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NCEL’s Philosophies

Core Values NCEL as an agency of the Ministry of Education, Youth and Information demonstrates values that guide its operations. These include:

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Strategic Goals NCEL:

✓✓ Enables the supply of highly competent leaders;

✓✓ Focuses leadership on school improvement and student performance; and

✓✓ Provides high quality cost effective services based on education policies, research, data and best practices.

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Congratulatory Message

Honourable Fayval Williams Minister of Education, Youth and Information

World class education leaders are critical to building a world class education system, to meet the current medium and long term needs of the local, regional and global economy. The Fourth Industrial Revolution demands higher levels of critical thinking in all areas of economic input and output. In that regard, implementing systems of accountability and designing contextually relevant professional development interventions for school leaders is an investment that will yield positive results.

I am pleased that the National College for Educational Leadership (NCEL) has designed and developed the Effective Principals’ Training Programme (EPTP) with a view to equipping in-service principals with the competencies required to transform and implement targeted and sustainable interventions that will heighten student outcomes. Critically, the goal of the Ministry of Education, Youth and Information for engaging our principals through the training offered through the NCEL programme is to build on existing competencies as well as to keep abreast of current practices and trends in education. Any leader who wants to develop more effective leadership skills that foster student learning, and staff motivation will gain much from this programme. The action plans, peer learning groups, reflective logs, case studies and self-evaluation exercises give a well-rounded experience for innovative and transformational leaders. The Ministry of Education, Youth and Information is now looking at you to make a difference at your various institutions and in the lives of those entrusted in your care.

Today is a day of celebration. It is a day when the Ministry pauses to honour this cadre of 95 principals who have successfully completed the EPTP. Special commendations are being extended to the ten (10) principals who have exceeded expectations in both Rounds of the Programme. I am sure that the balancing act of studying, implementing your interventions, coupled with your operational and administrative functions as principal, proved challenging at times. I am, however, pleased that you have persevered and remained focused on learning and growing so that you can transform your institution and impact the lives of our students. Our system will see the benefits of this investment. I celebrate this accomplishment with you on and wish you the very best in your continued success.

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Congratulatory Message There is general agreement within the education sector that the challenges of today’s education system demand an increased level of commitment to managerial competence and leadership from principals. In addition, amid general public clamour for accountability in all aspects of schooling, principals are under increased pressure to deliver high quality educational programmes and results. One major reason for this are studies linking school leadership and student achievement.

Within this context the National College for Educational Leadership’s Effective Principals’ Training Programme (EPTP) is a welcome initiative aimed at helping schools administrators in operating more effectively. While Principals are primarily instructional leaders they are also builders of organizational and institutional culture. They are chief communicators and ambassadors of their school’s vision for teaching and learning and at the same time operations managers, caretakers, and caregivers, data analysts and agents of change. The EPTP is designed to help our schools leaders achieve those goals. The expansive responsibilities and still expanding roles require focus and clear vision on what is required to achieve these goals. Effective principals build a culture to create schools that are great places to teach and learn. They empower people to lead, learning in ways that bring out the best in teachers and students and they optimize systems to ensure that school operations, processes, and contexts support effective teaching and learning. Happily the NCEL is helping to fill the gap through its targeted training programmes and in this case the EPTP. I am therefore happy to extend congratulations to the 95 principals who have successfully completed the two Rounds of training programmes and say special thanks to NCEL for organizing this programme. Best wishes in all your future endeavours.

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Congratulatory Message Dr. Taneisha Ingleton Director/Principal, National College for Educational Leadership (NCEL) The National College for Educational Leadership is keenly committed to creating world class educational leaders by designing leadership development interventions that are relevant, contextual and fit for purpose. It recognises that principals are central to the efficient operation of schools and the performance of students, and so remains focused on the design and delivery of strategic professional development interventions. Undoubtedly, the research is replete with evidence that education systems that place a high priority on educational outcomes reap the benefits in terms of improved outcomes for all. As a policy priority of the Ministry of Education, Youth and Information, all principals employed to public schools are required to pursue the Effective Principals’ Training Programme and access other relevant programmes from the College throughout their tenure. The College remains committed to providing the requisite support and capacity building interventions aimed at improving the skills and competencies of our educational leaders.

The EPTP is benchmarked against international standards, rich in local content and boasts 18 modules that are critical to the development of the competencies required for the administration of aspects of schools operation. The programme utilises hands-on application, while keeping an eye on the Education Act and Regulations. Over the years, we have commissioned some of the best of our facilitators whose expertise in leadership development and school improvement are established. Bolstered by research in school leadership, case studies, problem-based learning activities and field based projects, the school administrators were engaged in intense exploration, analysis and evaluations of solutions to authentic problems of practice. The programme also emphasizes values clarification and aided in cultivating self-awareness and self-knowledge – key competencies for effective leadership. Indeed, I have the highest level of respect for principals who have completed the programme. Evidence abounds based on empirical data from the training and the assessment that the school administrators who have completed the EPTP are visionary and transformational in their leadership approaches to raise student outcomes and confront challenging

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tasks. Indeed, I am very proud of the work you have done to transform your school and impact students’ lives. You are a force to reckon with. You have been deliberate in developing a collaborative network for a community of practice and you continue to build your knowledge base and share solutions. The NCEL looks forward to engaging with you in the future. Congratulations to the principals and my sincerest blessings for an excellent and impactful tenure!

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Congratulatory Message Dr. Kasan Troupe Acting Chief Education Officer Ministry of Education Youth and Information Amid the rapid, frequent and disruptive changes in the global sphere, especially in light of the COVID-19 pandemic, many of which have a direct impact on the education ecosystem, the National College for Educational Leadership continues to provide relevant, customized and timely capability building and professional empowerment programmes for Jamaica’s school leaders. The Effective Principal’s Training Programme continues in that vein and is another strategic and welcomed initiative that the Ministry is extremely proud of, aimed at strengthening the leadership capacity of our current principals. In the years ahead, we will need to keep building up our education system to meet new challenges. In the process, we must not lose sight of the fundamentals of our mission, which is to mold the future of the nation, by molding the people who will determine the future of our nation. In so doing, we will provide our children with a balanced and well-rounded education, develop them to their full potential, and nurture them into good citizens, conscious of their responsibilities to family, community and country. The purpose of education must therefore be beyond just academics. It must be to prepare our students for life, for work and for citizenship. But life, work and citizenship are evolving rapidly. Hence, our approaches, programmes, and areas of emphasis must keep pace to be relevant for the future. Life as we know it has changed in many ways. The life of a millennial – someone who has grown up in an Internet world since his childhood days, is vastly different from that of the preceding generation. The fast pace of technological advancements in all aspects of our lives today means that lifestyles, habits and trends change at an ever increasing rate. In this rapidly changing era of standards-based reform and accountability, a different conception has emerged, which draws lessons from contemporary corporate life to suggest leadership that focuses with great clarity on what is essential, what needs to be done and how to get it done.

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Researchers who have examined education leadership agree that effective principals are responsible for establishing a school-wide vision of commitment to high standards and the success of all learners. Some may question whether academic achievement of every student has not always topped principals’ agendas. Yet, historically, public school principals were seen as school managers and high standards were thought to be the province of those heading to universities. Only in the last few decades has the emphasis shifted to academic expectations for all. This change comes in part as a response to twin realizations: Career success in a global economy depends on a strong education; and for all segments of our society to be able to compete fairly, the yawning gap in academic achievement between disadvantaged and advantaged students needs to be narrowed. It is against this background that EPTP is an important addition to the capability building programmes available to our principals. All are now being challenged to perform within a national and global expectation of excellence in all areas that will lead to higher student performance by extension school effectiveness. I must therefore commend all who have completed the programme to date as well as the NCEL team lead by Dr Taneisha Ingleton for the commitment to excellence.

Jamaica’s education system will be the better for your participation and consistent implementation of the principles taught and learnt in this programme. Best wishes to you all.

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Congratulatory Message Mr. Jasford Gabriel President The Jamaica Teachers’ Association

The Jamaica Teachers’ Association is proud to be celebrating with all of ninety-five (95) principals who have met and/ or exceeded expectations in the College’s Effective Principals’ Training Programme. I commend the National College for Educational Leadership on your resilience and determination in continuing to create world-class leaders in Education in spite of the myriad of challenges brought on by the COVID-19 pandemic. Dr. Ingleton and team – you have successfully created opportunities in the midst of overwhelming challenges.

Colleague Principals, as one whose leadership has been positively impacted through NCEL (having successfully completed the programme and subsequently enrolled as a member of the Executive Principals’ League), I can appreciate the magnitude of your achievement and therefore express heartfelt congratulations to you. In paraphrasing the words of Francis of Assisi, you started out by doing what’s necessary, then what’s possible and now you are on the verge of doing the impossible.

The worldwide dislocation in education requires, now more than ever, that especially school leaders be on the cutting edge of innovations and emotional intelligence. It is against this background that the JTA has embarked on the theme ‘Promoting Digital Transformation and Positive Values and Attitudes: Imperatives for the 21st Century Education’ for the 2020-2021 Conference Year. I am convinced that the modules you have completed, including: ✓✓

Conflict and Behaviour Management

✓✓

Emotional Intelligence

✓✓ ✓✓ ✓✓ ✓✓

Creating a Culture of Accountability Improving Boys’ Education

Quality Educational Leadership Effective Classroom Observation

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among others, have not only broadened your repertoire, but instilled the confidence required to navigate the challenging educational landscape. When we consider: i. the value of this ongoing training to personal development and national educational advancement, ii. the intense and dedicated effort required to successfully complete this programme, and iii. the need to attract and retain our best leaders in the field of education, the JTA believes the time has come to incentivize the attainment of the NCEL qualification. I am confident that favourable consideration will be given to this idea. Again, I congratulate you colleagues and encourage the National College for Educational Leadership to continue to provide strategic initiatives to improve leadership and facilitate the creation of world-class Educational Leaders. The JTA is on board… Let us continue to Unite and Serve!

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The National College for Educational Leadership (NCEL) Introduction The Task Force Report of 2004 identified, among several other initiatives, a need for systematic identification, preparation and certification of school leaders. In keeping with the recommendations of the Task Force on Educational Reform 2004, the Government of Jamaica (GoJ) through the Ministry of Education, Youth and Information (MoEYI) has been promoting effective leadership and management of schools to lead to heightened student learning. Accordingly, Cabinet gave approval for the establishment of the National College for Educational Leadership (NCEL) under the auspices of the MoEYI as a response to an urgent need to develop and maintain quality school leadership. Objectives of the National College for Educational Leadership

In keeping with Cabinet’s decision, since 2011, NCEL as an Agency of the Ministry of Education, Youth and Information has been established with the mandate to: ✓✓ exercise greater control over the quality and development of school leaders; ✓✓ set and maintain standards for leadership;

✓✓ ensure that there is proper accreditation and sufficient training;

✓✓ design and manage a national succession planning strategy; and ✓✓ ensure that school leaders and leaders in the wider education system are well equipped for their challenging roles.

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The Effective Principals’ Training Programme Programme Background and Objectives

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n an effort to support the continued development of existing Principals, the NCEL introduced the Effective Principals’ Training Programme [EPTP]. The EPTP is a professional development programme designed to keep serving principals abreast of the latest developments in school leadership. The modules are designed to sensitize and prepare persons for the dynamic role of school leadership in a transformed ministry. The training material uses hands on application while keeping an eye on the Education Act and Regulations. The main objective of the training is to assist Principals to effectively manage the inputs they receive, improve processes in an effort to gain greater outputs. With transformation as a backdrop, this programme was designed to assist Principals prepare for the many challenges they will face in the successful running of a school. Given that the aim of schooling is to heighten student learning, leaders should conceptualise and establish systems that support student success and motivate them to perform optimally.

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Standards-Based Training The EPTP is informed by standards for leadership as espoused by NCEL/Jamaica Teaching Council ( JTC) and are aligned with the Commonwealth Framework for Professional Standards (CFFPS) as well as the six capabilities as reflected in the literature on school leadership. The six capabilities of effective school leaders as reflected in the literature include:

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Modules The Effective Principals’ Training Programme is delivered at the post graduate level and provides exposure to eight (8) modules in Round One and nine (9) modules in Round Two to build competencies in select areas of school operations. The modules are: Round One Improving Boys’ Education Preparation for the New School Year Quality Educational Leadership Towards a Service Oriented School Human Resource Management School Planning and Data Management Roles and Responsibilities of the Principal School Financial Management

Round Two Safety and Security in School Creating an Accountable Culture Managing Media Relation Records Management Emotional Intelligence Conflict and Behaviour Management School Governance Procurement: Policies and Procedures Effective Classroom Observation

Description of Modules – Round One 1. Preparation for the New School Year In this module, participants are encouraged to reflect on the past year, determine a collective response that focuses on possible solutions to these issues as well as improvements that need to be made; and galvanize the requisite resources and efforts to ensure a seamless start to the academic year. 17

2. Quality Educational Leadership In this module, participants are empowered to demonstrate an understanding of the impact of an instructional leader on the effectiveness of a school; explain the importance of planning; discuss the role of the principal in planning; demonstrate an understanding of the impact of planning on the effectiveness of a school; explain the importance of collaboration and communication to the effectiveness of a school; demonstrate an understanding of the impact of interpersonal skills and relations on the effectiveness of a school; and understand the importance of school culture; explain the importance of professionalism and ethics in creating and maintaining a healthy school environment. 3. Improving Boys’ Education

In this module, participants develop awareness that boys have different learning styles from girls, so much so that they will make the necessary adjustments to their curriculum and school organization to facilitate and capture the learning styles of the boys in their schools. 4. School Planning and Data Management

The module helps leaders describe some types of school data and the format in which they are presented; identify how data are used to promote learning in early childhood, primary and secondary school; identify good practice in the effective use of data to promote learning and staff development and overall school improvement; investigate possible challenges in collecting and using school data; provide a guide for ways to integrate data into the school improvement process; and explore ways to use data to guide decision making about instruction, curriculum, and school Programmes. 5. Towards a Service Oriented School

The module provides school leadership with the working knowledge, skills and attitudes necessary to embrace, design and implement a service-based and customer-focused philosophy/orientation in the 18

schools in their care. Additionally, the module provides Principals with an understanding of the importance of ‘service leadership’ in schools and how to lead the change toward a service oriented school. Anyone who is responsible for driving this change must have a clear understanding, that service is one of the main drivers of the 21st century school systems. 6. School Financial Management (Part 1)

In this module, participants are able to prepare a proper cash book; understand double entry procedures; understand how to balance and reconcile a cash book; understand the need for timely balancing and reconciliation; use the cash book as a management tool for controlling expenditure; and understand the Principal’s role in Public Sector Accounting. 7. Human Resource Management

The Human Resource Management module exposes participants to the tenets of performance planning, measurement and appraisals. 8. Roles and Responsibilities of the Principal

This module introduces participants to competencies which include strategic planning, leading learning and teaching; developing a learning community; promoting positive behaviour; creating institutional effectiveness; managing fiscal resources; ensuring accountability; and building community. Round Two Modules 9. Managing Media Relations This module is designed to prepare Principals to manage the communication process in their schools and to communicate effectively with the wider public. It is based on the principles 19

espoused in the facilitator’s book “Winning PR and Communication Strategies: Toolkit for Educators. It will expose school leaders to media relations and the relevant communication skills to execute their jobs as the Chief Public Relations agent in the school. 10. School Board Governance

This module provides a framework for Principals on the functions of the Board. At the end of this module participants are able to differentiate the roles and responsibilities of the Board Chair and Principal and identity effective governance practices. Programme participants will be able to outline the relationship between effective governance and student performance. The module will also address the elements of the legal and regulatory framework governing education institutions. 11. Records Management

Records management is a critical function in the operation of an organization. It includes the creation and maintenance of records, classification, shortage and retrieval, archiving, conservation, preservation and disposition. These activities are critical to the efficiency and effectiveness of an organization in that records are managed from creation to disposition to provide information and documentation needed for the business flows of the organization. This module provides meaningful strategies on how to ensure that vital records and documents are kept safe and how to systematically remove those records from prime office space to eliminate clutter for the effective utilization of the office space. 12. Safety and Security

This module exposes participants to the legal framework governing schools’ security and safety; the Ministry of Education policies, procedures and practices for critical incidents planning, the disposal of waste, sports and safety, the universal precautions in the management of HIV/AIDS in school and reporting format. At the end of this module, each participant is required to construct a comprehensive 20

security and safety plan for their educational institution. 13. Emotional Intelligence

Bringing together people of different ethnicities and getting them to work successfully towards achieving set goals in the organization is the essence of Human Resource Management. School leaders must facilitate the development of team members in a manner which drives organizational performance. The module helps administrators successfully manage their emotional intelligence and that of their employees. 14. Effective Classroom Observation

This module provides a framework for Principals who desire to implement and develop competencies in classroom observation. Conducting classroom observations is not a haphazard or trial and error activity, but one that is carefully planned and executed utilizing the requisite skills. Contrary to a common perception, teaching and learning is a complex issue, requiring careful analyses and strategic interventions in order to maximize success. 15. Creating a Culture of Accountability

Accountability lies at the heart of improvement and progress. It is the willingness to take responsibility for achieving goals and the individual and institutional drive; to make that achievement a reality. It requires an eagerness and pragmatic ability to set goals that are measurable. The objective of this module is to provide school leaders with tools that will help them to shape a culture of accountability in their schools, and thus transform, underperforming and mediocre schools into high performing ones. The module guides Principals understanding of the culture of their school; and the importance of managing that culture, to the benefit of the school community.

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16. Conflict and Behaviour Management The objective of this module is to provide school leaders with the necessary knowledge, skills and attitudes to effectively manage conflicts and students’ behavioral issues within the school environment. In addition, the module provides school leaders with a better understanding of the underlying factors that contribute to conflicts and behavioral issues in schools and offer specific strategies to address these issues. 17. Procurement Policies and Practices

The objective of this module is to provide school leaders with the practices and principles governing the procurement of goods and services. The module also exposes participants to the different types of procurement methods used in the public sector procurement process and the appropriate method of selection of providers for goods and services.

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Post-Training Support Structure (PTSS)

“Heightening Engagement through Quality Support”

The Effective Principals’ Training Programme (EPTP) is guided by the 70-20-10 model for learning and development which posits that 70% of an individual’s development happen through on the job related experience and engagement in post training requirements. NCEL remains committed to providing our programme participants with the requisite support subsequent to their engagement. To this end, the College developed and continues to implement its Post Training Support Structure (PTSS) aimed at assisting our principals and building their capacity as they engage with us. This aids in equipping our programme participants to achieve their intervention targets and goals, as per their approved action plans.

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Training Assessment Reports and Rating Having completed the post training requirements and the assessment process a Training Assessment Report is prepared which outlines the competency rating received in the modules pursued. The report is produced and distributed to each participant; his/ her Board Chair and Regional Director who are expected to use the transcript to inform reflection, performance management and on-going professional development processes of Principals in their regions and schools

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Programme IMPACT FEATURE: Mr. Lenworth Sterling, EPTP Graduate /Retired

Principal – Ferncourt High

Master of Ceremonies: Dr. Taneisha Ingleton Principal Director Invocation: Mr. Barrington Richardson Director – Regional Education Service, Region 7 Welcome and Remarks: Dr. Grace McLean Acting Permanent Secretary MoEYI IMPACT FEATURE: Mr. Mark Jackson, EPTP Graduate/

Principal – Ascot Primary

Greetings: Mr. Lynton Weir LASCO/MOEYI

Principal of the Year 2019-2020

Dr. Winsome Gordon Chief Executive Officer Jamaica Teaching Council IMPACT FEATURE: Mrs. Marcia Trought-Gordon, EPTP Graduate/ Principal,

Catadupa P&JH

Remarks: Mr. Jasford Gabriel President – Jamaica Teachers’ Association

Dr. Lorna Gow-Morrison EPTP Facilitator & Principal Sam Sharp Teachers’ College

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Programme Item: EDNA Manley College for the Visual and Performing Arts From Idea to Impact: Dr. Cheryl McLaughlin Director of Programmes, NCEL PRESENTING THE MINISTER TO HER CONSTITUENTS Ms. Dorrett Campbell Deputy Chief Education Officer, School Operations Ministry of Education, Youth and Information

Keynote Address: Hon.Fayval Williams Minister of Education, Youth and Information IMPACT FEATURE: Mr. Calbert Thomas, EPTP Graduate/ Principal Seaforth High

PRESENTATION OF AWARDEES Regional Directors (1-7) Tribute to Awardees: EDNA Manley College for the Visual and Performing Arts Mrs. Trudy Ann Philp, EPTP Graduate/Principal IMPACT FEATURE:

Annotto Bay Primary

Response: Rhynee McKay-Bennett EPTP Graduate / Principal, Kellits Primary

Vote of Thanks: Dr. Kasan Troupe Chief Education Officer (Acting) MoEYI

NATIONAL ANTHEM 28

Awardees The following participants have successfully completed the Effective Principals’ Training Programme. Region 1

Buchanan, Fay St. Martin de Porres Primary

Graham, Judith Content Gap Primary

Jones, Keven Mona High

Tulloch-Lorne, Audrey McMorris,Kali Bowden Hill Primary Convent of and Infant Mercy Academy

McDonald, Audrey Carberry Court Special School

Bailey, Valentine Camperdown High

Jones, Nichola Port Royal Primary

Grant, Anthony St. Theresa’s All-Age

Fullerton, Marjorie Merl Grove High

Carter-Dixon, Jacqueline St. Benedicts Primary Gallimore-Vernon, Beverley Maxfield Park Primary Richards, sheldon Clan Carthy Primary

Region 2

Cowe-Adiansingh, Davis-Lewis, Marlise Kennecha Port Belle Castle Primary & Nonsuch Primary Antonio Primary Infant Barclay-Morris, Nicola

Philp, Trudy-Ann Annotto Bay High

Thomas, Calbert Seafort High

Thompson, Richard Titchfield High

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Grant-Facey, Monique

Happy Grove High

Clarke- Williams, Dionne Paisley All Age

Bryan-Webber, Bryan, Shanita Betty-Ann Port antonia St. Thomas Infant Technical High Coke, Karl Buff Bay Primary

Lynch, Josephine Casleton Primary

Duncan, Justin Bull Bay All Age

Region 3

Bonner-Chambers, Carter, Beverley Carlene Mount Waddy Duanvale Primary All Age

Cole, Trevor St. Ann’s Bay Primary

Johnson, Marva Powell, Marcia Bensonton Cascade Primary Primary

Panton, Eloise Aabuthnot Gallimore High

Simpson, Jason Muirhouse PJH

White-Guy, Whyte, Eddie Michelle Troy High Steer Town Primary & JHS

Wisdom, Nicholas Philadelphia Primary

Patterson-Morgridge, Vaneisha Hastings Primary

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Edwards, Dwayne Haye, Janet Albert Town High Lime Hall Primary

Rowe, Claud Waldensia Primary

Shirley, Jacqueline Kinloss Primary

Cannigan, Beverley Charton Primary

Sterling, Lenworth Ferncourt High

Region 4

Walters-Meylor, Faithlyn

Bowes-Wellington, Wellington, Janice Georgette Petersville Primary Garland

Upper Rock Spring A/A & Infant

Grant-Smith, Tiffany

Chester Castle Primary

McIntosh-Powell, Judy Springfield Primary

Craig-Davis, Shirlet

McFarlane, Winsome

Campbell, Helen Revival Primary

McKenzie, Tricia Salt Spring Primary

Harvey-Gooden, Lorna

Murray, Winfield Education Officer

Little London Primary

Sir Clifford Campbell Primary

Watson Haughton,

Ophelia Cambridge Infant

Salem Primary & Junior High

Samuels, Charmaine

New Works Primary & Infant

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Tugwell-Brown, Trought-Gordon, Maxine Marcia Catadupa Primary and John’s Hall AA Junior High

Region 5

Williams-Heath, Carlene Park Mountain Primary

Chedda, Paulette Blackwood-Simpson,Wallace, Charmaine Roses Valley Primary Albion Primary Joan

Grant, Paul BellField High

Ebenezer Prim & Infant

Smith-Alexander, Opal

Miller-Foster, Paula Balaclava High

Banton-Ellis, Antoinette

Scarlett-Forrester, Patricia Pisgah All-Age

Sandy Bank Primary

Former

Henriques, Dwain Plowden Primary

Beulah All-

Age(Now At Vere Tech)

Bent, Conrod Prospect Primary

Williams, Rayon Barbary Hall Primary

McLean-Montaque,

Cardell

Waterloo All-Age

Region 6

Claire, Georgia Bellas Gate Primary

Powel, Shernette Tydixon Primary

Curriah, Constance Jackson, Mark Waterford High Ascot Primary

Riley-Powell, Tameca

Wakefield Primary

Phillips, Patrick Bog Walk High

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Givans, Andria Naggo Head Primary

Gordon, Linette Giblatore Primary

Gordon-Braham, Samantha Springvale Primary

Campbell, Marlon St.Catherine High

Clunis, Malgalyn Ewarton Primary

Geddes-Nelson, Ann Independent City Primary

James, Brent St Mary’s Primary

Clarke, Shorna Rose Hill Primary

Region 7

Mckay-Bennett, Rhynee Kellits Primary

Richards, Judith Alley Primary

Small, Nadine

Crofts Hill Primary and Junior High

Beckford, Latoya Red Hills Primary

Tapper-Card, Symonia

Mitchell, Orville Mitchell Town Primary

Sinclair Campbell, Tresha

Tweedside Primary

Mount Providence Primary

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Smith-Williams, Johnson, Shelly-Ann Beverly Pleasant Valley Moravia Primary Primary

Participants’ Reflection of the EPTP Journey Paulette Chedda – Principal, Albion Primary The EPTP has guided me on my journey to achieving excellence. The programmes and initiatives implemented contributed to the school graduating from an “unsatisfactory” rating to a rating of “good” by the National Education Inspectorate. The school was also recognized as most improved school in Region 5 for 2019. Deliberate focus was placed on improving customer service and public relations. All staff have been trained in these areas and a customer service ambassador selected. This helped to improve the positive ethos of the school. The public relations policy and protocols established greatly assisted in the planning of school events and promotions.

Record management and storage of records have improved. A record management policy was developed. This has reduced the number and types of records stored thus creating more storage space easy retrieval. Safety and security policies were also developed and implemented. These policies addressed areas not previously covered and improved preparedness of stakeholders.

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Participants’ Reflection of the EPTP Journey Georgia Claire – Principal, Bellas Gate Primary My enrolment in the Effective Principals; Training Programme has impacted me in numerous ways. As a new principal, the programme would have equipped me with the necessary tools to grow my institution. I was armed with financial management skills. I was ignorant to the intricacies of how to properly and professionally handle the financial aspects of the institution. Being a part of the programme, gave me the practical knowledge needed to improve this aspect. I believe that I am more effective, knowledgeable and practical leader because of my exposure to the course. Given my exposure in the training, filing and retrieving protocols were established. Importantly, documents are more secured and organised hence retrieval is now hassle free. I have also established an Early Bird Programme which has significantly improved punctuality. The procedure for classroom observation improved and as a result teachers’ preparations were impacted positively which in turn led to students’ academic improvement.

Janet Haye – Principal, Lime Hall Primary The Effective Principals’ Training Programme was quite beneficial to me as an individual and to my institution. The overarching aspects of the programme demanded of me to be reflective, accountable, responsible and compassionate. The programme has developed my skillsets not as a manager but as a leader with a vision. The programme afforded me opportunities for more networking and collaboration. When the programme climaxed I felt a sense of satisfaction as I have grown as a more confident, assertive an inclusive leader. The knowledge I have acquired is shared with my teachers, staff and other members of the school community.

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Participants’ Reflection of the EPTP Journey Eddie Whyte – Principal, Troy High My own concept, understanding and management of school leadership has been positively impacted through my exposure in the Effective Principals’ Training Programme. I have a better understanding of the fundamental principles and concepts of the organizational structure of my institution; how to manage the organizational culture and to get buy in from stakeholders. Additionally, I am more knowledge as it relates to effectively managing the administrative processes; improving the effectiveness and efficiency of the system so that new and expansive patterns of thinking are nurtured and the collective aspiration for making the institution achieve its highest goals, become a lived reality. Through the training, I have restructured the school’s bureaucracy by creating a participatory management model that allows the Senior Management Team functioning as the cabinet. I have also created committees led by different members of the Academic, Ancillary and Administrative Staff and the etablishment of a Security Council with members from staff and student bodies (Safe School Ambassadors being selected and Peer Choice Counsellors among others.

Rynee McKay-Bennett, Principal, Kellits Primary The engagement in the Effective Principals’ Training Programme has definitely strengthened my transformational leadership skills. The practical aspects of the programme, challenged me to be visionary, stay on task in order to complete programmes and projects on time and has increased stakeholder involvement. Based on my engagement in the programme I have successfully led the School Wide Positive Behaviour Intervention Support Programme dubbed “Train” (Teaching Responsible Actions In Our School Now). This has been my favourite intervention strategy to manage student behaviour because of the school wide impact it has had. We continue to maintain and improve on it every year since the original launch and the programme serves to help our school community to meet and at times even exceed our objectives.

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Participants’ Reflections of the CFS Pilot Journey Faithlyn Walters-Meylor, Principal, Upper Rock Primary and Infant The Effective Principals’ Training Programme has transformed my leadership style to a great extent. It has given me the prerequisite skills to drive instructions, thus fostering a positive and productive work environment. It has also allowed me to become more confident as a leader and find creative ways of motivating my team, as a result, creating a collaborative workplace. Through this programme, I have learned how to work “smarter, not harder” by strategically delegating duties and forming different levels of leaders within the organization. One takeaway from this programme, is that leaders lead by example, and there is a leader in all of us if we are given the chance to make it materialized. As a result of my involvement in this programme, I was able to implement a number of projects within the school, such as:

✓✓ Beautification of the school ground, which has increased my school population. ✓✓ Implementation of an inventory system, which provided easy tracking of school resources. ✓✓ Installation a vault to protect and safeguard financial documents.

✓✓ Erection of perimeter fencing, which created a safe environment for students and workers and also helped in protecting the school property. ✓✓ Development of policies that outlined the school rules and procedures.

✓✓ Creation of school peace garden to deal with conflicts within the school. It serves as an area for students to receive counselling and express themselves. It is a calming and relaxing haven for students. ✓✓ Institution of a robust data analysis system was also created as a result. This helped in driving meaningful instructions, hence improving academic performance. ✓✓ Implementation of committees to lead various programmes within the school.

Overall, this is an excellent programme that I would recommend for all principals, especially newly appointed principals who will require the requisite knowledge that the need to effectively lead their schools.

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Participants’ Reflection of the EPTP Journey Marcia Thomas Powell, Principal, Cascade Primary The Effective Principals’ Training Programme has cemented by commitment to community involvement and the holistic development or engagement of small/disadvantaged rural schools. I have been empowered as a leader to take stock of my team members (school board, parents, teachers, students, donors), weigh the many variables in my school community and choose the leadership style that best fits my goals and circumstances. Through my exposure in the training, I have implemented the following: ✓✓ Community outcry and collaboration with HEART and other learning institutions for adult learning opportunities. This has empowered parents and disadvantaged youths in the immediate school community and adjoining communities for lifelong learning. This has resulted in over 43 graduates who are certified in Housekeeping and Food preparation, Building Construction and Hairdressing most of which are now earning an income as a self employed individual or as an employee in an organization.

✓✓ Parent Place - resulting in parents learning parenting skills to improve their relationship with obstinate or troubled children and also allowing for a community of practice in which ‘each one reach one’ as parents partner with each other to ensure positive and sustained growth and achievement of their children. ✓✓ Annual Healthy Relationship Seminar (featured on PACE TV) which targets couples in the community and engage them in a formal programme that encourages intimacy and better relationships, as they learn ways to show appreciation and respect for each other. This has resulted in improved relationships among struggling couples and two marriage ceremonies. ✓✓ Father & son JBIS is an annual programme which is done on Boys’ day which allows our boys to bond and spend quality time with their fathers.

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Participants’ Reflection of the EPTP Journey Judith Richards, Principal, Alley Primary “Change will not come if we wait for some other person or some other time. we are the ones we’ve been waiting for we are the change we seek” Barack Obama. The EPTP programme has had a tremendous impact on my leadership. I was able to put structures and systems in place to get the Alley Primary School ship sailing on the right path to excellence. I find that building capacity in others has helped me to build relationships which make the job even easier as I work with the various teams to forge ahead in the growth of the institution. I am now emotionally intelligent and is better able to maintain control in dealing with various issues faced by stakeholders in a professional manner. All the modules completed across both rounds have given me tremendous benefits to improve how I lead and manage the institution.

Monique Grant- Facey, Principal, Happy Grove High Prior to my enrolment in the Effective Principals’ Training Programme, I carried out my duties based on previous interactions with my former supervisors. Participation in this programme has helped me to gain the necessary skills which are needed to manage the resources of the institution effectively and efficiently. Thanks to the NCEL and the EPTP programme, I am a more humanístic leader who is not only concerned with being transactionary but transformational.

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