School leadership

The Organization of Eastern Caribbean States (OES) and Caribbean Community and Common Market (CARICOM), of which Saint Lucia is a member, published the 2021 Let's REAP! — Roadmap for Principals Guide No. 3 to support principals from the OES and CARICOM to address the unique needs of individual schools. In addition to that, 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 1999 Education Act states that a Principal is required to formulate the overall aims and objectives of the school and develop policies for their implementation.

Developing teaching and learning: The 1999 Education Act states that a Principal is responsible for organizing and implementing the prescribed curriculum for the school, taking into account the needs, interests, and development of the students, as well as the available resources.

Promoting collaboration: The 1999 Education Act states that a Principal is expected to promote satisfactory relationships with parents and the community served by the school. They shall keep parents informed of the progress and development of students and develop procedures for parental and community involvement in the school, promoting cooperation between the school and the community. A 2023 Job Advertisement for the Principal of a Primary School and a 2023 Job Advertisement for the Principal of a Secondary School also stress that a Principal should closely collaborate with the Education Officer to ensure that the school is properly and efficiently administered.

Supporting staff development: The 1999 Education Act states that a Principal is responsible for supervising and directing teachers and other staff assigned to the school. They should also deploy and manage all teaching and non-teaching staff, allocate duties, and ensure that staff members receive appropriate support and development opportunities.

Acting in accordance with the ethical principles of the profession: The 1999 Education Act states that a Principal is required to ensure the observance of the provisions of the Education Act and any regulations made under it. They should also maintain order and discipline in the school, report any unsanitary conditions or threats to health and safety, and fulfill their professional duties as specified by the Act. The 2015 OECS Teacher Appraisal Scheme recommends that Principals be assessed based on their Professionalism and Work Ethic, which is defined as demonstrating knowledge of education regulations, displaying commitment and responsibility to duties, and observing a code of confidentiality.

2.2. Selection and working conditions

Degree requirements and prior teaching experience

The 1999 Education Act states that the Principal of a school is an ex-officio member of the Board of Management. The Act also states that no person may be employed as a Principal unless that person holds a valid qualification as established in regulations made by the Minister.

The 2023 Job Advertisement for the Principal of a Primary School and a 2023 Job Advertisement for the Principal of a Secondary School issued by the Ministry of Education state that candidates should possess a Bachelor’s Degree in Educational Administration or a related field, plus Certificate/Diploma in Education, plus five years of experience as a Qualified Teacher. They should also be proficient in the use of Information Communication Technologies (ICT) integration for instructional learning. Candidates should also possess a comprehensive understanding of education theory and practice, demonstrating proficiency in various modalities of instruction. Essential skills include clinical supervisory capabilities, a solid grasp of the Education Act, Teaching Service Rules and Regulations, Ministry’s Procedures, Staff Orders, Financial and Store Rules, as well as familiarity with Collective Agreements and other operational procedures outlined in the Ministry’s Operations Manual. The candidate must exhibit effective management and instructional leadership, coupled with a creative approach to deploying participative and team-building strategies for school management. Additionally, the candidate should possess the capacity to strategically plan and integrate technology into both instruction and school administration. A high level of emotional intelligence is expected for adept problem-solving and conflict resolution. Decisiveness, sound judgment, and a successful track record in issuing directives are seen as integral qualities sought for the role.

Appointment decision

As stated in the Teaching Service Commission Act (4. Appointment), the Teaching Service Commission is responsible for appointing principals at schools, following consultation with the school's Board of Management.

Employment equity measures

According to the 2020-2023 Medium-Term Development Strategy, gender mainstreaming efforts aim to enhance the government's capacity to address gender equality priorities in planning and programming processes by considering the dimensions of women, men, girls, and boys at both technical and managerial levels. However, no information was found regarding employment equity measures in school leadership.

Working conditions

According to a 2023 Job Advertisement for the Principal of a Primary School and a 2023 Job Advertisement for the Principal of a Secondary School, accommodation is provided in the school in the form of an office. Salary is paid in accordance with Government employment contracts and collective agreements and is set at USD 24,302.51 per annum for primary school Principals, and at USD 26,556.19 for secondary school Principals. Institutional support is also guaranteed in the form of Civil Service and Teaching Service Regulations, Statutory Instruments and Departmental Guidelines. The advertisements also state that housing, free medical attention and medicine will not be provided.

2.3. Leadership preparation and training

Pre-service training

The 2020-2023 Medium-Term Education Strategy recommends that Principals and other education stakeholders receive adequate training in the use of ICT for quality and effective instruction.

Induction and in-service training

According to a 2023 Job Advertisement for the Principal of a Primary School and a 2023 Job Advertisement for the Principal of a Secondary School, opportunities are offered to Principals to receive specialized in-service training, which includes workshops, seminars, and orientation courses for career advancement. The 2019-2022 Saint Lucia Teachers’ Union Collective Agreement also states that at least one teacher per school year is entitled to training in conflict resolution methods.

3. Teachers, parents and students

3.1. School management committees and boards

The 1999 Education Act outlines the main rules regarding the composition, roles and responsibilities of schools’ Boards of Management. The board is appointed by the Minister and is composed of an ex-officio Principal, a representative nominated by the Parent-Teacher Association or a parent appointed by the Minister, a representative nominated by the staff, one member elected by the student council, and members appointed by the Minister to represent expert educational opinion, religious denominations, organizations involved in business, community development, and other areas of national interest. Their overarching responsibility is the comprehensive management, control, operation, and maintenance of the school.

In the execution of their duties, the Board receive, disburse, and account for funds allocated by Parliament for school operations. They must review and approve the school plan, establishing policies for school administration, management, and operation, including a student attendance policy. Additionally, they provide guidance on education, social matters, further education, and future careers, participating in the implementation of pastoral care policies for students. Ensuring effective relationships with external entities and promoting the school's activities are integral to their responsibilities.

3.2. Middle leaders

The 2019-2022 Saint Lucia Teachers’ Union Collective Agreement obligates the Ministry of Education to put in place mechanisms to create a structured career path for senior teachers, who are defined as permanent teachers for at least ten years with consistently good performance. A Senior Teacher is to be placed at the highest step in their grade, and, in secondary schools, should be allowed to hold administrative positions such as Dean of Discipline, Head of Department or Teacher in charge, for short periods, when both Principal and Deputy/Vice Principal are absent.

3.3. Parents

The 1999 Education Act states that parent-teacher associations (PTAs) can be formed by parents and teachers in accordance with regulations made under the Act. The Act encourages and aims to assist in the formation of PTAs and a National Council of Parent-Teacher Associations. The main objective of PTAs is to promote the interests of the school by fostering close cooperation between parents, members of the community, students, and teachers. PTAs are allowed to make rules for the regulation and control of their business, subject to the provisions of the Act and regulations. Where it exists, a PTA is also obligated to elect one of its members to the Board of Management. If a PTA does not exist, the principal, in consultation with the staff, may establish a school committee comprising parents, teachers, and members of the community. The school committee serves as an advisory committee to the school performs duties assigned by the Chief Education Office and must actively pursue the formation of a PTA. School committees are dissolved if and when a PTA is formed.

3.4. Students

The 1999 Education Act states that the Minister makes regulations on the constitution, rights, powers and responsibilities of Student Councils and of a National Student Council. Where it exists, a Student Council is obligated to elect one of its members to the Board of Management.

4. Governance

4.1. Autonomy of school leaders

The 1999 Education Act states that Principals have the authority to make certain decisions autonomously without needing to consult the board. The principal of each school is responsible for developing and implementing procedures for the instructional program of the school, including the promotion of satisfactory relationships with parents and the community served by the school.

The principal is not directly responsible for the hiring and firing of teachers. The Board of Management, in consultation with the Chief Education Officer, is responsible for the appointment and dismissal of teachers. The principal, as the head of the school, supervises and directs teachers and other staff assigned or rendering services to the school.

The principal, in collaboration with the Board of Management, is responsible for the preparation of the school's operations and maintenance budget. The budget is then reviewed and approved by the Board of Management.

4.2. Assessment and accountability of school leaders

According to a 2023 Job Advertisement for the Principal of a Primary School and a 2023 Job Advertisement for the Principal of a Secondary School, a principal's success is measured by the overall performance and accomplishments of the school, including the quality of instruction reflected in student performance. Other relevant factors are effective staff management and promotion of team spirit and parental involvement; maintaining student participation in school activities and ensuring discipline; timely, accurate, and high-quality provision of information in returns and reports. Principals are also to be assessed on their knowledge, understanding, and effective application of and compliance with Teaching Service Rules, Regulations, and the Education Act. Compliance with Ministry guidelines and policies is imperative.

The 2015 OECS Teacher Appraisal Scheme recommends a standardized evaluation form for principals and vice-principals, focusing on several key dimensions. Planning and Organization assess their ability to align school objectives with Ministry policies, design programs that reflect national targets, and lead the School Improvement Plan. Instructional Leadership evaluates their guidance on curricular activities, implementation of data-driven strategies, and execution of strategies for assessing program effectiveness, including student assessments and staff appraisals. Interpersonal Skills and Relationships look at their capacity to build rapport with stakeholders, network with educational institutions, manage conflicts, and command respect. Management covers their handling of financial, human resources, facilities, and time management. Professionalism and Work Ethic are also considered, as well as their role in Promoting a Quality Organizational Culture, which includes fostering a success-oriented school ethos, setting clear standards and expectations, and creating a safe and secure environment.

4.3. Teacher assessment by school leaders

The 1999 Education Act states that Principals are responsible for supervising and directing teachers, as well as assessing, recording, and reporting on the development, progress, and attainment of students. It states that principals shall “evaluate the standards of teaching and learning in school, and ensure that proper standards of professional performance are established and maintained. However, it does not lay out precise guidelines for teacher assessment by Principals. The 2015 Teacher Appraisal Form provided by the Ministry of Education is the main detailed instrument through which teacher performance is evaluated.

This profile was reviewed by Dr. Nadia Maxwell, Dean, Department of Teacher Education, Sir Arthur Lewis Community College, St. Lucia.

Dernière modification:

mar 22/10/2024 - 11:16