A New Model of Governance for the Education System of the Cayman Islands 14 th September 2006

A New Model of Governancefor the Education System

of the Cayman Islands

14th September 2006

Overview of Presentation

1. Context

2. Current Governance and Management Model

3. Conceptual Model of the New Education Service

4. Learning Communities - the Model

5. Learning Communities – Roles and Responsibilities

6. Department of Education Services – Roles and Responsibilities

7. Ministry Responsibilities

8. Timeline

Strategy Brief

The development of an administrative framework for a new education service, redefining, rationalising, and reassigning core functions for education amongst schools, the Schools’ Inspectorate, the Education Department, the Ministry, the University College and all other organizations and stakeholders that support the delivery of education.

- National Consensus on the Future of Education in the Cayman Islands, p. 20.

Strategy Brief

At the end of this exercise we will have a framework in which STUDENTS are at the CENTRE of our education system. We will have clarified roles and responsibilities within the education service, and will have developed the most appropriate structure, systems and processes to take our education service forward.

- National Consensus on the Future of Education in the Cayman Islands, p. 20.

Strategy Team(Mrs. Mary Rodrigues - Chair Ministry of Education)

Mr. Gareth Long Ministry of Education

Mrs. Francine Gardner DCEO

Mrs. Shirley Wahler Principal - CBHS

Mrs. Dewayne Bennett Principal – JACPS

Dr Paul Simmonds UCCI


1. Context





6. Department of Education Services-Roles and Responsibilities


8. Timeline

Current Governance and Management Model

for the Education SystemCabinet

Ministry of Education

Education Department

SchoolsStudents

Schools’ Inspectorate

Current Structure of Education Services

Truancy Officer

E O: Special Ed

Ed Psychs

Support Staff

S E O: Training & Support Services

Deputy Chief Education Officer

E O’s - Curriculum

Support Staff

Peripatetic Teachers

Support Staff

S E O: Data, Communications

Teachers & TAs

E O: Monitor, Maintain. & Plan

Chief Officer

Administrative Secretary

EO Testing

MeasuremtEvaluation

Records Officer

Chief Education Officer

School Principals

S E O: School Improvement

Senior Finance Officer

Accountant

Budget Officer

Account StaffAsst Data Officer

Administrative Secretary

School Inspectorate

During the 2005 National Conference delegates noted the current Education system had some strengths, but identified a number of areas that needed significant improvement.

• Clearer policies and processes• Enhanced cohesiveness in the system• Transparency in decision making• Greater autonomy• Greater clarity and support from Education Dept• Improved management of Education Dept

- National Consensus on the Future of Education in the Cayman Islands, p. 15 / 16

The 2005 National Conference delegates noted that the current Education system needed:

also:

• More proactive approach to buildings maintenance• Greater involvement of parents and community in

valuing education and addressing major social issues

• Much improved personnel processes including performance management

• Teacher training facility and more professional development

• Reducing isolation of the Sister Islands

- National Consensus on the Future of Education in the Cayman Islands, p.15 / 16 / 17..

The Policy Implications:

• We must place students’ needs and interests at the forefront of decision-making

• We must delegate authority for decision making to schools where the responsibility lies

• We must ensure work of every educational institution is realigned to focus on serving the students and providing support to their learning

- National Consensus on the Future of Education in the Cayman Islands, p.18


1. Context





6. Department of Education Services –Roles and Responsibilities


8. Timeline

Planning for the future…

Students at the centre

COMMUN I T Y

Conceptual Model of the Education Service

Conceptual Model of the Education Service

The STUDENT is at the center of the Education System.

Each SCHOOL is planned to promote achievement, equity and access.

Groups of schools act as LEARNING COMMUNITIES to support learning.

DEPARTMENT OF EDUCATION SERVICES provides the administrative framework for schools and Learning Communities.

The broader DoES is funded and supported by the MINISTRY.

COMMUNITY symbiotic relationship with the Learning Community.


1. Context







8. Timeline

Guiding Questions?

• What do students need to be able to achieve?

What do students need?

• School where they feel safe, with an attractive challenging work environment• Appropriate levels of support to ensure equality of access to a high level, relevant, challenging curriculum• Consistently high levels of teaching and learning• An expectation of success• A broad and balanced curriculum that meets students

needs and highest international standards• Frequent feedback on how they are doing and how they know how they can improve• Support for parents to be involved in child’s learning

(and a role for the wider community)

Guiding Questions?

• What do schools need to support student

achievement?

What do schools need?

• Consistent high quality support for school leadership

• Constant focus on supporting the highest quality

Teaching and Learning including high quality professional development

• Specialist services to ensure equity for students

delivered in an appropriate time frame

• Involvement in sharing high standards and developing ideas for the future

What do schools need?

• Support for school resources (e.g.: ICT) to ensure minimum “down time”

• Support for administrative / events work

• Schools and teachers need this support consistently and in a timely manner throughout the school year!

Planning for the future…

Introduction of four Learning Communities

Four Learning Communities

1

23

4

Four Learning Communities

JACPS LCES

GTPS

BSHS

PPS

LHS

RBPS

AEC

JGHS SPSBTPS

EEPS

NSPS

CHHS

C&SBPS

WEPSCBHS

GHHS


1. Context







8. Timeline

Registration, Attendance &

Truancy

Guidance and Counseling

ServicesStudent Support

Services

Financial Support

ICT Support

Facilities Management

After HoursProgramming

Functional Model for each Learning Community

All members of the Learning Community are ACCOUNTABLE for the achievements of students in their school – they all have a role to play in supporting high quality teaching, learning and support services.

School

School

School

Teaching, Learning & Communication

School

Director of Education Services

Learning Community Leader

Why this model?

• Any model for reforming the education service must be centred on meeting the needs of students

• The model must introduce accountability for student achievement

at every level

• It decentralises the management system, services and resources

to support specific student / school needs

• Schools are clustered to support and challenge each other

• Principals are part of a management team led by the Learning Community Leader with an improvement and achievement

focus

• Encourages the role of parents and the community

Why this model? (cont..)

• This matrix framework ensures that the work of Learning

Community Leaders is focused on school improvement by

supporting, coordinating and monitoring the organisation of

schools and the services provided to them

• This model also encourages ownership at every stage

Learning Communities

• are responsible for learning and achievement

• will be comprised of support services

• will be located in the districts to support community

involvement in education at all levels

Registration, Attendance &

Truancy

Guidance and Counseling

ServicesStudent Support

Services

Financial Support

ICT Support

Facilities Management

After HoursProgramming

Functional Model for each Learning Community

All members of the Learning Community are ACCOUNTABLE for the achievements of students in their school – they all have a role to play in supporting high quality teaching, learning and support services.

School

School

School

Teaching, Learning & Communication

School


Learning Community Leader

Learning Community Support Services

After Hours Coordinator School Principal

Responsible for

• Supporting achievement within their community • Learning enrichment opportunities for Community• School site during out of hours activities• Coordination and supervision of students in after school, evening and weekend activities• Coordinating adult education courses• Community events• Liaison with UCCI (for adult education and other courses)• Liaison with other agencies e.g. Libraries to coordinate literacy programmes

Breakfast

School Day

Extra Curricular Activities

After Hours Programme

Adult / Community Education

7.00 a.m.

8.30 a.m.

3.00 p.m.

4.00 p.m.

7.00 p.m.

10.00 p.m.

Principal

After Hours

Co-ordinator

Responsibility for Schools

Guiding Questions?

• What do Learning Communities need?

What do Learning Communities need?

• High quality leadership• High quality, efficient support services• Effective communication systems • Cooperation between learning communities• Competition between learning communities as part

of a focus on raising standards

Therefore: excellent centralised services…

What do Learning Communities need?

Centralised Support Services

Functional model for the Department of Education Services

ADMINISTRATIVE STAFF


Deputy Director / Senior Management Team

LC 1 T L C

E E O A A M C R M H N UI I N N N IG G C A T I O N

LC 2

LC 3

LC 4

E XT. HELPDESK

- S/W- H/W

ECU

FINANCE

HR

ICT

EXAMS

DATA

FACILITIES

S.P.M.C.H.R.D.C.O. (R&P)

Ministry SupportC.F.O.

Department of Education Services

Teaching, Learning and Communications

• Curriculum Analyst

• Special Educational Needs Officer

• ICT Curriculum and Learning Manager

• Community Liaison Officer

• Communications Officer

• Events Officer

• Teaching & Learning Specialist

• Administrative Staff


Human Resources

• HR Manager (Education)

• Professional Development Officer

• Recruitment Officer

• Administrative Officer

Link with Strategy 4


Finance

• Senior Finance Officer

• Budget

• Reporting

• Procurement

• Payroll

• Data Entry

Guided by Strategy 6


Facilities

• Facilities Managers



Facilities

• Liaise with Senior Facilities Manager• Responsibility for new construction / renovations• Coordinate major maintenance issues (up to $xx value)• Coordination of service contracts• Monitor performance of Maintenance Supervisors (2)• Ensure service quality of preventative processes• Ensure service quality of maintenance and service work• Ensure facilities are operating efficiently• Responsible for long range planning for maintenance/ renovation projects

Facilities Manager (2)


Data, Research and Planning

• Educational Statistician

• Statistics Officers

• Data Officer



Data, Research and Planning

• Analyse and report on data in the Education Service, including:

Standardized test dataKey Stage and external exam dataTrends in student attainmentSchool and class performanceValue added performanceAttendance

• Student demographics (including, for example: option choices, career preferences, student tracking, socio-economic data.)

Suspension and discipline dataSEN dataValue for money: education costsEarly Childhood and Tertiary data

• Forecast demands for education services

• Oversee data warehousing operations

• Provide information and advice for data driven decision making

• Analyse private schools data

Educational Statistician


Exam Unit

• Test Officer

• Exam Officer


Information Communication Technology (ICT)

• ICT Manager

• ICT Services Coordinator


Early Childhood Unit

• Head of Early Childhood Unit

• Development Officers

• Administrative Staff



1. Context







8. Timeline

Guiding Questions?

• What does the Department of Education Services need?

What does the Department of Education Services need?

• High quality policy advice and direction• Regular consultation with Ministry

leaders• Clear performance goals and review of

progress• Agreed budget / financial procedures• Clear lines of accountability

Ministry of Education (T,E,Y,S &C)

The Ministry will provide specific support through:

• Education Council Secretariat• Human Resource Unit• Finance Unit • ICT Unit• Project Management• Schools’ Inspectorate • Tertiary Education support


1. Context







8. Timeline

Implementation TimelineSeptember 14-15th Individual HR Interviews

October 20th Posts advertised within Education Department only

18-19th 2nd Round Individual HR Interviews

November 6th Closing date for applications

6-17th Interviews

30th Appointments Confirmed

January 8th Advertise locally & internationally any unfilled posts

8th Staff appointed commence new role, in conjunction with existing posts.

8th Training Commences: Shadowing, International Best Practice, Mentoring, Attachments, Secondments.

April 2nd Review of progress

July 1st New Framework commences operation

The new model – what does it do?

• Puts students at the very centre of the organisation with district based support for students / schools

• Identifies clear responsibility for student achievement

• Allows clearer policies and increased transparency in decision making

• Identifies responsibility /accountability of post holders at all levels

• Allows improved personnel practices and increased professional development opportunities

The new model cont…..

• Identifies greater clarity in role and accountability for DoES

• Increases autonomy and support for school principals

• Increases involvement for parents and community, with focus on life long learning

• Gives equity of service and support for the Sister Islands

bgh

Documents

A New Model of Governance for the Education System of the Cayman Islands 14 th September 2006