School leadership

In addition to that, the Organization of Eastern Caribbean States (OES) and Caribbean Community and Common Market (CARICOM), of which Grenada 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.

Given that Grenada 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 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 2002 Education Act states that principals must prepare and implement the school development plan, formulate the overall aims and objectives of the institution and policies for their implementation, ensure that instruction in the institution is consistent with the prescribed courses of study, and include cultural heritage traditions and practices in the activities of the institution.

Developing Teaching and Learning: The 2002 Education Act mentions that principals are responsible for organizing and implementing the prescribed curriculum for the institution, and plan and prepare courses and lessons. If needed, they must teach students assigned to them according to their educational needs. They are also required to assess, record, and report on the development, progress, and attainment of students. They must also provide guidance and advice to students on educational and social matters.

Promoting Collaboration: The 2002 Education Act underscores that principals must maintain effective relationships with organizations representing teachers and other staff members. They are responsible for overall staffing, through deploying and managing of all teaching and non-teaching staff of the institution. They must allocate particular duties to staff members in a manner consistent with their conditions of employment, and ensure that the duty of providing cover for absent teachers is shared equitably among all teachers in the school.

Supporting Staff Development: The 2002 Education Act highlights that principals have a duty to support the professional development of teachers and other staff members. They can support their professional development by providing guidance and assistance to student teachers and submitting reports on their teaching ability. As they are obligated to maintain effective relationships with organizations representing teachers and other staff members, this includes cooperation on matters of staff development.

Acting in Accordance with Ethical Principles: The 2002 Education Act points out that principals are to act in accordance with ethical principles and professional standards, and that they are to ensure the health and safety of students and other employees of the institution.

2.2. Selection and working conditions

Degree requirements and prior teaching experience

There is no specific law or policy on the qualifications for school principals. However, the 2006-2015 Strategic Plan for Educational Enhancement and Development (SPEED II) aimed to “develop a management and administration policy with recruitment, operational and evaluation guidelines for Principals and Managers of schools” by 2008.

The 2002 Education Act provides eligibility criteria for teachers. For pre-primary, primary, or all-age levels, individuals must be at least eighteen years old and have passed at least four GCE or CXC 'O' Level subjects, including English language, a science subject, a social science subject, and mathematics, or other subjects accepted by the Education Advisory Council. For the secondary level, the requirements include attaining the age of eighteen and passing at least five GCE or CXC 'O' Level subjects, including English language, and two 'A' Level subjects or their equivalents. The Minister has the authority to vary these qualifications and prescribe equivalent ones. Tertiary-level teachers must possess qualifications as prescribed by regulations.

When applying for a teaching position in a public educational institution, individuals need to submit their birth certificate, evidence of qualifications, two testimonials, a statement from the Commissioner of Police regarding criminal convictions, and a medical certificate confirming fitness for teaching.

Appointment decision

The 2002 Education Act states that the appointment process of a teacher is overseen by the Public Service Commission based on recommendations from the Ministry, adhering to the provisions of the Act and Public Service Regulations. In the case of denominational schools, consultation with the relevant Board of Management is required before making recommendations. Teacher appointments are determined by the institution's requirements and the teacher's qualifications and suitability. However, no specific information on principals has been found.

Employment equity measures

Principals in Grenada may join the Grenada Association of Principals of Secondary Schools. However, no further information has been found on this union.

Working conditions

No information has been found.

2.3. Leadership preparation and training

Pre-service training

The 2006 -2015 Strategic Plan for Educational Enhancement and Development (SPEED II) aims to promote pre-service education principals.

Induction and in-service training

The 2006 -2015 Strategic Plan for Educational Enhancement and Development (SPEED II) and the Sustainable Development Plan recommend that intensive Professional Development Programmes for teachers and principals be implemented, using online resources as well through strategic partnerships with other academic institutions. The latter states that teachers and principals must be trained in handling of online learning management platforms.

3. Teachers, parents and students

3.1. School management committees and boards

The 2002 Education Act states it is the Minister of Education who may establish a Board of Management for any public pre-primary, primary, or all-age school. A Board of Management may be given by the Minister to manage multiple public schools if it is in the interests of economy and efficiency. The functions of a Board of Management are making recommendations to the Minister on matters affecting the school or the development of secondary education, appointing necessary committees, and performing any other function conferred by the Act, regulations, or the Minister. The Board must also consult with the Chief Education Officer when appropriate. Members of a Board of Management may be paid attendance fees at a rate approved by the Chief Education Officer.

3.2. Middle leaders

According to the 2002 Education Act, teachers play a pivotal role in education by fostering a conducive learning environment, diligently reporting on student progress and behavior to parents, maintaining discipline as directed by the principal, adhering to institutional standards, promptly notifying authorities of health and safety concerns, collaborating with student teachers, executing emergency plans, and identifying and reporting child protection issues while providing guidance, support, and information on educational and social matters, implementing pastoral care policies, facilitating communication with parents, fostering external relationships, supporting the Board of Management, ensuring student supervision and security, and providing cover for absent colleagues.

3.3. Parents

The 2002 Education Act states that Parents and Teachers may form a Parent Teacher Association. The Minister of Education may encourage and assist the formation of these associations, as well as that of a National Council of Parent Teacher Associations. The general purpose of a Parent Teacher Association is the promotion of the interests of the school by bringing parents, members of the community, students and teachers into closer cooperation. Parent Teacher Associations are free to make rules for the conduct of their business. Parent Teacher Associations must have an executive body, whose members’ names must be made known to the Chief Education Officer upon formation of the Parent Teacher Association and upon every subsequent election.

If a Parent Teacher Association does not exist, the principal may, after consultation with the academic staff, establish a school committee comprising such number of parents, teachers and members of the community as the principal determines. The formation of this council is strictly subject to written approval by the Chief Education Officer, except in the case of denomination schools. The general purpose of a school committee is to act as an advisory committee to the school. It provides its advisory role upon request from the Principal on any matter relating to the school. It must also perform any duty or function referred to it by the Chief Education Officer. The school committee must actively pursue the formation of a Parent Teacher Association in the school where it is established. Once a Parent Teacher Association is formed, the school committee is automatically dissolved.

Both a Parent Teacher Association and a school committee have the duty to elect one of their own members as a member of the Board of Management for a pre-primary, primary, or all-age school. If no Parent Teacher Association or school committee exists, the Minister may appoint any parent after consultation with the principal.

The National Parent Teacher Association must also nominate one of its members to participate in the Education Review Committee, a body appointed by the Minister of Education every five years to review the education system of Grenada.

3.4. Students

The 2002 Education Act states that students may form Students’ Councils. The Minister of Education may encourage and assist the formation of these Students’ Councils in all schools, as well as that of a National Students’ Council. The Board of Management for a public secondary school shall be constituted in the same manner as a Board of Management for a public pre-primary, primary or all-age school, except that in addition there must be one member elected by the student council or other student body of the school and appointed by the Minister.

4. Governance

4.1. Autonomy of school leaders

The 2002 Education Act states that principals are responsible for the preparation and implementation of the school development plan, and for ensuring that instruction in the institution is consistent with the courses of study prescribed pursuant to this Act and the regulations. It adds that it is the Principal’s responsibility to prepare the school’s operation and maintenance budget. However, this budget must be reviewed by the Board of Management to be approved. They must also submit statements on all school finances to the Chief Education Officer not more than seven days after the end of each term.

4.2. Assessment and accountability of school leaders

The 2006 -2015 Strategic Plan for Educational Enhancement and Development (SPEED II) indicates a shift towards a more decentralized approach to educational administration, where District Supervision Teams and schools themselves take on greater responsibility for improvement and performance monitoring. Schools are now expected to develop their own improvement plans, suggesting a move towards self-assessment and self-directed improvement. The Ministry of Education (MoE) has conducted training in self-assessment and increased communication with principals, signaling an acknowledgement of the importance of this approach. However, there is a call for more comprehensive training in school management and monitoring to ensure the effective application of these initiatives.

4.3. Teacher assessment by school leaders

The 2002 Education Act states that the principal of an educational institution must evaluate the standards of teaching and learning in the institution, and ensure that proper standards of professional performance are established and maintained. It also outlines procedures for addressing consistently poor teacher performance, requiring those with such ratings for three consecutive years to participate in a recommended development or remedial program, failing which may lead to dismissal upon reporting to the Public Service Commission. Additionally, the 2006 -2015 Strategic Plan for Educational Enhancement and Development (SPEED II) aimed to enhance teacher performance through the development of an improved supervision system that supports professional growth and development.

Last modified:

Thu, 17/10/2024 - 11:19