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 2015-2020 Education Development Plan refers to a “principal” as the one who is responsible “of the success of an institution” and its leadership quality.
The 2011 Education Bill and 2012 Education Act No.5 define a school “principal” as “the head of any educational institution” (art.1). Schedule 5 of the bill defines a “deputy principal” as a person assisting the principal in managing the entire school or specific sections as designated by the principal. The deputy principal is also expected to undertake any professional duties delegated by the principal and, in the principal’s absence, assume the relevant professional responsibilities to the extent required by the principal or the relevant governing body.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2011 Education Bill and 2012 Education Act refer to a national framework for the appraisal of the performance of principals and outlines the roles and duties of school principals.
Roles
The professional duties of principals, deputy principals, and teachers in public schools are specified in Schedule 5 of the 2011 Education Bill and 2012 Education Act (art.102).
Setting expectations/objectives: Schedule 5 of the 2011 Education Bill and 2012 Education Act mentions that the professional duties of a principal encompass a broad range of responsibilities, including the formulation of overall aims and objectives for the school, as well as the development and implementation of policies to achieve them. The principal is tasked with maintaining positive relationships with organizations representing the interests of teachers and other staff members.
They are also required to promptly report to the Chief Education Officer, the permanent secretary responsible for health, and other relevant health personnel any potential outbreak of contagious or infectious diseases, unsanitary conditions in the school premises, or any other unsafe conditions. The principal is further obligated to report to the Chief Education Officer and the appropriate government official responsible for student welfare when there are reasonable grounds to believe that a student requires protection according to legislative definitions. Furthermore, one of the principal's crucial duties involves preparing and executing the school development plan.
Developing teaching and learning: The role of the school principal, as outlined in the 2011 Education Bill and 2012 Education Act, involves ensuring the appropriate application of the syllabus to meet the specific needs of the students and effectively administering the school's overall programme. The principal is responsible for allocating and overseeing the duties and responsibilities of the school staff, ensuring equitable distribution of cover duties for absent teachers among all staff members, considering their teaching and other responsibilities. Additionally, the principal is tasked with deploying and managing both teaching and non-teaching staff, delegating specific duties, when appropriate, to the deputy principal or other staff members in alignment with their employment conditions. Monitoring and recording the progress of the students within the school is another essential duty under the principal's purview (schedule 5).
Promoting collaboration: The 2011 Education Bill and 2012 Education Act state that principals of every educational institution shall establish and maintain student records in accordance with guidelines set by the Chief Education Officer (art.112). The principal is tasked with supervising the physical safety of students, managing the internal organization of the school, and maintaining order and discipline during school activities. Additionally, the principal ensures proper use of school equipment, upholds good order and discipline throughout the school day and authorized activities, and provides regular information to parents about the curriculum and their children's progress. Building effective relationships with external entities, advising and assisting the Board of Management or Governing Board, and maintaining liaison with Ministry officers are integral parts of the principal's role. In schools without a designated board, the principal is responsible for establishing policies for the administration, management, and operation of the school as outlined by relevant sections (schedule 5).
Supporting staff development: The 2011 Education Bill and 2012 Education Act stress that principals are responsible for “ensuring that the members of staff of the school have access to advice and training appropriate to their needs, in accordance with the policies established by the Minister for the development of teachers in Anguilla” and “participating in the identification of areas in which other teachers would benefit from further training and the undergoing of such training” (Schedule 5).
Acting in accordance with the ethical principles of the profession: The 2011 Education Bill and 2012 Education Act highlight that failure to perform the specified professional duties may result in disciplinary action as outlined in the regulations under the Public Service Commission Act.
Others: The 2011 Education Bill and 2012 Education Act mention that school principals can participate in the teaching of students at the school, including provision of cover for absent teachers. The Bill grants authority to principals, grounded on reasonable suspicion, to conduct searches on students and their belongings for prohibited items.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2011 Education Bill and 2012 Education Act state that no person can be employed as a teacher, principal, or deputy principal in a public or assisted private school without holding a valid qualification established by regulations set by the Minister (art.100).
The 2010 Public Service Commission Regulation states that it shall consider public service candidates according to their educational qualifications, general fitness, and previous employment in public service, but no specific mention of school principals.
Appointment decision
The 2010 Public Service Commission Regulation mentions that the commission makes recommendations to the Governor for appointments and selections of public officers. The commission appoints one or more selection boards to assist in the process, but no specific mention of school principals.
The 2015-2020 Education Development Plan mentions that teachers are part of the public service and are employed by the Public Services Commission, but does not mention school principals in this aspect.
Employment equity measures
No information has been found.
Working conditions
Article 101 of the 2011 Education Bill and 2012 Education Act delineate the rights afforded to teachers, principals, and deputy principals, encompassing the entitlement to membership in the Anguilla Teachers Union or a representative body advocating for teachers' interests, along with the right to engage in the lawful activities conducted by such a Union or representative body.
2.3. Leadership preparation and training
Pre-service training
The 2010 Public Service Commission Regulation mentions it supports candidates for long-term training opportunities though it did not specify whether it was pre or in-service training and did not specify school principals.
Induction and in-service training
The 2015-2020 Education Development Plan and the 2012 Education Act mention that there is a need for leadership and management training for school principals and other senior staff “Education leaders, managers and aspiring leaders should have access to continuing professional development”.
The 2015-2020 Education Development Plan mentions that principals will be included in any training programs that are provided for management staff in primary schools.
3. Teachers, parents and students
3.1. School management committees and boards
The 2011 Education Bill and 2012 Education Act focus on the administration of educational institutions, specifically addressing the management of public primary schools. The key points include the establishment and maintenance of public primary schools under the control of the Minister. Boards of Management may be appointed by the Minister for public primary schools, with members comprising the principal, a parent, a staff member, and individuals representing various areas of expertise and community interests. The functions of the Board of Management include controlling expenditures, maintaining school facilities, approving school plans, establishing policies on conduct and attendance, and resolving disputes. The Board must consult with the Chief Education Officer and submit various reports to the Chief Education Officer, including statements on discipline, student attainment, curriculum application, and maintenance of school property. Policies established by the Board require approval from the Chief Education Officer, and the Board must act in accordance with any special or general directions from the Minister (art.27-33).
The provisions outlined in the 2011 Education Bill and 2012 Education Act mention that Public secondary schools are placed under the direct management and control of the Minister. Governing Boards, appointed for each secondary school, consist of members including the principal, a parent, a staff representative, up to five individuals representing various areas, and a student representative. These boards are tasked with responsibilities such as managing school operations, handling budgets, making recommendations, approving school plans, establishing policies, preparing reports, appointing committees, and performing functions mandated by the Minister or prescribed by the Act. Funding sources for Governing Boards include allocations from the House of Assembly, property, funds from fundraising, and donations. The financial transactions of Governing Boards are subject to annual audit by the Chief Auditor, who may conduct investigations or special audits as needed. Governing Boards are required to submit annual reports, audited accounts statements, and estimates for the next financial year to the Minister, with these documents being laid in the House of Assembly. The minutes of Governing Board meetings, when signed, are deemed duly convened and held, and they hold evidentiary weight in legal proceedings. Certified copies or extracts of these minutes are also admissible in court (art.34-40).
Additionally, according to Pt.6, division 2 of the 2011 Education Bill, parents and teachers have the right to form associations. Where a Parent-Teacher Association does not exist at an educational institution, the principal, in consultation with his or her staff, may establish a school committee comprising such number of parents, teachers, and members of the community as the principal determines.
3.2. Middle leaders
The 2011 Education Bill and 2012 Education Act assign numerous additional responsibilities to teachers, emphasizing their role beyond classroom teaching. These duties include maintaining student records, communicating regularly with parents about their children's progress, participating in various school meetings and committees, and reviewing teaching methods and curriculum development. Teachers are also responsible for student discipline, covering absent colleagues, and ensuring school safety. The Act further specifies that teachers are expected to promote student well-being, contribute to assessments, and advise on educational matters. In addition, they assist the school board, engage in ongoing professional development, and help manage school administration and organization (schedule 5).
As for a school guidance counselor in a public school, responsibilities include enhancing students' learning efforts, guiding them in forming a realistic self-concept, and providing counseling to help them cope with problems and developmental concerns. The counselor collaborates with various stakeholders, including parents, teachers, administrators, and healthcare professionals, to plan and implement strategies for student success in the education system. Additionally, the counselor assists in coordinating efforts to obtain necessary services and facilitates referrals between the school and community agencies. Furthermore, the principal, in consultation with a competent teacher, may refer a student to the guidance counselor based on behavioral issues or a lack of diligence in pursuing the prescribed curriculum. The counselor has the authority to offer counseling services on school premises or other suitable locations, including students' homes, with the ability to enter the premises during daylight hours for counseling purposes (art.148-150).
3.3. Parents
The 2011 Education Bill and 2012 Education Act state that Parents and teachers of any educational institution can form a Parent-Teacher Association (PTA) according to regulations under the Act. The Minister aims to promote the establishment of both Parent-Teacher Associations and a National Council of Parent-Teacher Associations. PTAs can be established in public or assisted private schools. The “objectives of a PTA of an educational institution shall include the promotion of the interests of the educational institution by bringing parents, members of the community, students and teachers in close co-operation”. Every PTA can create rules of procedure for its business, subject to the Act and relevant regulations. If individuals are elected or nominated to the executive body of a PTA, the principal must promptly submit their names to the Chief Education Officer (art.114).
In cases where there is no existing Parent-Teacher Association (PTA) at an educational institution, the principal, in consultation with the staff, has the authority to establish a school committee with a determined number of parents, teachers, and community members. The formation of a school committee requires written approval from the Chief Education Officer. The school committee is tasked with advising the school administration upon request by the principal, carrying out duties assigned by the Chief Education Officer, and actively working towards establishing a Parent-Teacher Association at the educational institution. Notably, if the school committee successfully facilitates the creation of a PTA, it ceases to exist at the time of the PTA's formation (art.115).
3.4. Students
The 2011 Education Bill and 2012 Education Act mention that the Minister may make regulations concerning the constitution, rights, powers and responsibilities of Student Councils in all schools and of the National Students Council (art.4 & 190) actively encouraging the formation, functioning and its development. Student council members take part in the Governing Board and a Board of Management of a secondary school “one member, who shall be a member of the student council nominated by the student council of the school, if one exists, but if no such student council exists, the Minister shall, acting in his or her discretion, appoint a student” (art.36 & 78).
4. Governance
4.1. Autonomy of school leaders
Generally, school Principals don’t have much autonomy as most of the decisions are taken either by the Governing Boards or by the Minister. The main duties of principals include “determining, organizing and implementing the prescribed curriculum for the school, having regard to the needs, experience, interests, aptitudes, and stage of development of the students and the resources available to the school” and “allocating, controlling and accounting for those financial and material resources of the school” which are under their control (schedule 5).
According to the 2011 Education Bill and 2012 Education Act, Governing Boards handle budgetary matters, make recommendations to the Minister, approve school plans, establish policies, prepare reports, appoint committees, and perform other functions as required by the Minister or prescribed by the Act. The funds and resources of Governing Boards include money voted by the House of Assembly, property, funds from fundraising activities, and donations (art.37-38).
The Minister is mandated to establish a national curriculum and has the authority to revise it whenever deemed necessary and expedient for schools (art.157). The Minister is tasked with constituting subject panels to create and periodically revise the national curriculum. These subject panels are responsible for developing syllabuses for both core and foundation subjects. Each subject panel must include members from the teaching profession with expertise in the subject, officials from the Department of Education, and individuals with relevant knowledge or experience in the subject, including parents. The subject panel is to consist of 5 to 9 members appointed by the Minister in consultation with the Chief Education Officer. The Chief Education Officer or a designated official is responsible for coordinating the work of the subject panels and ensuring the testing and implementation of recommended syllabuses within the school system (art.159).
4.2. Assessment and accountability of school leaders
The 2015-2020 Education Development Plan highlights that principals are to undergo performance appraisal by the Education Officers on an annual basis.
Part 10, the “Inspection and Review of Education System”, of the 2011 Education Bill and 2012 Education Act mentions that inspecting and “Advising the principal of the educational institution on matters related to its welfare and development” can be conducted by the Chief Education Office or an Education Officer, a public officer authorized in writing by the Chief Education Officer or any other person authorized by the Minister in writing (art.173).
Schedule 5 mentions that principals are to participate in any arrangements within an agreed national framework for the appraisal of performance of principals.
The principal of the school, as well as the proprietor or principal of every private educational institution, is obligated to keep the school or institution accessible for visits and inspections during school hours. This access is granted to specific authorities, including the Minister, the Chief Education Officer, and any other person authorized in writing for that purpose by either the Minister or the Chief Education Officer. This provision underscores the transparency and accountability of educational institutions, ensuring that they are open for official visits and inspections by relevant authorities (art.174).
4.3. Teacher assessment by school leaders
The 2015-2020 Education Development Plan highlights that teachers also undergo the appraisal system conducted by the principals themselves “Principals themselves conduct the appraisals for teachers within their schools” whereas the “Education Officers carry out the appraisals of the principals”.
Schedule 5 of the 2011 Education Bill and 2012 Education Act highlights that the role of the school principal includes “evaluating the standards of teaching and learning in the school, and ensuring that proper standards of professional performance are established and maintained; supervising and participating in any arrangements within an agreed national framework for the appraisal of the performance of teachers who teach at the school”.
The 2011 Education Bill and 2012 Education Act mention that the Chief Education Officer, Education Officers, authorized public officers and individuals authorized by the Minister are responsible for inspecting educational institutions. The focus of the inspection is on promoting the institution's good conduct and efficiency, providing guidance to teachers, advising the principal, and examining students. The inspection reports are submitted to relevant authorities, including the Minister, school boards, or proprietors (art.173).
Every five years, or as soon as possible thereafter, the Executive Council, based on the Minister's recommendation, is mandated to appoint an Education Review Committee. This committee, consisting of up to five members, is tasked with reviewing and reporting on various aspects of the education system. These aspects include the physical condition and maintenance of schools, the curriculum's suitability, student performance in various assessments and examinations, the organization and delivery of education services by the Ministry, the teaching service, and the overall quality and performance of teachers. The Education Review Committee's report is submitted to the Minister, who is responsible for presenting it to the House of Assembly. Once laid before the House of Assembly, the report is printed and made available to the public (art.176-177).
