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 term "school director" (directeur d’école) is used in the 2020 Standards, Standard Plans, and Recommendations for the Construction of Schools in Haiti by the Ministry of National Education and Vocational Training.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2021 Director’s Guide outlines the important role of the director in supporting teachers for the success of the new curriculum and education system. The guide is published alongside the teacher’s version and complements a new training system to help teachers and directors understand and master the educational content and developments in their practices.
The Practical Guide to School Administration (Guide pratique d'administration scolaire (GPAS) provides guidance on the responsibilities of the school director, categorizing the roles into three categories: educational, administrative, relational and social. According to the GPAS, the school director ensures his public service mission and the influence of the school while respecting the values defined by the Republic.
The Management Manual for Secondary Schools (Manuel de gestion des lycées) outlines key responsibilities for principals that should guide all actions of public school leaders.
Roles
Setting expectations/objectives: The Practical Guide to School Administration mentions the role of the director in developing and implementing the school project, together with the other members of the school community.
Developing teaching and learning: The director implements and evaluates the school programs, following study plans and guidelines published by the Ministry. They are also responsible for all of the property and resources of the school such as buildings, furniture, teaching, sporting, or artistic materials and equipment. The Practical Guide to School Administration states that school directors ensure compliance with the curricula and texts.
Promoting collaboration: Information and communication are crucial responsibilities for directors. They must keep the entire education community, including teachers and parents, informed to garner support and ensure understanding. Directors are also responsible for organizing parent meetings and fostering dialogue with families. Additionally, according to the Practical Guide to School Administration, directors play a relational and social role as representatives of the school to the local community. This involves building positive relationships through participation in socio-cultural activities, sports, and development projects related to the school. School directors shall also ensure coordination by “creating a working climate that facilitates exchanges within the teaching team”, as well as “facilitating teamwork and ensuring the participation of all.”
Supporting staff development: According to the 2021 Director’s Guide, which aims to improve the education system but has not yet been introduced in the country, the director supports the teachers in the school and mobilizes them for continuous evaluation. The director must ensure effective communication with the school team. They plan and organize training sessions to provide certain remediations deemed necessary following classroom visits. The director is expected to homogenize and coordinate the action of all the teaching staff. The Practical Guide to School Administration states that directors foster coordination by creating a collaborative work environment that encourages teamwork and participation. They regularly review class preparation and educational activities through an educational supervision system and work with their team to define suitable and innovative teaching methods. Additionally, directors support the ongoing training of teaching staff.
Acting in accordance with the ethical principles of the profession: The Practical Guide to School Administration asserts that teachers must uphold professional ethics and conduct themselves with dignity at all times and in all places.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the Practical Guide to School Administration, teachers may be required to pass a competitive examination to qualify for management positions, including that of a school director. For instance, according to a 1984 Decree-Law defining the status of primary school teachers, to be eligible for the role of a basic school director, applicants must have at least five years of teaching experience and must pass this competitive examination.
Appointment decision
For private schools, directors are appointed at the local level and do not go through an open competition process. It is unclear what the process is for the public school system.
Employment equity measures
Information was not found.
Working conditions
According to the Practical Guide to School Administration, school staff are considered public service agents. As civil servants, directors have the right to sick leave, maternity leave, or special leave.
2.3. Leadership preparation and training
Pre-service training
While there is no formal training required for school directors, directors must pass an exam which tests their leadership skills which does require some preparation. The Centre for Educational Leadership Training (CFCE) is the public institution responsible for professional development and on-the-job training for managers and professionals in the national education system. CFCE’s main mission is to provide training services for the managers of the Haitian education system, including initial training. For example, the management of public educational establishments course aims to strengthen the establishment management skills of public sector directors in administrative, financial and material areas.
Induction and in-service training
The 2007 National Action Strategy for Education for All sought to ensure the continuing training of teachers and directors in the course of their employment. School directors must receive additional training in educational and administrative leadership. The Guide to the Leadership Enrichment and Educational Development Program showcased a training programme based on the Practical Guide to School Administration. Through these programmes, directors were able to improve their skills in supervision, conflict management, and leadership. The Centre for Educational Leadership Training (CFCE) also provides continuing education and on-the-job training.
3. Teachers, parents and students
3.1. School management committees and boards
The Practical Guide to School Administration states that the director is responsible for setting up and ensuring the operation of the teachers’ council, school council, school cooperative, management committee, and disciplinary council. The school councils (conseils d’école) are led by the school director. The council prepares school development projects jointly with the school’s leadership team. School councils are not mandatory.
A school cooperative, as described by the Practical Guide to School Administration, is formed in each public primary school. The purpose of the cooperatives is to develop among children the spirit of mutual aid and solidarity; to make primary schools more welcoming as places for learning practical and social skills; to organize parties, exhibitions of works, educational outings, sporting, artistic, and cultural activities; and to strengthen the links between schools and families. Members of the cooperative include the director, one teacher designated by the teacher’s assembly, and one parent designated by the parents’ council. Representatives are elected for one year. Resources of the school cooperative come from annual contributions of members and profits made during holidays and school activities as well as donations from local and regional authorities.
The 2007 National Action Strategy for Education for All also aims to improve the participation of all partners in the management of the school. The strategy also discusses the value of training activities to help councils become more functional and operational. Appropriate management tools should be made available to them to strengthen their management efficacy.
3.2. Middle leaders
The 2007 National Action Strategy for Education for All mentions middle education managers in schools. It states that the Centre for Educational Leadership Training (CFCE) should provide additional training to teachers to become middle leaders.
3.3. Parents
Parent Associations or Associations de parents d’élèves (APE) are mentioned in the 2007 National Action Strategy for Education for All and the Practical Guide to School Administration, as one parent representative from the parent council is elected to participate in the school cooperative. These councils do not always exist.
3.4. Students
A board of directors is made up of 1 representative per class. The class delegate is elected by the students of the class. The board of directors meets once a month. At the beginning of the school year, they establish their budget and action programme. All decisions must be approved by the Director of the school.
4. Governance
4.1. Autonomy of school leaders
The director manages the operating funds of the school with the obligation to justify the expenditures made before the board of directors. Furthermore, according to the Practical Guide to School Administration, directors prepare, plan, and organize monitoring and reporting of the school’s finances. Only in the private sector do school directors recruit personnel directly.
4.2. Assessment and accountability of school leaders
The work of directors is supervised by the inspectorate.
4.3. Teacher assessment by school leaders
According to a study on the management of the education system in Haiti, directors reported that their role is to regularly evaluate the educational activity of each member of their teams.
