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 2009 Education Policy and the 2013 National Curriculum Policy Framework refer to “head teachers” and “school principals”.
The 2016-2020 Tuvalu Education Sector Plan III (TESP III) uses the term “school leaders”.
The Tuvaluan Standards in the 2020 Review of Professional Standards for Teachers in the Pacific SIDS published by UNESCO refers to a “school leader (principal or head teacher)” as “an education leader”. These terms are not defined in any official document.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The 2014 Standards Framework for Teachers and School Leaders published by the Commonwealth Secretariat, of which Tuvalu is a participating country, aimed “to guide countries in defining the basic requirements related to knowledge, pedagogical skills and personal attributes that teachers and school leaders must demonstrate”.
The 2020 Review of Professional Standards for Teachers in the Pacific SIDS includes an appendix outlining the Tuvaluan standards for school leaders. These standards delineate five crucial areas of school leadership. Leaders are tasked with ensuring programme efficiency, crafting a clear vision, engaging stakeholders, and ethics.
The 2020 Pacific Islands Regional Education Framework (PacREF) aims to develop Regional standards and qualifications in school leadership in 15 Pacific Islands including Tuvalu. However, it has not yet been published. Similarly, the 2016-2020 Tuvalu Education Sector Plan III (TESP III) mentions a Competency Standard Framework but does not seem to specify if it contains leadership competencies.
According to the 2020-2025 World Bank: Tuvalu Learning Project, the Ministry of Education and Youth Services (MEYS), supported by the Educational Quality and Assessment Programme (EQAP) of the Pacific Community (SPC), aims to develop school leadership standards, indicators, and an appraisal instrument to aid school leaders in their roles. These standards were not available to be found online.
Roles
Setting expectations/objectives: The Tuvalu Standards (appendix 1) in the 2020 Review of Professional Standards for Teachers in the Pacific SIDS states that the school leader “is an education leader who initiates and helps to set a clear and achievable vision and mission for educational excellence”. The role includes establishing and implementing school policies and procedures and developing a plan that outlines both acquittal procedures for resource use and links the utilization of resources to the achievement of the school's goals. The school leader leads and facilitates the development and implementation of the school plan focusing on students’ performances.
In addition to that, the school leader ensures that programmes and activities are effectively carried out to achieve the school's goals, supported by records showing their involvement in planning and implementing programs and confirming the execution and impact of activities.
Developing teaching and learning: The 2020 Review of Professional Standards for Teachers in the Pacific SIDS mentions that “macro-level curriculum planning is included in the standards for educational leaders in the Tuvalu code”.
Promoting collaboration: The 2020 Review of Professional Standards for Teachers in the Pacific SIDS states that the code of standards for school leaders “asks leaders to curate a learning-friendly environment, acknowledging physical, emotional, academic, social and moral aspects” and “to empower communities to participate in schools and to foster relationships between schools and all stakeholders in education”. School leaders are asked to keep records demonstrating the involvement of stakeholders in the development of the shared vision and mission of the school.
Supporting staff development: The 2013 National Curriculum Policy Framework mentions that Head Teachers and Principals have a critical responsibility to oversee the provision of training for teachers in curriculum processes and effective pedagogical practices. Training may be facilitated through school-based professional development initiatives, in-service training sessions, and opportunities for self-directed learning. The Tuvalu Standards (appendix 1) in the 2020 Review of Professional Standards for Teachers in the Pacific SIDS states that principals should develop and implement a whole-school professional development plan to enhance teacher competencies and teaching effectiveness, embedding all key teaching competencies. School leaders much commit to improving the quality of learning by enhancing the level of competencies and hence effectiveness of teachers. They must provide opportunities for teachers to take part in activities targeting their teaching competencies such as capacity building workshops, attachments, exchange programs, etc.
The 2009 Education Policy highlights the role of head teachers and principals in supervising and advising teachers in their professional development journey.
The Tuvalu Standards highlight that a school leader supports staff development by spearheading the creation and promotion of a comprehensive professional development programme, ensuring teachers have opportunities for growth through workshops, attachments, and exchange programmes, and monitoring teachers' acquisition of targeted competencies to enhance teaching effectiveness, as evidenced by improved student achievement records (standard 5).
Acting in accordance with the ethical principles of the profession: The 2020 Review of Professional Standards for Teachers in the Pacific SIDS mentions that standards of the code for school leaders include ethics. Principals are also expected to “lead ethically” at all times. The leader must demonstrate their commitment to the code of ethics as well as ethical behaviours in the implementation of their roles. The 2016-2020 Tuvalu Education Sector Plan III (TESP III) refers to the development of the Leadership Code of Conduct for school leaders aligned with the National Teacher Code of Ethics. The code itself could not be found.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
No information has been found for school principals. However, the 2009 Education Policy states that for primary teaching, individuals must have completed Form 6 and passed English, while secondary teaching requires candidates to have achieved suitable secondary school results and post-Form 7 secondary teacher training. It also mentions opportunities for teachers to upgrade their qualifications through training programmes.
The 2020-2025 World Bank: Tuvalu Learning Project highlights that a qualified teacher has undergone some training or post-secondary studies but lacks specialized teacher training, while a certified teacher has completed specialized post-secondary teacher training, meeting course requirements, with or without other post-secondary qualifications.
Appointment decision
As education staff are considered civil servants, appointment is determined in accordance with the 2008 Public Service Commission Rules (CAP. 4.24.2). According to these rules, a staff vacancy is forwarded to the Commission who will fill the vacancy with an existing member of the public service. If not, the position will be advertised locally. If appropriate, a selection panel shall be constituted to interview candidates.
Employment equity measures
The 2014 National Gender Policy aimed to “increase in the number of women in leadership roles”. However, it is not clear if this applies to school leadership positions.
Working conditions
The 2023 National Budget only show the total spending for all Secondary Education staff and differentiates between 3 types of contracts: Local Contracts; Expatriate Contracts; Casual Contracts. According to the 2009 National Education Policy, teachers in Tuvalu are considered civil servants.
2.3. Leadership preparation and training
Pre-service training
The Institute of Education of the University of the South Pacific has developed the Graduate Certificate of School Leadership (GCSL) program. It does not seem to be mandatory.
Induction and in-service training
The 2021 Manual of the Tuvalu Learning Project (TuLeP) that in-service training for all school principals, head teachers and assistant head teachers will be provided.
The 2016-2020 Tuvalu Education Sector Plan III (TESP III) aims to provide school leaders in-service training and mentoring by developing an eLearning package on Quality Leadership skills. The plan aims to strengthen leadership skills of school leaders through ongoing training and mentoring.
3. Teachers, parents and students
3.1. School management committees and boards
The UNICEF Pacific Education Programme supported by Australia mentions that each school has a Management Committee made up of community members, a Kaupule member (the local government body managing the island’s affairs), the School Head, and the Assistant Head. This Committee meets monthly to approve programmes for children and share information with the community. They also decide on parent contributions and fundraising activities.
The 2016-2020 Tuvalu Education Sector Plan III (TESP III) mentions that Primary and Secondary School Management Committees (SMC) must undertake training to improve their capacity and active involvement in the management of schools but the plan does not highlight the role and the composition of the committee.
According to the 2017 Statistical Report, there are 18 ECCE (kindergarten) schools, 10 primary schools, 2 secondary schools and 1 special needs school. Fetuvalu Secondary School is a private secondary school operated by the Church of Tuvalu and Motufoua Secondary School (MSS) is the only public secondary school and it is a boarding in Tuvalu. The two schools have their proper internal policies that adhere to the Education Act and the Education Sector Plan.
3.2. Middle leaders
The 2009 Education Policy states that ‘’Heads of Department’’ at Motufoua Secondary School are responsible for curriculum quality and student performance within their respective departments, including establishing monitoring programmes to assess course progress and quality through regular evaluation of student work, examination results, and teacher records, moderating all school-based examination question papers and student results before reproduction and administration, submitting an annual report to the Principal before the end of term three detailing the Department's activities for the year along with recommendations for the following year, promoting and supporting curriculum development initiatives, and briefing departmental staff on any changes to externally determined curricula that may impact their teaching programmes.
3.3. Parents
The 2009 Education Policy states that each Head Teacher will establish a Parent-Teacher Committee, comprising elected parent representatives and at least one Island Council nominee, tasked with setting and organizing fundraising priorities and activities, aiding in maintenance programmes, and providing food for official visitors.
The 2013 UNDP Tuvalu MDG Acceleration Framework states that some schools have “active parent-teacher associations” such as Nauti school and “those with active and supportive Kaupule, with Webley (Niutao) and Faikimua (Nukulaelae)”.
3.4. Students
No information on national laws, policies, strategies or frameworks that set out rules for the composition of student councils
4. Governance
4.1. Autonomy of school leaders
The 2020 Review of Professional Standards for Teachers in the Pacific SIDS published by UNESCO states that “macro-level curriculum planning is included in the standards for educational leaders in the Tuvalu code”. The Tuvalu Standards (appendix 1) in the 2020 Review of Professional Standards for Teachers in the Pacific SIDS states that school leaders are responsible for managing the human, physical, and financial resources of the school. They must keep up to date records on the disbursement and utilization of these resources.
4.2. Assessment and accountability of school leaders
The 2016-2020 Tuvalu Education Sector Plan III (TESP III)states that the Schools Unit (SU) under the Education Department (EdDep) of the Ministry of Education is responsible for the evaluation of school leaders. It also mentions a 360 Degrees Assessment and aims to have 100% of school leaders pass it.
4.3. Teacher assessment by school leaders
The 2009 Education Policy mentions that school inspections include “direct observation and assessment of teaching methods, compliance with prescribed curricula, potential adaptations to local contexts, and evaluation of the availability and utilization of teaching resources, including school infrastructure’’. It also highlights that head teachers and principals are trained to “monitor progress and clinically supervise and advise their teachers, and to subsequently assess their competencies”. Principals and Head Teachers are tasked with ensuring that their staff design and conduct suitable assessments of students' progress and achievements, encompassing both formative and summative evaluations, with results documented and reported to the Director of Education at the term's end, as a critical aspect of the school's quality assurance programme.
The 2013 National Curriculum Policy Framework highlights that “principals are required to systematically define, support and evaluate staff performance, and to link staff efforts to the overall direction of the school” through observations of teaching, teacher interviews, peer discussions, review of teachers' plans, analysis of student’s assessment results, and students’ work. Subject Leaders incorporate monitoring reports into curriculum review and planning for professional development.
The 2016-2020 Tuvalu Education Sector Plan III (TESP III) refers to the responsibility of teacher evaluation to the Schools Unit (SU). The strategy also mentions that the “360-Degrees Assessment approach for School” training to school leaders aims to strengthen their capacity “to monitor and report on teacher performance”. The plan aims to continue and improve the current template for the evaluation and monitoring of teachers.
