. Standard 1 focuses on Leadership and has a rubric containing four criteria against which principals are assessed. In order to meet or exceed the accreditation standards principals should have high expectations of students; articulate a vision of excellence for the school; be an expert in curriculum and instruction; value professional development; conduct regular performance appraisals; and consult with stakeholders including teachers, the board, and the PTA to encourage collaborative decision-making around the School Improvement Plan.
In the Teacher Professionalism policy domain, the 2018-2030 Pacific Regional Education Framework aspires to formulate regional standards for school leadership and sector management. Moreover, it endeavours to facilitate the provision of professional development opportunities targeted at school leaders, middle managers, and senior managers, with a principal focus on enhancing their capabilities to support teachers in meeting the diverse needs of students.
Roles
Setting expectations/objectives: According to the 2015 Public School Systems Rules and Regulations, the principal is responsible to “provide educational direction for the school”. The 2018 Marshall Islands Public School System School Accreditation System Polices & Procedures further states that principals in schools that meet or exceed accreditation standards are active and visible leaders in all areas of management. This includes having “a clear philosophy of education” and articulating “a vision of excellence for the school”. Under Standard 1 Leadership, Criteria 1.1, principals in schools that exceed accreditation standards have very high expectations for both students and teachers. These should be communicated through a School Improvement Plan that the principal has a key role in developing.
Developing teaching and learning: The 2018 Marshall Islands Public School System School Accreditation System Polices & Procedures sets out expectations for the role of leaders in developing teaching and learning for schools seeking accreditation. In schools that meet accreditation standards, principals are familiar with the curriculum and instruction; regularly conduct planning meetings with teachers and staff; oversee the development and implementation of the School Improvement Plan; and are involved with the professional development activities for teachers and staff in the school.
Promoting collaboration: The 2018 Marshall Islands Public School System School Accreditation System Polices & Procedures further sets out expectations for the role of leaders in promoting collaboration for schools seeking accreditation. The document describes an exemplar leader as one who “manages a program of teacher collaboration”. According to the description, in an exemplar school, “teachers meet regularly, under the direction of the principal to collaborate and jointly plan programs of instruction. This collaboration ensures that there is continuity and progression between grades throughout the school”.
According to the 2015 Public School Systems Rules and Regulations, principals must involve “community, staff and students in developing educational goals consistent with the requirements and needs of the Ministry and the local community”. Additionally, the 2018 Marshall Islands Public School System School Accreditation System Polices & Procedures highlights the role of the principal in promoting collaboration among key stakeholders in developing the School Improvement Plan. These stakeholders include teachers, parents, students, community members, and other stakeholders who wish to be involved.
Additionally, the 2020-2023 Education Sector Plan aims to increase collaboration between different education sectors and work with school principals to prepare school improvement plans.
Supporting staff development: The 2018 Marshall Islands Public School System School Accreditation System Polices & Procedures highlights the role of the school leader in supporting the professional development of teachers and staff at the school. Schools meeting or exceeding criteria for accreditation have a principal who “creates many opportunities for teachers to engage in continuous professional development activities both inside and outside the school”. Furthermore, in schools meeting or exceeding accreditation standards, the principal “acts as a mentor to new teachers and other staff and organize or conducts formal and informal training at the school”. Schools meeting or exceeding criteria for have a School Improvement plan that contains plans for professional development for teachers as well as evidence of implementation.
Acting in accordance with the ethical principles of the profession: The 2015 Public School Systems Rules and Regulations states that leaders must “Adhere to the highest standards of personal conduct and professional responsibilities”. Furthermore, in the Teacher Professionalism policy domain, the 2018-2030 Pacific Regional Education Framework aspires to develop, continually update and promote a code of ethics for teachers and school leaders.
Others: The 2018 Marshall Islands Public School System School Accreditation System Polices & Procedures provides a description of exemplar leadership for schools seeking accreditation. In their description, exemplar leaders are also responsible for keeping accurate records of instructional days and for ensuring classroom environments are “conducive to learning, safe, orderly, engaging, and fulfilling for all students”. v
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The Ministry of Education’s 2007 Teacher Certification Act states that “no person shall serve as a teacher, head teacher or school administrator in any school in the Republic, without first having obtained a certificate and license from the Board”. The document does not explicitly specify requirements for degrees or prior teaching experience.
Appointment decision
According to the 2013 Marshall Islands Public School System Act, Local Boards of Education have the authority to oversee the operation of local public schools, including personnel management.
The 2020-2023 Education Sector Plan aims to strengthen future recruiting efforts for school principals by conducting a survey on upcoming principal retirements and succession plans for all schools with principals within 5 years of mandatory retirement. The Plan also aims to require trained school principals to submit yearly budgets and control “contractual” and “consumable” budget purchases.
Employment equity measures
No information is found.
Working conditions
No information is found.
2.3. Leadership preparation and training
Pre-service training
The 2015 Public School System Rules and Regulations references pre-service training programs as essential to enabling citizens to obtain administrator certifications. It states that “the Public School System shall provide in-service, pre-service, and other necessary programs to enable citizens of the Republic to qualify for the Ministry certification requirements. Such programs will be toward ensuring quality staff in the Ministry and for purposes of meeting requirements of the teacher and administrator certification program”.
Induction and in-service training
The 2015 Public School System Rules and Regulations states that “the Public School System shall endeavor to establish a continuous training program for all PSS employees to continuously upgrade their professional skills.” It specifically references in-service training programs for administrators stating that “the Public School System shall provide in-service, pre-service, and other necessary programs to enable citizens of the Republic to qualify for the Ministry certification requirements”.
With the overarching objective of enhancing learning outcomes and academic achievement in elementary schools by executing the Improving the Quality of Basic Education (IQBE) initiative, the 2020-2023 Education Sector Plan aims to increase training on educational leadership and management. For school principals, various planned activities include developing and implementing modules for principals, completing credit courses in educational leadership and change by principals, and reviewing existing/developing new policies for principals. The training content spans topics such as school community contracts, community leadership, financial literacy specific to school principals, performance-based budgeting, and components aligned with the United Nations (UN) convention. In the higher education sector, for academic department chairs, the Plan aims to implement a leadership training program. However, the Plan does not explicitly mention the type (pre-service or in-service) and duration of training, neither at the school level nor at the higher education level.
Furthermore, according to the 2018-2030 Pacific Regional Education Framework, the PacREF Programme is strategically oriented toward providing sustained assistance. This support will be facilitated through a judicious blend of technical guidance, customized modules tailored to specific contexts for the continual professional growth of teachers and school leaders, evaluation processes, knowledge dissemination, and platforms for shared learning experiences.
3. Teachers, parents and students
3.1. School management committees and boards
According to the 2013 Marshall Islands Public School System Act, the Public School System is governed by a National and Local Boards.
According to Section 306 of the 2013 Marshall Islands Public School System Act, the national board comprises nine members: five cabinet-appointed members from each of the five geographical regions of the Marshall Islands; the Minister for Education; and three other Minister-appointed members to represent interests of teachers, non-public schools, and parents, students or guardians. The primary responsibilities of the national board include exercising control over the public school system through the Commissioner of Education, to make recommendations on matters of education policy, establish policies on the operation of the Public School System, to establish curricula, and to provide fiscal oversight.
Section 310 of the 2013 Marshall Islands Public School System Act details the establishment of Local Boards of Education. The Local Boards are responsible for overseeing the operation of local public schools. Furthermore, according to Section 311, each local board has multiple vital responsibilities. They manage budgeting, personnel, facilities, and curriculum while adhering to educational standards. Local boards foster school-based management, involving administrators, teachers, parents, and other stakeholders in the educational process. They also establish and support education advisory committees that provide valuable input on objectives, policies, and programs. Furthermore, local boards are tasked with setting educational goals and standards and formulating an annual plan to track student progress. They diligently evaluate this progress through testing or suitable means, ensuring alignment with Ministry-defined goals. Lastly, local boards maintain a communication channel with the Ministry and the national board, actively submitting requests, comments, and recommendations for further action.
3.2. Middle leaders
No information is found.
3.3. Parents
According to the 2013 Marshall Islands Public School System Act, a parent or guardian is one of the members of the National Board of Education.
Chapter 31 of the 2015 Public School System Rules and Regulations addresses parent involvement in the Public School System. It requires schools to establish and maintain a PTA and a local school improvement team that is comprised of “parents, teachers, students (High School) and representatives from the local government, and the traditional leadership of the school community, including church, business and community-based organizations”.
The 2020-2023 Education Sector Plan does not explicitly mention parent-teacher associations. However, it aims to involve the community in writing the handbook and policies for school year to increase community oversight of schools. Furthermore, it aims to train parents in each village of the Republic of Marshall Islands to perform regular school observations and to pilot a school/community contract wherein all parents and students sign off on all policies thus easing cultural pressures on the school principal.
3.4. Students
According to the 2013 Marshall Islands Public School System Act students can become one of the members of the National Board of Education. Section 311 of the Act also states that Local Boards must make provisions for school-based management of schools in their jurisdiction that include students.
4. Governance
4.1. Autonomy of school leaders
According to Section 330 of the 2013 Marshall Islands Public School System Act, the Ministry of Education provides the autonomy to school principals to oversee the implementation of the school meal program for schools with dormitories. This program adheres to health and cleanliness standards set by the Ministry of Health.
4.2. Assessment and accountability of school leaders
With the overarching objective of enhancing learning outcomes and academic achievement in elementary schools by executing the Improving the Quality of Basic Education (IQBE) initiative, the 2020-2023 Education Sector Plan aims to implement the standards for principal performance and monitor the implementation of the developed standards.
4.3. Teacher assessment by school leaders
The 2013 Marshall Islands Public School System Act states that the Commissioner of Education bears the overall responsibility for the “recruitment, promotion and removal” of teachers. However, the 2015 Public School System Rules and Regulations states that principals are responsible to “make regular classroom visit to assess teacher competence and assist in the improvement of teacher performance”. Furthermore, the 2018 Marshall Islands Public School System School Accreditation System Polices & Procedures states that in schools complying with accreditation standards, principals conduct teacher performance appraisals.
