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

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

2. Overview of Presentation

3. 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.

4. 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.

5. 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

6. Overview of Presentation

7. Current Governance and Management Model for the Education System Cabinet Ministry of Education Schools’ Inspectorate Education Department Schools Students

9. Current Structure of Education Services Chief Officer School Inspectorate Chief Education Officer Administrative Secretary Deputy Chief Education Officer Administrative Secretary S E O: Training & Support Services Senior Finance Officer E O: Monitor, Maintain. & Plan School Principals S E O: School Improvement S E O: Data, Communications E O’s - Curriculum EO Testing Measuremt Evaluation Accountant Teachers & TAs Truancy Officer E O: Special Ed Ed Psychs Support Staff Records Officer Peripatetic Teachers Budget Officer Support Staff Asst Data Officer Account Staff Support Staff

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

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

12. 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..

13. 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

14. Overview of Presentation

15. Planning for the future… Students at the centre

17. Conceptual Model of the Education Service Schools' Inspectorate * Education Council Secretariat* MINISTRY OF EDUCATION * Tertiary Education Support * University College of the Cayman Islands Department of Education Services Learning Community School STUDENT COMMUNI T Y

18. 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.

19. Overview of Presentation

20. Guiding Questions? • What do students need to be able to achieve?

21. 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)

22. Guiding Questions? • What do schools need to support student achievement?

23. 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

24. 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!

25. Planning for the future… Introduction of four Learning Communities

27. 4 1 3 2 Four Learning Communities

28. C&SBPS JACPS LCES WEPS CBHS BSHS NSPS LHS CHHS GTPS AEC EEPS GHHS BTPS PPS JGHS SPS RBPS Four Learning Communities

29. Overview of Presentation

30. Functional Model for each Learning Community Teaching, Learning & Communication School School School School Director of Education Services Learning Community Leader Guidance and Counseling Services Student Support Services 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. Financial Support ICT Support Registration, Attendance & Truancy Facilities Management After Hours Programming

31. 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

32. 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

33. 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

34. Functional Model for each Learning Community Teaching, Learning & Communication School School School School Director of Education Services Learning Community Leader Guidance and Counseling Services Student Support Services 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. Financial Support ICT Support Registration, Attendance & Truancy Facilities Management After Hours Programming

35. Learning Community Support Services After Hours CoordinatorSchool 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

36. Responsibility for Schools 7.00 a.m. 8.30 a.m. 3.00 p.m. 4.00 p.m. 7.00 p.m. 10.00 p.m. Breakfast School Day Principal Extra Curricular Activities After Hours Programme After Hours Co-ordinator Adult / Community Education

37. Guiding Questions? • What do Learning Communities need?

38. 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…

39. What do Learning Communities need? Centralised Support Services

40. Functional model for the Department of Education Services D A T A I C T F A C I L I T I E S E C U H R F I N A N C E T L C E E O A A M C R M H N U I I N N N I G G C A T I O N E X A M S E XT. HELP DESK - S/W - H/W Ministry Support Director of Education Services C.F.O. S.P.M. C.H.R. D.C.O. (R&P) Deputy Director / Senior Management Team LC 1 LC 2 LC 3 LC 4 ADMINISTRATIVE STAFF

41. 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

42. Department of Education Services Human Resources • HR Manager (Education) • Professional Development Officer • Recruitment Officer • Administrative Officer Link with Strategy 4

43. Department of Education Services Finance • Senior Finance Officer • Budget • Reporting • Procurement • Payroll • Data Entry Guided by Strategy 6

44. Department of Education Services Facilities • Facilities Managers Guided by Strategy 9

45. Department of Education Services Facilities • Facilities Manager (2) • 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

46. Department of Education Services Data, Research and Planning • Educational Statistician • Statistics Officers • Data Officer Guided by Strategy 7

47. Department of Education Services Data, Research and Planning Educational Statistician • Analyse and report on data in the Education Service, including: • Standardized test data • Key Stage and external exam data • Trends in student attainment • School and class performance • Value added performance • Attendance • Student demographics (including, for example: option choices, career • preferences, student tracking, socio-economic data.) • Suspension and discipline data • SEN data • Value for money: education costs • Early 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

48. Department of Education Services Exam Unit • Test Officer • Exam Officer

49. Department of Education Services Information Communication Technology (ICT) • ICT Manager • ICT Services Coordinator

50. Department of Education Services Early Childhood Unit • Head of Early Childhood Unit • Development Officers • Administrative Staff Guided by Strategy 3