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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
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
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
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
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.
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
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
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
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
Director of Education Services
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
Director of Education Services
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
Department of Education Services
Human Resources
• HR Manager (Education)
• Professional Development Officer
• Recruitment Officer
• Administrative Officer
Link with Strategy 4
Department of Education Services
Finance
• Senior Finance Officer
• Budget
• Reporting
• Procurement
• Payroll
• Data Entry
Guided by Strategy 6
Department of Education Services
Facilities
• Facilities Managers
Guided by Strategy 9
Department of Education Services
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)
Department of Education Services
Data, Research and Planning
• Educational Statistician
• Statistics Officers
• Data Officer
Guided by Strategy 7
Department of Education Services
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
Department of Education Services
Exam Unit
• Test Officer
• Exam Officer
Department of Education Services
Information Communication Technology (ICT)
• ICT Manager
• ICT Services Coordinator
Department of Education Services
Early Childhood Unit
• Head of Early Childhood Unit
• Development Officers
• Administrative Staff
Guided by Strategy 3
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
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
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
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
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