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 1997 Education Act No.11 defines a principal “as the head of any school or institution under the act” (art.2).
The 2020 CARICOM Standards for the Teaching Profession Teachers, Educational Leaders and Teacher Educators mention that “School Leaders are articulated across two focus areas: Middle Leaders and Senior Leaders. Senior leaders refer to Principals and Vice-principals, and Middle Leaders refer to those appointed to nationally regulated positions of responsibility within schools, such as: Heads of Department; Heads of a Pastoral Year Group, and any other teacher appointed to a nationally regulated position of responsibility”.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 1997 Education Act No.11 is the official document outlining the roles of school principals.
The 2020 Caribbean Community and Common Market (CARICOM) Standards for the Teaching Profession Teachers, Educational Leaders and Teacher Educators, of which Dominica is a member, outlines 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 1997 Education Act No.11, school principals are responsible for setting the overall goals and policies of the school, with input from staff. They must also compile an annual report detailing the school's activities, achievements, challenges, and future plans, which must be submitted to the Chief Education Officer by a specified deadline (art.72).
Developing teaching and learning: The 2011 Education Regulations outline the principal's primary responsibility for ensuring the evaluation and assessment of the instructional programme (art.50) and communication with parents regarding student performance. Principals must display the curriculum at the start of the school year, provide it to parents upon request, and notify them of any alterations. They are also responsible for furnishing parents with a written summary report on their child's performance, signed by the class teacher and themselves or another authorized teacher (art.10). Additionally, principals oversee the evaluation and assessment of the instructional program in accordance with the regulations. They must provide parents with expected learning outcomes by the first term's conclusion and develop special assistance programs for students who may struggle to meet these outcomes. If necessary, they recommend relevant remedial work within these programmes to parents (art.69).
Promoting collaboration: The 1997 Education Act No.11 11 outlines the multifaceted responsibilities of school principals, emphasizing their role in managing staff, keeping parents informed about students' progress, maintaining relationships with the community, fostering order and discipline, and overseeing the establishment and operation of Student Councils. Additionally, principals are responsible for cultivating positive relationships with parents and the local community, facilitating their involvement through established procedures, and fostering cooperation between the school and community. They also maintain discipline within the school, manage the requisition of necessary materials, attend meetings as necessary, oversee the distribution of supplies and are tasked with ensuring the standards of teaching, learning and professional performance (art.136). As per the 2011 Education Regulations, the principal, in collaboration with the school authority, is tasked with maintaining the school premises in accordance with the maintenance manual. This involves supervising the upkeep of facilities to meet prescribed standards. The principal has the authority, with school approval, to appoint qualified individuals for periodic inspections of the premises. These inspections aim to promptly identify and address any defects or issues, enhancing overall maintenance and safety in the school environment (art.56).
Moreover, the 2011 Education Regulations mandate principals to establish and adhere to written policies and procedures regarding various aspects of school management, including student discipline, promotion, graduation, safety, and fundraising, aimed at maintaining discipline, supporting academic progress, ensuring safety, and managing fundraising efforts effectively. Principals also oversee the establishment and operation of Student Councils in secondary schools, ratifying their constitutions, determining meeting frequency, and engaging in policy formulation. They ensure student involvement in evaluating teachers and programs. While Student Councils have autonomy in setting their rules, principals facilitate collaboration with the school administration (art.17)
Supporting staff development: The 2020 CARICOM Standards for the Teaching Profession Teachers, Educational Leaders and Teacher Educators state that the senior leader provides training for staff in appropriate areas of “educational policy and law such as in safeguarding and child protection”.
Acting in accordance with the ethical principles of the profession: The 2007 Code of Ethics for Teachers applies to all categories of teachers, including principals. It aims to establish standards and enhance the public perception, trust, and confidence in teachers. The Ministry of Education expects principals, along with teachers, are to adhere to these guidelines, maintaining and promoting desirable conduct, dignity, and integrity within the teaching profession.
Others: The 2011 Education Regulations assign principals the responsibility of ensuring that their school adheres to the required 180 instructional days within the scheduled timetable. They have the authority to set the start and end times for sessions, pending Ministerial approval. Principals must guarantee each class receives a minimum of five hours of instructional time daily with a fifteen-minute morning break. Additionally, principals are required to facilitate parental access to their child's education records upon written request and payment. They must respond promptly, provide alternative arrangements if needed, and allow parents to challenge inaccuracies or privacy violations. Destruction of records under review is prohibited, and parents have the right to request corrections to any erroneous information.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The requirements for the position of principal are not defined in policies. However, in the vacancies and tenders section of the Ministry of Education website, the 2021 Deputy Principals Job Description and 2021 Assistant Principals Job Description can give a possible outline the qualifications needed for these roles. According to the description, they require candidates to hold a Bachelor's Degree in Education Management or a related field such as Educational Leadership, as well as a Certificate in Teacher Education. Candidates should also possess a minimum of three (3) years of management experience, alongside a Teaching Certificate and at least three (3) years of teaching experience.This indicates that candidates aspiring to become school principals need to meet or exceed the same level of experience required for deputy and assistant principals.
Appointment decision
The 2021 Guideline for Selection of School Principals of the Wesley Public Highschool suggests that the board management of the school selects and hires the school principal.
Employment equity measures
Dominica adopted the 2006 National Policy and Action Plan for Gender Equity and Equality to promote women’s rights.
Working conditions
No information has been found on salary scales and contract types for school principals.
2.3. Leadership preparation and training
Pre-service training
No information has been found.
Induction and in-service training
Article 9 of the 2011 Education Regulations grants the Chief Education Officer the authority to mandate principals or teachers to participate in essential workshops or staff development sessions within the initial two weeks following school closure. This ensures continuous professional growth and development within the education system.
Section 17 of the Public Service Act Chapter 23:01 designates the Establishment, Personnel and Training Department (EPTD) as the governmental entity responsible for managing and directing the Public Service of Dominica.
The report on the 2014 Dominica Education Enhancement Project highlights significant achievements, including training initiatives for principals and capacity development programs aimed at sustaining improvements in the education system. Achievements include training sessions for principals in early screening, numeracy instruction, and effective management and instructional leadership.
Furthermore, the 2017 UNICEF Situation Analysis of Children in the Commonwealth of Dominica mentions that nearly 100% of principals and deputy principals have received training in primary schools.
3. Teachers, parents and students
3.1. School management committees and boards
The 1997 Education Act No.11 outlines the establishment and functions of school committees and Boards of Management for public early education and secondary schools. Principals, in consultation with staff, have the authority to form a school committee with written approval from the Chief Education Officer. The committee advises the school administration, carries out duties assigned by the Minister, and promotes the formation of a Parent Teacher Association (PTA). Upon the establishment of a PTA, the school committee is dissolved.
The Minister appoints a Board of Management for each public early education and secondary school to enhance efficiency and community involvement. The board includes the principal, representatives from the PTA or parents, staff, and members appointed by the Minister from various sectors. The board manages, controls, and maintains the school, oversees finances, reviews and approves the school plan, establishes policies, arranges examinations, resolves disputes, and makes recommendations to the Minister. Additionally, the board collaborates with education authorities and school staff, appoints committees, and fulfills other functions required by law or regulations.
The 2011 Education Regulations also mentions that the Board of Management can participate in the hiring process of the school staff.
3.2. Middle leaders
The 2011 Education Regulations emphasizes the importance of guidance and counseling in schools, mandating the designation of qualified teachers for this purpose to ensure all students receive the necessary support. Principals play a pivotal role in identifying students in need of guidance and referring them to the designated counselor for assistance (art.49). In addition to academic responsibilities, teachers are required to report unauthorized activities threatening school safety, attend instructional planning sessions, and contribute to the development of internal policy guidelines regarding student discipline, safety, and fundraising. They also have the option to participate in preparing statements concerning the system of instruction, assessment, and evaluation.
Furthermore, teachers are responsible for developing teaching and class plans for each subject and class they teach, presenting these plans as required. Class teachers must also submit annual reports for each student, detailing their promotion status and eligibility for awards, ensuring confidentiality while consulting with fellow staff members. These regulations collectively uphold standards of student assessment, support, and confidentiality within the education system (art.71)
3.3. Parents
Art. 24 of the 1997 Education Act No.11. states that the Parent-Teacher association must include the promotion of the interest of the school by bringing parents, members of the community, students and teachers into close co-operation. They may make rules for the regulation and control of their business.
Article 19 of the 2011 Education Regulations mandates the establishment of Parent-Teacher Associations (PTAs) in every school or group of schools, comprising parents of current students, the principal, teachers, and potentially parents of former students with relevant expertise. The specific duties and responsibilities of the PTA are tailored to meet the needs of the school or group of schools. PTAs are required to hold at least three regular meetings annually to address relevant matters concerning the school community.
3.4. Students
As per the 2011 Education Regulations, Student Councils are mandatory for secondary schools and optional for early education schools. They operate under a tailored constitution, electing an executive body and establishing their own procedures. Acting as intermediaries between students and the administration, they convey student concerns to the principal for consideration, advocate for student interests, and facilitate teacher and program evaluations. The Student Council collaborates with the principal to determine meeting frequency and scheduling, fostering a collaborative school environment.
Additionally, the regulations establish a National Student Council comprising two delegates from each Student Council in Dominica, with two appointed education officers representing the Ministry. The primary function of the National Student Council is to advocate for member Student Councils' views and interests to the Chief Education Officer.
4. Governance
4.1. Autonomy of school leaders
The 2011 Education Regulations states that the principal is responsible for ensuring that the instructional programme offered by the school aligns with the curriculum established for each subject area. This curriculum is prepared and developed by the relevant subject panels in accordance with the provisions of the Act. The principal must ensure that the school's teaching programme adheres to or is consistent with the curriculum guidelines provided by these subject panels (art.50).
School principals must submit an updated financial statement as part of the yearly reporting process (art.72). and are required to discuss fundraising proposals with relevant education officers and the school's Board of Management before submission for approval. Additionally, they must ensure compliance with regulations regarding the organization and conduct of fundraising activities, such as issuing tickets, supervising students during events, and presenting financial statements afterwards (art.81). While principals play a crucial role in overseeing fundraising activities, their authority appears to be more operational and administrative rather than directly related to budget formulation and allocation.
The 1997 Education Act No.11 highlights that the Board of Management is responsible for receiving, disbursing, and accounting for the expenditure of funds allocated by Parliament for the operation of the school. Therefore, the Board of Management holds the responsibility for managing the finances of the school (art.64). While the school principal prepares the school's operations and maintenance budget for review and approval by the Board of Management, if such a body exists (art.136).
The 1997 Education Act No.11 stresses that school principals oversee and supervise all school staff, including teachers and non-teaching personnel, ensuring that everyone's duties are assigned appropriately according to their job descriptions and employment terms. They also ensure fair distribution of responsibilities, including covering for absent teachers, among all staff members, including themselves, considering their teaching and other obligations.
Furthermore, in the 2011 Education Regulations, the definition of “teacher” states the following: “person employed by the […] Principal of a school for the purpose of instructing students”, which suggests the principal involvement in the hiring process.
4.2. Assessment and accountability of school leaders
Assessment and accountability of school leaders and teachers are referred to in the 1997 Education Act No.11. Public schools, assisted private schools, and private schools are subject to inspection by the Chief Education Officer, an Education Officer or a public officer authorized in writing by the Chief Education Officer. The inspectors are tasked with advising school principals on matters related to school welfare and development and submitting reports to the relevant authorities (art.143). School principals must keep their schools open during operating hours for visits and inspections by authorized personnel, including the Minister, Chief Education Officer, or other designated individuals (art.144).
4.3. Teacher assessment by school leaders
The 1997 Education Act No.11 states that school principals evaluate the standards of teaching and learning in school, and ensure that proper standards of professional performance are established and maintained (art.136). In addition, school inspectors by designated authorities are tasked with guiding teachers (art.143).
