Handbook for Jamaican School Administrators
 
 
 
 
 

Produced by Students in the Western Carolina University
Masters Degree Program in Educational Supervision

Fall, 2001
 
 

[Preface] [Table of Contents] [Chapter 1, Introduction to Jamaican Education] [Chapter 2, Laws Governing Education] [Chapter 3, School-Community Relations] [Chapter 4, School Plant Management and Maintenance] [Chapter 5, Funding Budgeting and Auditing] [Chapter 6, Record Keeping] [Chapter 7, Student Discipline] [Chapter 8, Functions of School Personnel] [Chapter 9, The Jamaican Teachers' Association]





Preface
 

The Preface to this handbook is a letter to veteran Jamaican school administrators.
 

Dear Jamaican School Administrator:

This handbook contains information in an easy-to-use, easy-to-find format. The Western Carolina University students who prepared this document are listed below. They deserve credit for persevering and finding just the right words to inform novice Jamaican school administrators of their responsibilities.

But this is just the beginning. This handbook will continue to evolve and become even more helpful to those who face the daunting task of learning to administer Jamaican schools. Many veteran Jamaican school administrators have additional ideas about what novice administrators need to know. Therefore, we are soliciting the following types of additional material to be shared in updated versions of this handbook:

Do you have suggestions for other helpful resources? What manuals or publications have been particularly helpful to you?

What other facts can be shared with beginning school administrators?

Would you like to editorialize on something in the handbook? You are invited to share your opinion about the effective administration of Jamaican schools. We will include your ideas in the appropriate section of the handbook.

What are the issues confronting those who work and study in your school? What additional topics should be included in this handbook?

You can contribute by simply e-mailing me at churley@wcu.edu. We will include your contribution with the date of its inclusion and your name and title. Requests for anonymous contributions will be honored if we can confirm their source.

This manual is also published on the world-wide web: http://ceap.wcu.edu/churley

Sincerely,
J. Casey Hurley, Professor
Western Carolina University
 
 
 

Members of the first cohort of the Western Carolina University Masters Degree Program in Educational Supervision, and compilers of the first edition of this handbook:

Loreen Aljoe, Wesley Baker, Joy Beckford, Venus Black, Icelyn Blackwood, Monica Campbell, Ezekiel Crawford, Anthony Eldemire, Eulalee Foster, Anthony Gray, Ethnie Harvey, Joyce Irving, Ruthan Lawrence, Lenoval Morle, Paulette Peart, Ouida Peterkin, Marilyn Porter, Angela Ricketts, Antoinette Shaw-Brooks, Lenworth Sterling, Hyacinth Stern, Keisha Thompson
 

Table of Contents


Chapter 1 ­ Introduction to Jamaican Education
A Brief History of Jamaican Schools 
The Ministry of Education, Youth and Culture
School Governance
Recommended Pupil-Teacher Ratios
Examinations Used for Promotions and Student Assignment

Chapter 2 ­ Laws Governing Education

Personnel Laws
Laws Concerning School Operations

Chapter 3 ­ School-Community Relations

Role of the School board
Roles of Principals
Programs that Link Schools and Communities
Role of the PTA
Building Links to Other Organizations and Institutions

Chapter 4 ­ School Plant Management and Maintenance

The School Facilities Manual is outlined in this handbook. It covers the following topics:

1. Why is maintenance necessary?
2. Types of maintenance
3. The school maintenance program
4. Maintenance awareness
5. Keeping maintenance records
6. Evaluating the maintenance program
 

Chapter 5 ­ Funding, Budgeting and Auditing

Sources of Funding
Funds from the Ministry of Education, Youth and Culture
Accounting Procedures
Principals’ Responsibilities



 

Chapter 6 ­ Record Keeping

Administrative Records
Teacher Records
Student School Records
Records Kept by Teachers

Chapter 7 ­ Student Discipline

Approaches to Student Discipline
Student Rights
Initiatives Aimed at Improving Student Behavior and School Climate



 

Chapter 8 ­ Functions of School Personnel

Duties of the School Board
Duties of the Principal
Duties of Other Educators
Duties of Support Staff
School Personnel Organizational Chart



 

Chapter 9 ­ The Jamaican Teachers’ Association

Mission
Membership
Governance
Services
Allied Groups
JTA Organizational Chart








Chapter 1 --Introduction to Jamaican Education

A Brief History of Jamaican Schools

During the early years of settlement only the planters’ children were exposed to formal learning. The younger children were taught in homes, preparing them to go off to schools and colleges in England.
Wealthy landowners made bequests in the eighteenth century for the education of the poor. As a result, a number of schools came into existence such as Manchester High in 1694, Mannings High in 1738, Wolmers High in 1736, and Rusea's High in 1777. Other schools such as St. Jago, Munro College and Hampton were also established during this time. Some of these schools were maintained by a Trust, but later required fees, putting them beyond the reach of poor children.

The slaves received no formal training, only that which would increase or improve their labour. Learning to read and write was forbidden by their masters. The missionaries wanted to educate them but were forbidden. They were only permitted to teach them Christianity so the founding of schools for the masses did not take place until after emancipation.

The churches had the main burden of organizing education and setting up schools after 1838. They received assistance in the beginning through yearly grants from England and later through money made available by the Jamaican government, which was small and insignificant. There was need for more schools and teachers. By 1883, only 22,000 blacks could read and write; by 1892 elementary education became free and within four years there were 900 schools in the island. To make provision for efficiency many of these schools were combined with larger ones.Many teachers’ colleges were built to facilitate the training of teachers. Technical schools were started around 1886.

More educational opportunity began with the awarding of free places and grant-aid places at the secondary level and in 1973 the free education policy at the secondary level came into effect.In the 1970’s, fifty new Junior Secondary schools were built with the help of a loan from World Bank. These schools were later renamed secondary schools. Today, primary education is free. During this era, community colleges were also instituted.

Numerous changes continue to take place in the education system. The 1990’s have experienced reform in education that has addressed a greater level of equity in the secondary education system, national standards, school textbook programme, early childhood education and day care, national assessment of primary education and a reviewed national curriculum.


The Ministry of Education, Youth and Culture (MOEY&C)

The agency responsible for setting education policy is the Ministry of Education, Youth and Culture (MOEY&C). The following divisions of the Ministry support, administer, and evaluate Jamaican schools and educators:
1. Planning and Development
a. Policy analysis
b. Research and information services
c. Planning, monitoring and evaluation
2. Human Resources Management and Administration
a. Personnel
b. Facilities and utilities
c. Professional development
d. Industrial relations
 
3. Technical and Project Management
a. Building services
b. Projects management and financing
4. Financial Management
    a. Accounting services
    b. Budget and financial planning
    c. School financial services
    d. Teacher salaries
5. Culture
    a. Cultural development
    b. Cultural agency and monitoring
6. Educational services to various units:
a. Guidance & Counseling
b. Curriculum and assessment
c. Media services and student welfare & nutrition
d.Special education
e. Early childhood
f. Tertiary education
g. Technical and vocational
h. Independent schools
7. Regional offices

School Governance

Early Childhood Institutions

Most early childhood schools are owned by communities or churches.These are administered by sponsoring bodies consisting of nine members, elected from the church or community.

 

Infant, Primary, All Age, and Junior High

Boards appointed by the MOE manage schools owned by the government.The chairman of denominational/government aided schools are nominated by the denomination with the board appointed by the MOE.

 

High Schools

High schools that are Trust Schools are managed by a board not exceeding nineteen members appointed by the MOE.Seven members are nominated by the Trust.The Chairs of the Boards of denominational high schools are nominated by the denomination.Government high school boards, not exceeding fifteen members, are appointed by the MOE.
 

Recommended Pupil-Teacher Ratios

The following are the Pupil-Teacher ratios recommended by the MOEY & C in 1999:
Day Care 8:1
Basic 30:1
Infant 30:1
Primary 35:1
All Age 35:1
Junior High 30:1
Comprehensive High 25:1
Technical High 20:1
Vocational and Agricultural 25:1
Special Education Units and Schools 8:1
 
Examinations Used for Promotions and Student Assignment
Grade 1 Readiness TestAssesses student skills as they enter Grade 1
Grade 3 Diagnostic TestAssesses language arts and math competence
Grade 4 Literacy TestAssesses student literacy levels
Grade 6 Gr. 6 Ach. TestResults are used to place student in secondary schools
Grade 9 Gr. 9 Ach./Jr. High Results are used for Gr. 10 placements
Certificate
The GCE O & A levels, CXC, CAPE, SSC, NCTIVET examinations are administered in Grades 11 & 12.Results determine students’ eligibility for tertiary education.
Chapter 2 -- Laws Governing Education
The education system in Jamaica operates under the laws explained in The Education Regulations, passed in 1980. All teachers need to be aware of these regulations. Even more so, administrators must know the laws governing various areas of school operations. A lack of knowledge can cause educators to be brought before the disciplinary body or the courts. Principals need to be especially knowledgeable about laws regarding personnel and school operations areas:

Personnel Laws

Principal Appointments, Section 91
Board of Management responsibilities, Section 89
Appointment and Classification of Teachers, Section 43 and Schedule A (p. 49)
Duties of Teachers, Section 44
Student Discipline, Sections 29 and 30
Discipline of Teachers, Sections 54-62
Progressive disciplinary action is recommended in most situations. In cases of serious or flagrant violations, however, an employee may be subjected to immediate dismissal. The principal works with the Board and the MOE to determine the appropriate disciplinary action.

Laws Concerning School Operations

Inspection notices and Safety requirements, Sections 11-13
The MOEY & C expects all schools to be safe environments.This requires the joint effort of administrators, staff and students.At any time, a public health official may enter and inspect school premises and facilities.
The School Year Calendar, Section 7
School Holidays, Section 8
Finances, Section 90
 

 Chapter 3 -- School-Community Relations

Role of the School Board

The School Board, or the Board of Management should work in the interest of the pupils and for the development of the school, by galvanizing all available resources and using these wisely to achieve school goals. To maintain democratic principles and harmony among stakeholders, the Board of Management should develop and maintain a partner relationship with the teachers, parents, and the community it serves. The Board of Management in executing its duties is required to ensure the proper conduct, supervision and efficient maintenance of the school and to report on these to the Minister when required. The School Board is responsible to the Minister of Education, Youth and Culture for the management and administration of the school. The Chairman of the Board is expected to work in close liaison with the principal at all times.

Roles of Principals

The principal is most directly responsible for maintaining the relationship between the school and the community. The principal must develop strategies for school-community relations that take into account the community’s values and power hierarchy.
With regard to community relations, principals ought to:
1. Interpret school programs for the community.
2. Determine community expectations of the school.
3. Communicate with parents through the media and in group conferences.
4. Arrange for parents to visit school.
5. Plan and coordinate visits of school personnel to students' homes.
6. Work with industry and community image groups.
7. Initiate special publicity campaigns.
8. Invite service clubs and other organizations to meet with the school
9. Increase community interactions through initiating community activities, publishing school newsletters, and accommodating service clubs and community activities in school buildings.
Principals can interact with the business/community sector in many ways. Some of these include:initiating special publicity campaigns, working with parent associations and related groups, working with industry and community image groups, recruiting community and business sector members to aid in the school setting.

Programs that Link Schools and Communities

There are several programs that engage school personnel and members of the community in collaborative work:
    New Horizon Activity for Primary Schools
    School Community Out-reach Programme for Education (SCOPE)
    Jamaica All Age Schools Project (JAASP)
    Student work experience programme
    Student Councils
The New Horizon Activity for Primary Schools project seeks to engage both the school and the community in the educational development of the child. It also seeks to uncover the strengths of students, teachers, and parents, using these strengths in planning for change. This programme exposes teachers, students and communities to communication technologies, increases academic promotion, modernizes school management approaches and increases the health of Jamaican primary students.
The purpose of the School Community Outreach Programme for Education (SCOPE) is to promote joint effort by school and community in solving problems and building relationships. At the centre of the programme is the development of community networks that will enhance the level and the quality of interchange between schools and their respective communities. SCOPE involves school and community based organizations such as Parent Teachers Associations or Organizations (PTAs or PTOs), Past Students Associations (PSAs), school boards, churches, youth and service clubs as well as the private sector in solving school and community problems through cooperative efforts.
The mission of the Jamaica All Age Schools project is to more favourably re-position All Age Schools in remote rural communities and, subsequently, in the national education system, resulting in improved lifetime opportunities for all students who attend these schools. The purposes of this project are (1) to bring parents and communities closer to schools, particularly in rural areas where “decline” is threatening, (2) to develop teacher competencies, and (3) to maximize the potential of small schools.

In order to make secondary students more aware of the world of work, work experience programmes are organized with private sector companies. The process involves the principal working in coordination with the guidance counsellor or a designated work experience teacher. The second step is to identify/target companies that might have the facilities to accommodate students or who have areas of student interest. A written request for participation should be sent to these companies suggesting that it will be at no cost to them.(Request copy from schools participating or contact Ministry of Education for further information.) Note that if the students are accepted, they should be accompanied with a letter of introduction, stating their area of specialization and the purpose of the work program along with a contact number should any problems arise.

Student councils also link the schools with communities through various extra-curricular activities.
 

Role of the PTA

Parent Teacher Associations provide many services to schools, including the following:
    Providing consultations to guide school developments. (e.g. curricular developments, disciplinary matters, and extracurricular activities)
    Lobbying for reasonable change on matters of particular interest. (e.g. school management, curriculum development issues, programme expansion)
    Implementing special projects. (e.g. student or staff welfare initiatives, school facilities improvements, and mobilization of parents)
    Informing and educating parents regarding school developments, parenting skills, child development.
    Raising community awareness regarding role of the PTA and recruiting potential members.
    Building strong home-school linkages, fostering partnerships, and working collaboratively with schools so that children can achieve and realize their full potential.
    Strengthening the co-operative relationship between the parents and teachers.
    Opening discussion of possible misunderstanding between home and school.
    Providing opportunities to explore different options and resources to solve problems at home or school.
    Exchanging information that can help the teacher work with the child more effectively at school while helping the parent to cope better at home.
    Clarifying school expectations regarding the performance and behaviour of students.
 
Building Links to Other Organizations and Institutions
 
Some schools have links with the private sector, where these organizations provide technical expertise. For example, a chemical company may send a technician to teach in a school.(Contact Ministry of Education about Community Outreach Programmes.)
Other successful efforts to promote positive school-community relations include:
1.Developing citizen volunteer programs.
2.Establishing senior citizen programs.
3.Informing persons living near the school of school events.
4.Having informal breakfasts, rap sessions, tours of the school.
5.Inviting service clubs and other organizations to meet in the school. Teaming citizens, faculty, and administrators to assess linkages to community groups that are not presently being reached.
6.Identifying “opinion leaders” in the community and involving these individuals.
7. Adopt-A-School Programs.
 

Chapter 4 -- School Plant Management and Maintenance

A clean and well-maintained teaching learning environment is critical in the effective management of any educational institution. It directly influences the morale of each stakeholder and helps create a sense of ownership.
 
Principals represent the key institutional authority with direct responsibility to ensure that the learning environments enhance student learning. The principal, in order to develop and implement a good maintenance programme, should be sufficiently knowledgeable about planning methods, implementation procedures and programme evaluation on the one hand, and a broad based knowledge of maintenance techniques on the other hand.

The School Facilities Maintenance Manual 

School maintenance involves the caring for school facilities.It covers the attention given to grounds, buildings, furniture and equipment. The activities range from daily cleaning to planned prevention and emergency repairs. It is an ongoing process that begins from the first day of use of an item, and continues to the end of the functional use of that item.
The School Facilities Maintenance Manual developed under the auspices of the Primary Education Improvement Programme is an essential reference for Jamaican School Principals. This manual covers the following topics:
 
1. Why is Maintenance Necessary?
a) To provide a satisfactory learning environment
b) To ensure the usefulness of facilities for as long as possible
c) To control expenditure
d) To improve the general atmosphere of a school
 
2. Types of Maintenance
a) Built-in
b) Routine
c) Preventive
d) Corrective
e) Emergency
 
3. School Maintenance Programme
The maintenance programme of a school is a long-term proposal that covers the full requirements of all school facilities. It reflects a continuous cycle of planning, implementation and evaluation. The plan provides for systematic inspection, detection and evaluation. Principals should establish and provide for the following groups and procedures:
 
a) School Compound Maintenance Committee
b) Community Users of the Facilities
c) Inspection of School Facilities
d) Reporting Defects
e) Record Keeping
f) Budgeting
 
4. Maintenance Awareness
Students, parents, and school staff should understand the purpose of the school facilities and the benefits of keeping them in good condition.
 
5.Keeping Maintenance Records
Maintenance forms are provided to be copied and used as needed.They are grouped as follows:Information, Work Plans, Reports, Checklist, and Records.
 
6.Evaluating the Maintenance Program
The maintenance programme should be reviewed at the end of each year. The committee should reflect on the year’s work, successes and continuing problems. Programme modification may be necessary to make the programme more relevant, effective and efficient. The annual evaluation report should focus on the following:
 
a.) The extent to which objectives were achieved
b.) The operation of the maintenance programme
c.) The quality of work in relation to the money spent
d.) The effectiveness of the administrative and technical procedures
 

Chapter 5 -- Funding, Budgeting, and Auditing

School financing, which pays for the daily operation of schools, is received from four primary sources: The Ministry of Education, Youth and Culture, fees, donations and fund raisers.A budget reflecting expenditures for the financial year April 1 - March 31, is developed by the school board and administration in consultation with the Ministry of Education.

Sources of Funding

Schools receive donations of money, material, labour and other gifts from organizations, institutions and individuals, such as the following:
1.Ministry of Education
2.Private Voluntary Organizations:
a.United States Agency for International Development (USAID)
b.Jamaica Social Investment Fund (JSIF)
c.Pan American Health Organization (PAHO)
d.Canadian International Development Agency (CIDA)
3.Church
4.Private Businesses
5.Social Clubs, e.g. Lions, Kiwanis, Jaycees, Rotary
6.Members of Parliament i.e. SESP Fund
7.PTA
8.Past Student’s Association
9.Others
In addition, secondary schools receive fees from students for tuition, book rental, incidentals, insurance, ID’s. Needy students can access financial assistance through the “Cost Sharing” programme.

All funds received by the Institution become the property of the Government and should be treated as funds received directly through grants or subventions. Reports should be sent to the donors on a timely basis to show how funds were disbursed.
 
Funds from the Ministry of Education, Youth and Culture (MOEY&C):

Funding from The MOEY&C is based on the number of students enrolled. After consultation with the Statistics and Budget Departments, the Ministry of Education determines the amount to be paid by way of a grant to each institution.

At the Primary/All Age level, grants should be received on a termly basis.
1.Regular grants - Cover costs for the day-to-day running of the school.These are based on school enrollment.
2.Special grant - which covers costs for material for practical areas taught
3.Feeding grant ­ covers feeding / lunch program
4.Janitorial grant ­ payment for ancillary staff
5.Utility grant - paid quarterly to cover cost of utilities
6.Maintenance grant ­ paid annually to cover cost for repairs and equipment.

These sums shall be lodged in a current account at a bank chosen by the Board of Management.
At the secondary level a monthly subvention shall be disbursed to cover all expenses within the school.
1.Administration- salary and travelling
2.Class material- covers cost for instructional areas
3.Maintenance- costs for repairs and equipment, utilities.
These sums are lodged monthly to a current account in a bank chosen by the Board of Management.

Accounting Procedures

Institutions receive funds from Government and other sources. The Principal is responsible to the Ministry and donors for the proper management of these funds and the proper accounting procedures, which include the maintenance of accounting records.

Each school should have properly maintained records concerning bank accounts, cashbooks, properly numbered receipts, check disbursements, payment vouchers, and stock requisitions. These accounts should be balanced at the end of each month and a bank reconciliation statement prepared.

Principals' Responsibilities

The principal is the accountable officer of the institution. Therefore, it is his/her responsibility to carry out the following functions or ensure that they are carried out.

Primary/All Age Principals are responsible for:
1)Preparing the school budget in consultation with Board of Management, Heads of Departments, Senior Teachers and others.
2)Ensuring that withdrawals are done on joint signatures i.e. the chairman/principal and at least one other authorized person.
3)Ensuring that payment vouchers and relevant original copies of the bills accompany each payment made from the fund.
4)Ensuring that whatever service is being paid for is satisfactorily performed and that whatever is purchased is of necessity to enhance learning.
5)Ensuring that expenditures are kept within budget.
6)Ensuring that an inventory is kept of all material purchased from public funds.
7)Making quarterly financial returns to the Ministry of Education.
8)Ensuring that the relevant financial records are kept. (Cashbooks, bank reconciliation statements, petty cash records and receipt books)
9)Reporting to the Board of Management at least once per term.

Secondary Principals are responsible for:
1)Preparing the school budget in consultation with the Board of Management, Heads of Departments, Senior Teachers and others.
2)Ensuring that withdrawals are done on joint signature i.e. the chairman/principal and at least one other authorized person.
3)Ensuring that the bursar spends on a timely manner following outlined legal procedures.
4)Ensuring that payment vouchers and the relevant original copies of bills accompany each payment made from the fund.
5)Ensuring that the bursar keeps the proper records in accordance with the financial act. I.e. cashbook, bank reconciliation, petty cash records and receipt books.
6)Ensuring that financial reports are made to the Ministry’s financial controller periodically as required by law.
7)Ensuring that the bursar has financial report for the Board of management at least once per term.
8)Advising the Board on expenditure from the amounts in the school account.
9)Ensuring that expenditures are from the appropriate accounts.
10)Ensuring that inventory is kept of all material purchased from public funds.
11)Ensuring that internal auditor is appointed by April of each school year and that auditing is done by the 31st of July each year.
12)Keeping an up to date cheque disbursement book.

Chapter 6--Record Keeping

All public educational institutions in Jamaica are expected to have records relating to administration, teachers, students, and community. Some records are embedded in the laws of the land. Others are records that the ministry or the institution may require from time to time. Among the required documents that each institution should have are a mission statement and the philosophy of the school.

Under section 17 (1) of the Education Regulations each public school shall keep a copy of the Education Act as well as the following records.
 
Administrative Records
 
 

Title:
Circular Files
Purpose:
To store all circulars and other directives issued to the institution by the Ministry of Education
Source:
Prepared by administration
 
 

Title:
Files for other official papers and correspondence
Purpose:
Contain all official correspondence excluding those issued by Ministry of Education
Source:
Prepared by administration
 
 

Title:
Log Book
Purpose:
To record daily events and students’ attendance
Source:
Available at book stores
 
 

Title:
Minutes of Board Meeting
Purpose:
Keep a record of all decisions from the Board of Management
Source:
Secretary of the School Board
 
 

Title:
Minutes of Staff Meetings
Purpose:
Keep a record of school decisions
Source:
Prepared by school secretary
 
 

Title:
Principal’s Log
Purpose:
To record how the principal will manage time and major tasks over a given period
Source:
Administration 
 
 

Title:
Inventory
Purpose:
To record furniture, equipment, apparatus, materials and supplies, books
Source:
Ministry of Education
 
 

Title:
Accounting Records
Purpose:
To record all receipts and expenditures
Source:
Available at book stores
 
 

Title:
Library Records
Purpose:
To record inventory of library books
Source:
Jamaica Library Service
 

Teacher Records

 
 

Title:
Master Time Table
Purpose:
To allow the administration to become aware of all the academic activities within the institution.
Source:
Prepared by administration in keeping with Ministry policies.
 
 

Title:
Appointment Forms (503)
Purpose:
Used for the appointment of teachers
Source:
Ministry of Education
 
 

Title:
Personal Staff Files
Purpose:
Contain all relevant information about individual teachers
Source:
Prepared by administration
 
 

Title:
Teachers Attendance Register
Purpose:
To record teachers’ time of arrival and departure
Source:
Available at book stores
 
 

Title:
Attendance Register for Administrative Personnel
Purpose:
To record administrative personnel time of arrival and departure
Source:
Available at book stores
 
 

Title:
Attendance Register for Ancillary Staff
Purpose:
To record the arrival and departure of ancillary staff
Source:
Available at book stores
 
 

Title:
Lesson Plan Record
Purpose:
To record number of plans submitted/not submitted by teachers
Source:
Administration

Title:
Leave of Absence Forms
Purpose:
To be used by teachers when applying for leave
Source:
Administration 
Student School Records
 
 

Title:
Admission Register
Purpose:
To record the admission and withdrawal of students
Source:
Available at book stores
 
 

Title:
Student Attendance Register
Purpose:
To record students’ names, dates of birth, daily attendance, averages, etc.
Source:
Available at book stores.Teachers record daily student attendance and submit to the office.
 
 

Title:
Transfer Record (S.L.C.) 
Purpose:
To provide information on a student moving from school A to school B
Source:
Ministry of Education
 
 

Title:
Cumulative Records
Purpose:
To record students’ biographical data, academic and social performance
Source:
Ministry of Education
 
 

Title:
Report Form 
Purpose:
To report students’ academic and social behaviour to parents.
Source:
Administration 

Title:
Student Handbook
Purpose:
A book in which the rules of the school which govern students’ behaviour are kept
Source:
Administration 
 

Records Kept by Teachers

 
Teachers are responsible for keeping the following records:
    School attendance register. Teachers record daily student attendance and submit to the office.
    Classroom inventory
    Continuous assessment of students' record
    Lesson plan
    Report form on student achievement and behavior
 
Chapter 7-- Student Discipline 
 
Finding effective disciplinary approaches is a major challenge for teachers and principals. Student discipline problems fall under four general categories:
1. misbehavior in class
2. misbehavior outside class, on the school compound
3. truancy
4. tardiness
 
Some common disciplinary problems are: aggression, substance use or abuse, destruction of property, gangsterism, intimidation, defiance of authority, bullyism, gambling, possession and/or use of lethal weapons, truancy, stealing, insolence, disruptive classroom behaviors, sexualized behavior and sexual harassment.
 
The School Board is officially responsible for defining disciplinary policies and procedures. Teachers are the key persons in interpreting and implementing school rules. Classroom teachers play a major role in reducing student misbehavior. The better the teacher’s preparation, teaching techniques, relationships with students, and other aspects of classroom management, the lesslikely are students to misbehave in class.
 
Teachers can reduce discipline problems by:
1. developing, communicating, and enforcing clear classroom rules
2. establishing explicit consequences for student misbehaviors
3. stopping inappropriate behavior quickly and consistently
4. giving careful instructions to students
5. carefully monitoring student behavior.


Approaches to Student Discipline

The following approaches are commonly used to discipline students. These may or may not be effective in different situations. Much depends on the student:
1. Time-out
2. Assign detention
3. Assign after school work around the campus
4. Suspend from school (Section 30 of the Education Act)
5. Inflict corporal punishment
6. Recommend expulsion
 
The following non-punitive approaches are sometimes taken with students who experience difficulty in school:
1. Reward for good behavior
2. Counseling with student and parents
3. Referral for diagnosis of a possible learning problem
4. Changing the school environment
5. Changing the home or community environment


Student Rights

1. A student shall obey the rules of the school he/she is attending.
2. Where a student considers that he has been victimized or otherwise unfairly treated he may appeal to the principal and, if necessary, the Board.
3. At any hearing of the Board into the conduct of a student who has been suspended, the student and parent or guardian shall have a right to be present, and, if the family is aggrieved by a decision of the Board, they may appeal to the Minister of Education.
4. Except in special cases, a student shall be suspended or excluded from a public educational institution only after other efforts have been made to effect an improvement in the conduct of the student.


Initiatives Aimed at Improving Student Behavior and School Climate

Program for Alternate Student Support (PASS)
The PASS program responds to the incidence of chronic maladaptive behaviors among students at the secondary level.Sometimes secondary students need assistance from experts, resources, or treatments not available in the school setting. The primary objectives of the PASS program are to:
    provide an alternative to extended suspensions or expulsions.
    identify students requiring specialized psychological interventions
    assist students who display severe behavioral problems, and who could benefit from special treatments.
    ensure that minimum educational disruption occurs when students need special treatments
    provide options for school administrators dealing with severe behavior problems
    assist parents of students with severe behavioral problems.
Peace and Love in Schools (PALS)
Peace and Love in Schools is a non-profit organization established by The Gleaner Company in conjunction with other media houses, the Jamaica Teachers Association, The Council of Churches, the MOEY & C, and private sector organizations. Its purpose is to teach conflict resolution in schools.PALS is an educational program that teaches students, parents, and teachers how to resolve problems by integrating conflict resolution concepts into the curriculum. Components of the PALS program are community building, understanding conflicts, perceptions, rules for making peace, and effective communication.
 
Chapter 8 ­ Functions of School Personnel

 

Duties of the School Board

The School Board has constitutional authority for the management of the school.The School Board’s duties include the following:
    supervising the efficient operation of the institution
    overseeing the receipt and expenditure of grants to the institution
    dealing with serious breaches of the student conduct code
    recommending appointments of principals and teachers
    recommending dismissals of principals and teachers
    granting casual leaves
    recommending other kinds of personnel leave to the Ministry of Education
Duties of the Principal
 
The Principal is the chief executive of the school and is responsible for all operations of the institution. He or she should organize and manage the school efficiently and arrange for fair and proper distribution of duties as well as delegation of authority. The principal’s duties include:
    Student Personnel:  Admits, classifies, maintains records, evaluates, counsels, disciplines, and provides services related to nutrition, health, sanitation, social and cultural development.
    Staff Personnel:  Recruits, selects, establishes positive interpersonal relationships, assigns responsibilities, and provides services related to staff welfare, and professional development.
  1. Community Relations: Establishes and maintains positive school community relations, enlists the co-operation of communities groups, and extends the services of the school to these communities.
  2. Maintains positive working relationship with Ministry of Education and School Board.
Duties of Other Educators 

1.Vice Principal duties may include:
a)supervising students, teachers, and other personnel
b)requisitioning and distributing school supplies and equipment
c)keeping school records and statistics
d)guiding new teachers
e)planning work 
f)student discipline and guidance 
g)supervision of extra curricular activities
h)specific teaching assignments

2.Heads of Department duties may include:
a)coordinating the work of departments
b)assigning teacher work loads
c)leading curriculum development efforts
d)assessing methods of instruction and student evaluation practices 
e)reviewing lesson plans and offering lesson plans as necessary

3.Grade Coordinator duties may include:
a)coordinating the work of the class teachers and form teachers
b)working to assure the smooth operation of the school program

4.Senior teachers achieve this position through years of service and high levels of performance.Duties may include:
a)coordinating extra-curricular activities
b)organizing social programmes
c)assisting with staff welfare, plant maintenance, and guidance of new teachers.

5.Subject/Class Teacher duties include:
a)instructing students
b)developing lesson plans
c)testing and evaluating students
d)keeping records of student progress
e)facilitating the social and personal development of students.
 
Duties of Support Staff

The duties of the office support staff include filing, keeping financial records, preparing documents for the principal and other school administrators.

The Bursar is accountable to the principal and sometimes is the secretary to the Board of Governors. The Bursar’s duties may include preparing checks, acquiring supplies for the maintenance of the school plant, keeping financial records, and coordinating the work of the ancillary staff (janitors, cooks, watchmen). 
 
The duties of the ancillary staff may include maintaining a clean school environment, preparing meals for students and staff, and providing a safe and secure compound.



Chapter 9 -- The Jamaica Teachers’ Association

Teachers’ organizations all over the world perform two main functions. First, they define and monitor interpersonal relationships among members of the profession. Codes of behaviour are established, disciplinary committees function and a strict conscience clause is shared. Second, they establish relationships between the profession and other organizations.
 
The Jamaica Teachers’ Association (JTA) functions in the following areas:
§ Protects the material interests of its members
§ Promotes the professional advancement of teachers individually and corporately
§ Facilitates improvement of education in the country
The Association functions, therefore, as a Trade Union and a professional organization.

 

Mission

The Jamaica Teachers Association is a democratic organization responsible for the enhancement and protection of the economic welfare, professional development and personal well being of its members and the promotion of the educational interests of the country.

 

Membership

Teachers at all levels of the education system may become members of the JTA, i.e. teachers in Infant, Primary/Preparatory, Secondary and Tertiary Institutions. The categories of members are:
· Full
· Retired
· Associate
· Life
· Honorary Life
· Student
Membership fees for full members are a percentage of gross salary.
 

Governance

The JTA is administered by a group of elected officers and a professional staff. The elected group is headed by the Presidents, i.e. President, President-Elect and Immediate Past President. The other elected officers represent Parish and District Associations. The District Association (D.A.) is the level at which all teachers have the opportunity to participate in policy formation and programmes of the Association. There are seventy-six District Associations and fourteen Parish Associations.
The Annual Conference of delegates determines the policies of the Association. The General Council made up of representatives of District and Parish Associations meets quarterly and acts on behalf of the Conference. The Central Executive Committee meets monthly and monitors the implementation of policies and programmes.
 
The Secretary General who directs the day-to-day administration of the Association heads the professional staff. Secretaries responsible for specific areas of the Association’s work support the Secretary General.These are:
· Administration and Communication
· Teachers and School Services
· Business Services
The association has four Regional Offices:Mandeville, Montego Bay, Kingston (Head Office), and Port Maria.

 

Services

Industrial Relations

· Negotiates with Government for salaries and fringe benefits for teachers
· Keeps under scrutiny the operation of the Education Laws and the regulations derived from them as these relate to the conditions of service of teachers
· Seeks to improve the conditions under which teachers work
· Represents teachers’ concerns to the Ministry of Education
· Provides advice to teachers on personal and professional matters

 

Financial Services

· JTA Co-op Credit Union LTD
· Mortgage financing through JTA Housing Cooperative
· Schools Saving Programme
· Teachers Mutual Plan
· Investment Schemes managed by the JTA and Allied Groups
· Jamaica Publishing House
· Discount from major business enterprises
· Property and Household Insurance
· Overseas and Local Tours
· Global Motor Vehicle Insurance
· Airline Bookings
· Business Advice and Counseling
· Marketing Services

Allied Groups
The JTA has established bilateral relationships with regional and international organizations (EI) formed in 1993 through the merger of the World Confederation of Organizations of the Teaching Profession (WCTOP) and the International Federation of Free Teachers’ Union (IFFTU). It represents over 18 million teachers and education workers in 210 member organizations in 136 countries.
 
Others organizations include the Canadian Teachers’ Federation (CTF), National Education Association (NEA) in the U.S.A. and Caribbean organizations including the Trinidad & Tobago Unified Teachers’ Association and the Barbados Union of Teachers.
 
The JTA is proud of its achievements but is also keenly aware that it has to keep abreast of the changes taking place in education and other sectors. This will enable it to continue to have a significant impact on education in Jamaica.
 
Further information about the Jamaica Teachers’ Association can be obtained from various brochures printed for the association and are distributed by any of the following:
Telephone # (876) 922-1385-7