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
Title 22 of the Palau National Code of Legislation, the comprehensive legal framework covering provisions of the education system, uses the term “principal,” but does not define the term.
The 2019 Ministry of Education School Handbook uses the term “principal”.
The 2009 Special Education Policy and the 2017-2027 Education Master Plan use the term “principal”. However, they do not define the term.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2019 Ministry of Education School Handbook outlines policies, rules, regulations, and guidelines for school principals in Section IV.
In the Teacher Professionalism policy domain, the 2018-2030 Pacific Regional Education Framework aspires to formulate regional standards for school leadership and sector management. Moreover, it endeavours to facilitate the provision of professional development opportunities targeted at school leaders, middle managers, and senior managers, with a principal focus on enhancing their capabilities to support teachers in meeting the diverse needs of students.
Roles
Setting expectations/objectives: According to Section 75 of the 2011 Education Act, the principal of a government school is responsible for educational leadership and management of the school.
Developing teaching and learning: The 2019 Ministry of Education School Handbook outlines the responsibility of the principal in developing teaching and learning. According to the handbook, principals are expected to “provide instructional leadership to ensure high standards of instructional services,” to “conduct classroom observations regularly,” and to “provide professional development to teachers and staff as needed.” The 2017-2027 Education Master Plan also lists empowering principals to strengthen student learning in classrooms and schools as a primary goal.
Furthermore, one of the principal objectives of the 2017-2027 Education Master Plan is to guarantee that students are prepared for both higher education and careers, encompassing both academic and vocational/technical aspects, through implementing a rigorous and practical curriculum. A key strategic initiative toward achieving this goal is reviewing and enhancing the assessment system's effectiveness and informativeness by actively involving teachers and principals in offering feedback on the assessments' efficacy and identifying student learning proficiencies.
Promoting collaboration: The 2019 Ministry of Education School Handbook states that principals have the responsibility to “promote collaboration and parental involvement in school/student activities.”
The 2017-2027 Education Master Plan does not explicitly reference the essential practices of school principals in establishing relationships and the consultation process with families and the community.
Supporting staff development: The 2019 Ministry of Education School Handbook states that the principal is responsible to “provide instructional leadership to ensure high standards of instructional services” and “provide professional development to teachers and staff as needed.”
The 2017-2027 Education Master Plan does not explicitly reference the key practices of school principals that relate to monitoring teachers' professional development needs, and providing individualized professional support and mentoring opportunities for teachers.
Acting in accordance with the ethical principles of the profession: The 2019 Ministry of Education School Handbook states that principals should serve as a role model for the school and specifically lists among their responsibilities that they are “expected to conduct themselves in a professional and ethical manner when interacting with students, parents, colleagues, and other stakeholders.”
The 2017-2027 Education Master Plan does not explicitly delineate the specific ethical qualities encompassing integrity, respect, trust, fairness, transparency, and honesty about the conduct of school principals.
In the Teacher Professionalism policy domain, the 2018-2030 Pacific Regional Education Framework aspires to develop, continually update and promote a code of ethics for teachers and school leaders.
Others: According to the 2009 Special Education Policy, it is mandated that every principal or program director shall institute a methodical procedure designed to ascertain that comprehensive efforts have been undertaken to address the child's requirements within the standard school program before initiating a referral to the Child Study Team. Furthermore, upon the decision to refer a child for an individual evaluation, the role of the Evaluation Committee Chairperson falls to the school principal or their designated representative. In this capacity, the Chairperson assumes the responsibility of supervising the evaluation process, which encompasses all stages from the initial referral for evaluation to the final determination of eligibility.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The 2017-2027 Education Master Plan does not provide specific qualifications for school principals. However, the Plan seeks to establish pathways for recruiting trained and qualified teachers and principals, along with implementing teacher and principal licensure and certification systems.
Appointment decision
No information is found.
Employment equity measures
No information is found.
Working conditions
The 2019 Ministry of Education School Handbook outlines a list of principals’ rights. Among them are the right to “work in a safe, secure, and orderly environment that is free from recognized dangers or hazards that are likely to cause injury.”
2.3. Leadership preparation and training
Pre-service training
The 2009 Special Education Policy and 2017-2027 Education Master Plan do not explicitly reference the provision of pre-service training for school principals.
Induction and in-service training
The 2019 Ministry of Education School Handbook states that principals are required to participate in professional development activities scheduled by the Ministry of Education for school principals. The 2017-2027 Education Master Plan endeavours to execute a program initiative designed to offer new principals a condensed, intensive entry-level workshop, continuous targeted training, comprehensive support and mentorship, culminating in the conferral of a principal certificate upon successful completion of coursework and a reflective internship.
Additionally, the 2009 Special Education Policy seeks to provide comprehensive training for principals, staff, and other agency personnel, explicitly focusing on fostering an in-depth understanding of disabling conditions, the array of available services, and the associated responsibilities of referrals. In-service training for general education teachers and administrators is facilitated through a multifaceted approach. This includes the active involvement of general education staff in special education training sessions, the provision of specialized workshops in remote village and island schools tailored for all school staff and principals, as well as periodic update meetings organized and conducted by qualified staff and consultants. The majority of these in-service training opportunities are made accessible to both general and special education personnel, thereby fostering a collaborative and integrated approach to professional development.
3. Teachers, parents and students
3.1. School management committees and boards
Title 22 of the Palau National Code of Legislation establishes the Palau Board of Education. The Board consists of seven members, all appointed by the President with the advice of the Senate. Ministry of Education employees may not serve on the board. The Board is responsible for advancing the education system in Palau. Its functions include, among others, developing and approving education plans and budgets; approving curriculum development; establishing educational policies; and amending the Palau Master Plan for Education when necessary. Title 22 further states that the Board may grant charters for state or community boards of education upon petition of communities.
The 2009 Special Education Policy and the 2017-2027 Education Master Plan do not explicitly reference the establishment or roles of school management boards. However, according to the 2009 Special Education Policy, every educational institution shall employ the services of the Child Study Team. The composition of the Child Study Team shall include, depending on the age group, either a school principal, a special education specialist, and an early childhood specialist for preschool children, or a school principal, and the child's current teacher for students of school age.
The Child Study Team conducts a thorough assessment of a child's current educational performance at the request of parents, teachers, staff members, or other concerned parties. Subsequently, the team provides a set of recommendations, which may include proposing modifications to the child's existing instructional program, suggesting a referral to the early childhood program for a comprehensive evaluation, recommending extended placement in a remedial services program with consultation services and academic evaluation, advising a referral to the evaluation committee for a comprehensive assessment to determine eligibility for special education and related services, or ultimately determining that no special action is necessary.
Furthermore, according to the 2009 Special Education Policy, there is an evaluation committee. The principal or an authorized representative assumes the role of the evaluation committee chairperson and is responsible for overseeing the evaluation process from referral for evaluation through eligibility determination. The evaluation committee chairperson oversees the committee's composition, determined by the child's suspected disability. The committee must include at least two or more qualified professionals besides the child's parent(s). Specifically, the committee is expected to have the following members: an expert in the field relevant to the suspected disability, the child's primary classroom teacher (or a qualified teacher of the same age if a regular classroom teacher is unavailable), individuals with suitable training in the use and administration of evaluation materials and procedures pertinent to the individual assessment, and, crucially, the child's parent(s).
The evaluation committee chairperson is also responsible for preparing a written integrated evaluation report. The report aims to summarize individual evaluation findings, encompassing key details such as the report date indicating eligibility for special education, the child's particulars (name, birth date, gender, address), evaluation dates, committee members, methods used with interventions and their effects, an educational performance comparison, a brief strengths and needs assessment, pertinent medical findings, consideration of environmental and cultural factors, a disability determination with rationale, and the use of sound instruments for assessing cognitive, behavioural, physical, and developmental factors.
3.2. Middle leaders
As mentioned in Section 3.1, according to the 2009 Special Education Policy, teachers are active members of an evaluation committee and the child study team.
3.3. Parents
The 2019 Ministry of Education School Handbook outlines the right and responsibilities of parents in the education system in Section VII. Per the handbook, parents are responsible for enrolling their child in school and ensuring regular attendance; addressing their child’s physical, mental, and emotional needs; engaging with the school by attending meetings, collecting report cards, reviewing academic records, and consulting teachers about progress. Parents are also expected to support their child's learning by discussing school rules, participating in tutoring when needed, and being active in the Parents Teachers Association.
The 2019 Ministry of Education School Handbook also outlines the role of Parents Teacher Associations (PTAs), which they describe as “vehicles for parents/guardians to express their ideas and make meaningful contributions for the advancement of their children learning at the school.”
The 2017-2027 Education Master Plan does not make specific reference to parent-teacher associations. However, the Plan aims to significantly augment the partnership between families and the community to engage in their children's educational journey actively. This objective is underpinned by a series of strategic measures, commencing with implementing an annual Parent Opinion Survey to gather invaluable parental insights. In addition, the plan entails the establishment of biannual individualized Parent-Teacher Conferences, serving as a platform for direct and personalized communication. Furthermore, a dedicated parent portal hosted on the Ministry of Education's website will offer a repository of information and resources. Augmenting these endeavours is the expansion of communication channels through social media platforms, bolstering parental involvement. Lastly, an essential facet of this initiative involves ensuring the timely dissemination of students' assessment and testing results, alongside report cards, to parents, thereby upholding transparency and accountability within the educational framework.
3.4. Students
Title 22 of the Palau National Code of Legislation, the 2019 Ministry of Education School Handbook, the 2017-2027 Education Master Plan do not directly address the establishment of student councils. However, the 2019 Ministry of Education School Handbook does outline the rights and responsibilities of students, and includes students’ right to form organizations and hold meetings on school grounds outside of instructional time.
4. Governance
4.1. Autonomy of school leaders
Per Title 22 of the Palau National Code of Legislation, the Ministry of Education sets broad education policy, oversees the curriculum, manages funding, and maintains the authority to recruit, hire, and dismiss school personnel. According to the 2019 Ministry of Education School Handbook, principals must adhere to the policies, rules, and regulations established by the Ministry of Education, as outlined in the School Handbook. The School handbook does give principals some autonomy, including the responsibility to “direct, manage, and supervise the operation of his/her school.” The School Handbook also gives principals input into personnel decisions, such the authority to recommend personnel for disciplinary action, including dismissal, for violation of policies.
The 2009 Special Education Policy also provides some level of autonomy to school principals. At the discretion of the school principal or a consulting specialist, the Child Study Team may be expanded. Furthermore, the policy provides autonomy to the principal to appoint an individualized education Plan (IEP) committee.
4.2. Assessment and accountability of school leaders
According to Title 22 of the Palau National Code of Legislation, school leaders are accountable to the Ministry of Education. The 2017-2027 Education Master Plan aims to establish a specialized evaluation system for principals with the primary objective of enhancing their professionalism and leadership capabilities.
4.3. Teacher assessment by school leaders
Title 22 of the Palau National Code of Legislation states that the Minister of Education is tasked with establishing and periodically evaluating a Professional Personnel System for all Ministry employees, including teachers and administrators. While principals are not specifically mentioned in charge of teacher assessments, the 2019 Ministry of Education School Handbook does states that principals are responsible to conduct regular classroom observations, to provide instructional leadership, and to ensure high standards of instructional services. The 2017-2027 Education Master Plan notes the need for a "teacher-specific evaluation system" while also aiming to strengthen the leadership and professionalism of principals.
