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 Federal States of Micronesia (FSM) governs education through Title 40 on Education. Title 40 establishes the decentralization of the education system, giving responsibility for the implementation of education policy to each of four state Departments of Education. Title 40 does not mention school leaders.
The FSM 2020-2024 Education Sector Strategic Plan does mention school leaders and uses the phrase “principals or other school leaders.”
Each of FSM’s four states, Yap, Chuuk, Pohnpei, and Kosrae, has its legal code which covers the education laws for that state. For example, the Code of the State of Pohnpei generally uses “principal,” but the term “headmaster” is also present.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
FSM’s Title 40 on Education requires that all schools meet required minimum standards for accreditation. Standard 1 of the Accreditation Procedures Manual is titled “Leadership” and details four criteria that school leaders must meet in order for schools to receive accreditation. Further details on the roles of principals and other school leaders can be found in the FSM 2020-2024 Education Sector Strategic Development Plan. Furthermore, each state sets its own standards for principals. The Pohnpei Accreditation Standards will be used as an example, as the first standard focuses on leadership.
Regionally, the Pacific Regional Principal Standards serves as a guide for school leaders in the pacific. However, it is unclear if the Federated States of Micronesia follow these standards, though they did participate in the drafting process.
Roles
Setting expectations/objectives: According to the FSM 2020-2024 Education Sector Strategic Development Plan, School Improvement Plans (SIP) are a good vehicle for the promotion of collaboration between school principals, teachers, parents, students and other community people engaged with the school. As noted in the Pohnpei Accreditation Standards, principals should have very high expectations for students and teachers. They ensure the mandatory number of instructional hours is delivered. The school principal plays a leadership role in the development and implementation of the SIP, which should contain a Vision and Mission, and is shared with the school community. The School Improvement Plan also contains SMART Student Achievement Goals and Objectives and Activity Planning Matrices for all activities, with inputs, timelines, outputs and outcomes. The Plan is effectively implemented and monitored by the principal with support of the teachers at the school.
Developing teaching and learning: Criteria 1.2 of the Department of Education’s federal Accreditation Procedures Manual describes the principal as an instructional leader and expert in curriculum an instruction. In school’s that meet accreditation standards, “the principal conducts weekly planning meetings with teachers and staff to develop and review curriculum, syllabi, programs of study and lesson plans and ensures that there is continuity and progression between grades throughout the school”.
At the state level, the Pohnpei Accreditation Standards describes the principal as an expert in curriculum and instruction. They manage a program of teacher collaboration for instructional planning. The principal conducts weekly planning meetings with teachers and staff to develop and review curriculum, syllabi, programs of study and lesson plans and ensures that there is continuity and progression between grades throughout the school. Principals should be able to use data to support management decisions. According to the Pacific Regional Principal Standards, principals manage the use of resources, identifying and allocating resources equitably.
Promoting collaboration: Criteria 1.2 of the Department of Education’s federal Accreditation Procedures Manual states that, in schools meeting accreditation standards, the principal “manages a program of teacher collaboration for instructional planning”. Strategy 10 in the FSM 2020-2024 Education Sector Strategic Development Plan focuses on fostering partnerships with all school communities and national and international stakeholders. “Community members, parents and teachers all contribute to the daily extra-curricular program through sports, cultural, civic and community development activities after school for both boys and girls. School leaders are proactive in encouraging parents and other school community personnel to attend PTA meetings and assist with the preparation of the school improvement plan (SIP). The Pacific Regional Principal Standards additionally asks principals to understand how the dynamics of their communities influence their schools and how their schools influence the community in ways that improve student learning.
Supporting staff development: Criteria 1.3 of the Department of Education’s federal Accreditation Procedures Manual describes the role of the principal in supporting staff development. It states that, “the principal creates many opportunities for teachers to engage in continuous professional development activities”. It further states that, “the principal mentors teachers and conducts formal and informal training at the school”. This is also evident in the FSM 2020-2024 Education Sector Strategic Development Plan, which states that principals should be trained to mentor teachers to raise effectiveness and promote collaboration between the school and school communities. The Pohnpei Accreditation Standards state that principals create many opportunities for teachers to engage in continuous professional development activities. The principal mentors teachers and conducts formal and informal training at the school.
Acting in accordance with the ethical principles of the profession: The work of principals, as described in the Pacific Regional Principal Standards, should be guided by the highest possible ethical standards. Area 2.3 Ethical Leadership states that principals act with integrity, fairness, and honesty in an ethical manner. Indicators include the ability to manifest a professional code of ethics and values and make decisions based on the moral and ethical implications of policy options and strategies
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The minimum criteria and prescribing terms for the issuance of certificates of principals are determined at the state level by the respective state Board of Education. According to the 2012 Pohnpei State Code, “Principals, and those serving in that capacity, shall meet the Department’s certification requirements and shall have served as a teacher for not less than five years, at least one year of which shall have been served as a teacher or exchange principal in the schools of the state.”
All teachers in the Federated States of Micronesia must have obtained a National teacher certificate from the Department of Education. According to the Teacher Certification Regulations, in order to qualify, one must have at a minimum, an Associate of Arts (AA) an Associate of Science (AS) or an Associate of Applied Science (AAS). Additionally, one must take the National Standardized Test for Teachers (NSTT), a test established by the Secretary of Education in cooperation and consultation with the State Directors of Education.
Appointment decision
The process for the appointment of principals is determined at the state level.
Employment equity measures
The 2012 Pohnpei State Code states that in the appointment of teachers by the Director, preference shall be given to residents of the state, of the same standing, grade or rating, as non-resident candidates.
Working conditions
Information was not found.
2.3. Leadership preparation and training
Pre-service training
A 2008 U.S. Department of Education Technical Brief indicated that a pre-service practicum was not required for principals in Chuuk, Kosrae, Yap or Pohnpei. However, the Technical Brief noted that while pre-service practical experience was not required there, that the State of Pohnpei required “increasing levels of administrative experience as a requirement for moving through their classification levels”.
Induction and in-service training
The FSM 2020-2024 Education Sector Strategic Development Plan places high priority on in-service training for teachers and principals. The plan states that principals and other school leaders are frequently required by the demands of running a school to prioritize their role as administrative leaders over their important role as instructional leaders of learning in their school. Thus, they need ongoing professional development of their leadership and human resource management skills. In Pohnpei, principals are involved in a program of continuous professional development and appraisal by supervisors, board members or peers.
3. Teachers, parents and students
3.1. School management committees and boards
School committees are an important part of school governance in the Federated States of Micronesia. School Boards are used for private schools. According to the FSM 2020-2024 Education Sector Strategic Development Plan, Schools should work to enhance community and parental involvement in school boards by making representation of these stakeholder groups in school board meetings mandatory and creating a reporting channel for parental and community consultations feedback.
According to the 2012 Pohnpei State Code, the school board is comprised of six members including the Director of education, the COM-FSM President, a private school representative, a parent-teacher association representative, a community sector representative.
3.2. Middle leaders
The Teacher Certification Regulations indicate six levels of teacher certification: 1) Temporary National Teacher Certificate, 2) Basic National Teaching Certificate, 3) Intermediate National Teaching Certificate, 4) Advanced National Teacher Certificate (Level 1), 5) Advanced National Teacher Certificate (Level 2), and 6) Special National Teacher Certificate.
3.3. Parents
The FSM 2020-2024 Education Sector Strategic Development Plan calls for the standardization of Parent-Teacher Associations (PTAs). Activities include establishing specifications for standardized PTAs and distributing them to all schools, “modifying existing Parent-Teacher Associations (PTA) with expanded membership more representative of the whole school community, and a greater focus on building parent understanding of school information, such as student assessment results, attendance expectations, and volunteer opportunities.”
The 2012 Pohnpei State Code states that the Department shall establish a Parent-Teacher Association for each public school. The associations’ functions shall be to involve parents in the formal education of their children and assist teachers in understanding the background of their students. All educational staff members of a school, and all parents, guardians, or other persons responsible for students enrolled at a school shall be considered members.
3.4. Students
No information was found.
4. Governance
4.1. Autonomy of school leaders
Schools in the Federated States of Micronesia are expected to create lesson plans based on the National Curriculum Standards, Benchmarks and Student Learning Outcomes.
4.2. Assessment and accountability of school leaders
School principals are assessed and held accountable to their state board of education. The Pohnpei Accreditation Standards mention that the school principal is appraised by supervisors, board members or peers. It is not clear what this process looks like.
4.3. Teacher assessment by school leaders
At the federal level, Criteria 1.4 of the Accreditation Procedures Manual outlines the role of principals in the teacher appraisal process. It stats that principals conduct “a regular program of teacher performance appraisals” that involve “regular, structured classroom observations” and the production of written reports.
Similarly, according to the Pohnpei Accreditation Standards, the principal conducts a regular program of teacher performance appraisals. There are regular, structured classroom observations and written reports are produced. Feedback on observations is constructive and designed to improve teaching and learning. The principal coaches teachers and conducts model lessons where necessary. The principal encourages teachers to evaluate their performance based on student learning outcomes.
