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 2023 Handbook for School Leaders refers to the terms “school leaders” and “school principals” and the 2005 Education Bill defines “Principals” as anyone performing the duties of the head of an educational institution.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2005 Education Billis the main legal text outlining the duties and responsibilities of school principals.
Given that Saint Vincent and the Grenadines (SVG) aims to align its education policies to that of the Organization of the Eastern Caribbean States (OECS), the 2012-2021 OECS Education Sector Strategy aimed to develop the minimum qualifications for teachers and principals, educational management standards for principals, and standards for school governance.
The 2023 Handbook for School Leaders mentions that the SVG Leadership Framework is influenced by the 2015 Organization of Eastern Caribbean States (OES) Standards for Principals and the Ontario Leadership Framework. It outlines the role of the principal in six domains: Professional Growth, Strategic Direction, Institutional Strengthening, Leading Learning, People Development, and Institutionalization of Accountability Measures, along with four personal competencies: Problem-Solving Skills, Communication Skills, Operational Knowledge, and Instructional Knowledge.
In addition to that, the Organization of Eastern Caribbean States (OES) and Caribbean Community and Common Market (CARICOM), of which Saint Vincent and the Grenadines is a member, published the 2021 Let's REAP! — Roadmap for Principals Guide No. 3 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: According to the 2005 Education Bill, the principal is tasked with upholding the regulations, formulating institutional aims, ensuring adherence to prescribed courses, and maintaining discipline, while the 2023 Handbook for School Leaders emphasizes the establishment of a clear, learning-centered vision and a strategic direction communicated effectively to stakeholders through inclusive mission statements, SMART goal setting, and transparent communication.
Developing teaching and learning: The 2005 Education Bill states that the principal is responsible for organizing and implementing the prescribed curriculum for the institution, taking into account the needs, experience, interests, aptitudes, and stages of development of the students. They are also required to evaluate the standards of teaching and learning in the institution and ensure that proper standards of professional performance are established and maintained. In addition to that the 2023 Handbook for School Leaders focuses on the principal's role in leading learning and supporting instructional leadership by staffing the instructional programme effectively, providing instructional support, monitoring progress in student learning and school improvement, through strategic planning, collaboration, and data-driven decision-making.
Promoting collaboration: The 2005 Education Bill states that the principal should maintain effective relationships with organizations representing teachers and other staff of the institution. It is their duty to keep parents informed of the progress and development of students. They are also required to cooperate with the Board of Management of the institution in performing certain duties. The 2023 Handbook for School Leaders highlights that principals also facilitate communication and engagement through workshops, social events, and platforms for student voice and agency and they proactively reach out to and engage students and families who may not be regularly attending school. In addition, principals shall enable everyone to work collaboratively, share knowledge and understanding.
The 2020 School Safety Policy (SSP) mentions that the school principal must maintain high hygiene standards in the school environment.
Supporting staff development: The 2005 Education Bill states that the principal should initiate staff development programmes and perform any other related duties prescribed by the regulations. The 2023 Handbook for School Leaders mentions that principals support staff by providing individualized support and consideration, acknowledging their responsibilities and achievements, seeking their opinions, establishing productive working relationships with teacher representatives, and responding to their unique needs. They also stimulate growth in staff's professional capacities by developing procedures for induction, professional development, and performance review, encouraging reflection on goals and evidence of impact, facilitating opportunities for peer learning, and challenging staff to continually improve their practices in alignment with school goals and priorities.
Acting in accordance with the ethical principles of the profession: The 2023 Handbook for School Leaders stresses that school principals' roles include “commitment to developing and model core institutional values through ethical and moral behaviors consistent with the Education Act”.
Others: No information has been found.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
No specific degree requirements or prior teaching experience are mentioned. The Education For All 2015 National Review mentions that the majority of principals at the primary level also have degree-level training in education administration and management or related fields.
According to the 2006 Education Act No.34, candidates applying for pre-primary, primary, or all-age level teaching positions should have passed a minimum of four GCE or CXC 'O' Level subjects, including English Language, a science subject, a social science subject, and mathematics, while for secondary level teaching positions, they must have passed at least five GCE or CXC 'O' Level subjects, including English Language, and two 'A' Level subjects or their equivalents.
Appointment decision
The 2005 Education Bill states that the appointment of a teacher to a public school is made by the Public Service Commission on the recommendation of the Ministry and in accordance with the requirements of the institution, qualifications, and suitability of the teacher. The Chief Education Officer consults with the respective Boards of Management and the teachers concerned in the interests of efficiency and maintaining standards.
Employment equity measures
The 2022 OECS Gender Policy objectives include providing “female and male staff equal opportunities for professional and personal growth, promotion and leadership, as well as equal working conditions and benefits”.
Working conditions
The 2014-2019 Education Sector Development Plan mentions that to facilitate principals’ tasks, administrative assistants should be provided in educational institutions wherever possible.
2.3. Leadership preparation and training
Pre-service training
The 2014-2019 Education Sector Development Plan recommends that principals receive adequate training in management and leadership.
Induction and in-service training
The Education For All 2015 National Review states that continuous training and professional development of all teachers, including principals, remain a key priority in the government's efforts to improve the quality of education.
The 2023 Handbook for School Leaders states that the Leading and Learning Team Programme for school principals offers a structure for learning with colleagues, supported by the School Inspection and Supervision Unit. The Leading and Learning Team (LLT) programme is designed to facilitate job-embedded professional learning for leaders within the education system. It spans 24 months and involves 16 sessions, each lasting 3 hours, with participants responsible for attending orientation, engaging in prescribed activities, and addressing current issues identified by the team. LLT teams may consist of two or three leaders, including teacher, school, or system leaders, and are formed based on recommendations or volunteerism. Participants are expected to communicate programme goals, attend sessions, engage in collaborative learning, and submit reports for monitoring and support. The programme emphasizes active learning, facilitated discussion, self-directed learning, and critical reflection, with sessions addressing leadership capacities, technical and adaptive challenges, and research. The programme lead(s) play a crucial role in advocating for the programme, recruiting participants, providing ongoing support, and monitoring and evaluating its impact.
3. Teachers, parents and students
3.1. School management committees and boards
The 2005 Education Bill states that every public secondary school shall have a Board of Management. The Board of Management for a public secondary school is constituted similarly as the Board of Management for a pre-primary, primary, or all-age school, with the addition of a member nominated by the student council or other student body of the school.
The roles and responsibilities of a Board of Management include the efficient management of the school, receiving, disbursing, and accounting for the financial resources of the school, supervising the rebuilding or extension of the school, reviewing and approving the school development plan, establishing policies for the administration and operation of the school, preparing reports and providing information required by the Act and regulations, monitoring student progress and discipline, and ensuring the condition of the school buildings and premises.
The Board of Management is also responsible for resolving disputes between the school, parents, and teachers, and performing any other function conferred on it by the Act, regulations, or the Minister of Education. The Board of Management may make recommendations to the Minister of Education, appoint committees, and consult the Chief Education Officer in the performance of its functions.
Every Board of Management is required to keep proper accounts of its transactions, which are audited annually by the Director of Audit. The Board of Management must ensure that the school premises are sanitary and maintained satisfactorily, that the school is not conducted for private profit, and that approved fees are charged. The Board of Management is also responsible for providing returns of statistics to the Minister of Education and ensuring that minutes of its meetings are duly signed and receivable in evidence in legal proceedings.
The 2005 Education Bill highlights that the Board of Management of every public school is responsible for the efficient management of the school, including the supervision of student progress, discipline, and the system of instruction. The principal of the school is required to submit an annual statement containing information on student discipline, attendance, attainment levels, and the application of the curriculum. The Board of Management is also responsible for reviewing and approving the school development plan prepared by the principal. If a principal consistently fails to perform their professional duty of assessing teachers, they can be considered guilty of misconduct and may be subject to disciplinary action by the Public Service Commission.
3.2. Middle leaders
The 2005 Education Bill defines the role of Deputy principals as middle leaders, tasked with assisting the principal in managing the institution. Deputy principals are required to be teachers and fulfill their professional duties as teachers in addition to their role as deputy principals. They are expected to have the necessary qualifications and experience to effectively carry out their responsibilities.
A deputy principal’s primary role is assisting the principal in managing the institution or a specific part of it as determined by the principal. They must further carry out any professional duties delegated to them by the principal and are responsible for maintaining effective relationships with organizations representing teachers and other staff members. They ensure the implementation of the prescribed curriculum, keeping the work and organization of the institution under review, and evaluating the standards of teaching and learning. Deputy principals must also contribute to maintaining good order and discipline among students and safeguarding their health and safety. They are expected to initiate staff development programmes and perform any other related duties prescribed by the regulations.
3.3. Parents
The 2005 Education Bill mentions that parents in public, private, or assisted private schools have the opportunity to participate in the education system through Parent Teacher Associations (PTAs) and school committees. PTAs aim to enhance educational institutions by fostering collaboration among parents, community members, students, and teachers, with the right to establish rules and regulations governing their operations. They must notify the Chief Education Officer of their executive members and actively encourage PTA formation, potentially establishing a school committee with official approval if PTA does not exist. PTAs are tasked with cooperating with the school administration and advising on school matters.
The 2014-2019 Education Sector Development Plan mentions that by 2015-16, all schools should have a functioning PTA. It also recommends that schools, through principals and Chief Education Officers, ensure constant communication of strategy and vision with PTAs.
3.4. Students
The 2005 Education Bill mandates that every public secondary school have a student council, consisting of a President, Vice-President, Secretary, Assistant Secretary, and a public relations officer. The student council's functions include ensuring the general welfare of all students, reporting teacher behavior and classroom performance to the principal, assisting in student discipline and reducing vandalism, aiding in school maintenance, providing opportunities for students to participate in leadership roles, participating in decision-making regarding school rules and policies, encouraging compliance with rules, assisting struggling students, identifying students with problems and organizing assistance for them, and organizing enriching activities in consultation with the principal and staff.
The 2014-2019 Education Sector Development Plan recommends that a Student Services Unit be piloted Saint Vincent and the Grenadines Community College (SVGCC) to help establish a vibrant student council.
4. Governance
4.1. Autonomy of school leaders
The 2005 Education Bill provides that a principal may, after consultation with the Board of Management, make rules to govern the attire, conduct, and discipline of students. The principal must consult with its staff when setting overall strategic objectives for their educational institution.
The 2014-2019 Education Sector Development Plan recommends that a competent secretary/admin assistant and appropriate supporting facilities and equipment to facilitate principals’ autonomy and reduce administrative burden.
The 2023 Handbook for School Leaders gives the right school principals to recruit, select and retain skilled teachers and highlight their role in leading learning and instructional leadership. The principals also complete monthly ministry reports on resource allocation and incidents, managing both financial and human resources to achieve educational goals, collaborating with the Ministry by providing information and developing coherent and accurate accounts of the school's performance.
4.2. Assessment and accountability of school leaders
The 2005 Education Bill mentions that the Minister, the Chief Education Officer, an education officer, or an authorized person may visit or inspect schools, provide assistance, advise principals on student welfare, and submit reports on the school's status. Principals are required to keep the school open during school hours for visits and inspections by authorized personnel.
The 2023 Principal Performance Appraisal (PPA) Procedure highlights the process in which school principals go through performance appraisal through an external School Inspection process and are evaluated by a Senior Education Officer (SEO) from the School Inspection and Supervision Unit; the SVG Leadership Framework outlines the criteria for the assessment procedure.
The 2023 Handbook for School Leaders also refers to the Principal Performance Appraisal (PPA) which requires specific evidence, including a Self-Assessment Tool, a 360-degree Assessment Tool (360-degree assessments by the school staff), an Annual Personal Leadership Development Plan (APLD), the School Development Plan, school visits by the Senior Education Officer (SEO), a School Community Survey, and artefacts presented by the principal. Through an Annual Personal Leadership Development Plan (APLD), school principals identify three leadership practices and three personal competencies for improvement and they are required to provide the SEO with a list of professional learning completed over the previous year during the PPA.
4.3. Teacher assessment by school leaders
According to the 2005 Education Bill principals are responsible for evaluating the standards of teaching and learning in the institution and ensuring that proper standards of professional performance are established and maintained. External assessment education officers provide teachers with advice on student welfare and development. The 2023 Handbook for School Leaders outlines that school principals' methods observe classroom instruction, provide constructive feedback, and measure and monitor teacher effectiveness using student achievement as evidence. In the external School Inspection process, the inspection team evaluates teaching strategies and methods during class observations and conducts interviews and surveys with teachers.
