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 2013 Education Act (amended in 2019) refers to a principal as the ‘the head of a school’, while a “head teacher” is defined as the ‘head of a school suited to the requirements of students of primary school age or nursery school age’ (art.2).
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2013 Education Act (amended in 2019) defines the roles and duties of a school principal. Key responsibilities of school principals are also outlined in principal vacancy notices published by the Ministry of Education, Youth Affairs and Sport.
The strategic objectives of the 2012-20 Education Development Plan include developing standards for evaluating leadership and management and identifying professional development needs as a key action.
The Organization of Eastern Caribbean States (OES) and Caribbean Community and Common Market (CARICOM), of which Montserrat is a member, published the 2021 Let's REAP! — Roadmap for Principals Guide No. 3 to support principals from the OES and CARICOM to address the unique needs of individual schools. In addition, the 2020 CARICOM Standards for the Teaching Profession Teachers, Educational Leaders and Teacher Educators 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 2013 Education Act (amended in 2019) states that the school principal is responsible for overseeing the preparation and execution of the school plan and collaborating with staff to establish the school's objectives and policies. Similar responsibilities are outlined in the 2024 Vacancy Notice for a primary school head teacher, which states that they are responsible for preparing an annual operational plan for the school.
Developing teaching and learning: School principals are required to ensure that the curriculum taught aligns with the prescribed courses of study. They are also responsible for supervising and directing teachers, as well as other staff members working at the school (art.137). In the 2023 Vacancy Notice for a secondary school principal, responsibilities additionally included monitoring and evaluating the standard of teaching and learning to establish and sustain high-quality, expert teaching across all subjects and levels, built on evidence-based knowledge of effective teaching and how children learn.
Promoting collaboration: The 2013 Education Act (amended in 2019) mandates that principals foster positive relationships with parents and the community, involving them in school procedures and encouraging cooperation’. They are obliged, when requested, to attend meetings of the Board of Management, the Parent Teacher Association, or school committee, as well as keeping parents informed about students' progress. Principals are tasked with integrating cultural heritage into school activities, and maintaining relationships with staff organizations. They are also responsible for ensuring the safety and well-being of students both on and off school premises during authorized activities, as well as maintaining order and discipline within the school, ensuring the upkeep of school property, and managing the distribution of necessary materials and equipment (art.137).
Supporting staff development: According to the 2024 Vacancy Notice for a secondary school principal, principals are responsible for collaborating with Ministry of Education staff to plan and deliver in-service professional development for new and returning staff members aligned with high-priority initiatives and outcomes.
The 2021 Let's REAP! — Roadmap for Principals Guide No. 3 states that the role of school principals includes supporting teachers by establishing school-based communities of practice (CoPs). These CoPs are dedicated to enhancing learning outcomes for students by providing mutual support among teachers, fostering the development and implementation of evidence-based teaching practices, and utilizing diagnostic tests. These gatherings, also referred to as teacher-group meetings or teacher-learning circles, serve as valuable platforms for collaborative professional development within schools.
Acting in accordance with the ethical principles of the profession: The 2013 Education Act (amended in 2019) specifies that if a principal neglects any of their designated professional responsibilities, they can face disciplinary action as outlined in the public service law (art.137).
Others: The school principal is to report to the Director of Education and appropriate government officials in case of child welfare services or protection, as described in the 2013 Education Act (art.137).
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2024 Vacancy Note of the only secondary school (pre-16 years of age) on the island, Montserrat Secondary School (MSS), states that at least a Bachelor’s Degree in Educational Administration and seven (7) years’ experience as a qualified teacher is required to be eligible to apply for the school principal position. The applicant must also have a proven track record of successful school leadership and the ability to ‘build a motivated and high-performing teaching staff’.
At the primary education level, head teachers must have a degree in educational leadership/management or education; a certificate/diploma in education or a degree in a subject area relevant to teaching; a teacher training certificate or a diploma in education from a recognized university or college; at least 5 years of ‘strong’ leadership experience; at least 5-7 tears working experience in a school, with at leasr 3 years in a supervisory role; and a recent policy character certificate. Applicants must additionally prove they have a excellent communication skills to ensure good communication with supervisors, teachers, and community members.
Appointment decision
School principals are appointed based on a centralized recruitment system managed by the Ministry of Education, Youth Affairs and Sport.
Employment equity measures
The 2024 Vacancy Note notes that the application is open to overseas applicants. 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
School principal appointments at the secondary level are made on a contractual basis for three (3) years, with the option to renew for a further period of two (2) years. According to the 2024 Vacancy Note, secondary school principals are offered ‘a competitive remuneration package’, with overseas applicants additionally offered a ‘relocation package to include housing’ .
At the primary education level, head teacher appointment is made on a contractual basis, after which permanent arrangements may be offered. The salary offered is within the scale of R12-R10, that is EC$68,856.00 (25,478.16 USD) - EC$72,192.00 (26,712.55 USD) annually (taxable). Head teachers are also offered a travel allowance of EC$4,800.00 (1776.10 USD) per annum (non-taxable).
2.3. Leadership preparation and training
Pre-service training
No information has been found.
Induction and in-service training
The strategic objectives of the 2012-2020 Education Development Plan include “developing the professional skills and managers at all levels to raise standards” and “coaching, mentoring, and supervision of headteachers to become school leaders”. In 2017, the Ministry of Education, Youth Affairs and Sport stated that it aimed to offer competency-based leadership training to primary and secondary school heads and middle leaders within the framework of the Education Development Plan, based on the OECS school leadership standards.
3. Teachers, parents and students
3.1. School management committees and boards
According to the 2013 Education Act (amended in 2019), Boards of Management (BoM) are appointed by the Minister to oversee schools, ensuring efficiency and community involvement (art.54). Members of a Board of Management include the principal (ex-officio), a representative nominated by the Parent Teacher Association or appointed by the Minister if no association exists, a representative nominated by the staff, and no less than four members appointed by the Minister from various sectors such as expert educational opinion, religious denominations, business organizations, community development organizations, and other areas of national interest, as deemed appropriate by the Minister (art.55). At the secondary education level, a member of the student council may also be invited to any board meeting as the student representative. The functions of Boards of Management (BoM) encompass controlling expenditure, maintaining school facilities, approving school plans, establishing policies, and resolving disputes. They consult the Director of Education in their decision-making process. The BoMs must submit annual reports to the Director of Education, detailing student discipline, academic progress, curriculum application, and school condition (art.56).
3.2. Middle leaders
According to the 2013 Education Act (amended in 2019), teacher’s additional responsibilities include providing progress, behavior, and attendance reports to parents, maintain order and discipline among students as directed by the principal, keep necessary registers and records for inspection, adhere to school standards, allow parent observations in the classroom upon notice, report health and safety concerns promptly, notify the principal of any absences, cooperate with student teachers, follow emergency plans for student safety, report to authorities if a student is in need of protection, attend meetings, plan and prepare lessons, teach students according to their needs, assess and report on student progress, provide guidance to students, participate in pastoral care policies, communicate regularly with parents about curriculum and student progress, foster relationships outside the school, advise the Board of Management, supervise students and school security, and replace absent teachers when needed (art.135).
3.3. Parents
According to the 2013 Education Act (amended in 2019), the Minister is tasked with encouraging and supporting the establishment of both PTAs and a National Council of Parent Teacher Associations. The Parent Teacher Association (PTA) is formed by parents and teachers and its primary objective is to promote the interests of the school by fostering close cooperation among parents, community members, students, and teachers. PTAs have the authority to establish rules for the regulation and management of their activities and upon their the formation, the names of the executive members are to be provided to the Director of Education, and subsequently after each new executive election (art.23).
If a school does not have a Parent Teacher Association (PTA), the principal, in consultation with the school staff, has the authority to establish a school committee ‘comprising such number of parents, teachers and members of the community as the principal determines’. However, this can only be done with the written approval of the Director. The school committee serves as an advisory body to the school, and its responsibilities include advising the school administration on relevant matters upon request, carrying out duties or functions assigned by the Director, and actively working towards the formation of a PTA. Once a PTA is formed, the principal is required to dissolve the school committee (art.24).
3.4. Students
The Minister of Education is responsible for actively encouraging the formation, functioning and development of student councils in all schools, as well as a National Student Council, as described in the 2013 Education Act. A student representative from the student council may also attend meetings of the board of management at the secondary level.
The 2021 Let's REAP! — Roadmap for Principals Guide No. 3 further highlights the role of student leadership and the collaboration between school principals and the student council.
4. Governance
4.1. Autonomy of school leaders
The 2013 Education Act (amended in 2019) requires principals to prepare the school's operational and maintenance budget for review, under the approval of the Board of Management (art.137), who then must submit annual reports to the Director of Education, detailing the expenditure, and future budget estimates for approval by the Minister (art.56).
School principals are also tasked with managing both teaching and non-teaching staff, which includes assisting in their recruitment and assigning specific duties in line with their employment terms. In addition, principals are responsible for organizing and implementing the mandated curriculum, considering factors such as student needs, experiences, interests, aptitudes, stages of development, and available resources (art.137).
4.2. Assessment and accountability of school leaders
According to the 2013 Education Act (amended in 2019), inspections are conducted by the Director of Education, Education Officers, or public officers authorized by the Minister. Inspectors are required to advise the principal on matters concerning its welfare and development and submit reports to the relevant authorities such as the Minister or the Board of Management (art.154). The school principal role involves ensuring that the educational institution remains open for inspections and visits during school hours. This includes facilitating visits and inspections by authorized personnel such as the Minister, the Director, or individuals authorized in writing by them (art.155).
The 2012-2020 Education Development Plan strategic objectives include the development of self-evaluation and external evaluation cycles for leadership and management.
4.3. Teacher assessment by school leaders
The 2013 Education Act (amended in 2019) mandates school principals to ‘evaluate the standards of teaching and learning in school, and ensure that proper standards of professional performance are established and maintained’ (art.137). Inspections that are conducted by the Director of Education, Education Officers, or public officers authorized by the Minister provide guidance to teachers to enhance the institution's efficiency (art.154).
