What is NCERLEADERS and the Education Management Programme?

NCERDLEADERS was created as a joint project between the UK based Voluntary Service Overseas, the Commonwealth Institute and the National Centre for Education Resource Development, Ministry of Education in Georgetown Guyana.

The site was developed by the VSO Education Management Specialist at NCERD and principally contains information relating to Education Management and Leadership in Guyana. It has been updated and refreshed in December 2015 with older, out of date material removed, incorporating a new look. We hope you like the improvements.

The project was developed to support Educational Leaders both at the national and local level as well as Headteachers, prospective Headteachers and teachers. Along with this, its main function is to provide a distance learning tool for the Guyana Education Management Certificate. 

As you will see, all of the materials for that programme are published on this site. They can be found on the sidebar to the right. Click on the link and you will find the text only modules. Below those, you will find a link to download the modules in PDF format. You can save them on your computer and read them when you like.

Links to other interesting areas and sites can be found on the tabs above. You will also find numerous links to other educational websites in Guyana and around the world. Feel free to look through them.

And finally, the Education Management Programme is equally valid in educational settings around the world, not just in Guyana. You can adapt the materials to suit your own needs. The resources are Free.

If you feel you want to comment on anything in the site, you can do so at the end of each article or you can contact us by email. See the sidebar on the right for details.

Module 7 The Management of Schools

Module 7 The Management of Schools is available both in text and PDF format online from this website. Just go to the sidebar on the right to find the links to download it or read it.

Introduction
The purpose of this module is to enable heads to gain an understanding and insight into the nature and dimensions of school management, and thus help them work effectively with the various groups and bodies which have a part to play in the good management of each school.

Let us first of all remind ourselves of the distinction between leadership, management and administration. A good head would be capable of all three and particularly his / her key role as a leader. We will deal with this in much greater detail in Module 8 “The Leadership of Schools”. In simple terms, the leader creates the vision and engages the staff to fulfil that vision. The manager creates order and structure to oversee and undertake the process and the various stages required to achieve the task. The administrator deals with the day-to-day issues that are required for the whole process to run smoothly, meet the requirements of the law and achieve the desired results. In short, what will be done, how it will be done and the doing!

In this Module, we will examine the process of management. There are many people and organisations involved in the management of a school and they all have their part to play. We will not only examine the role of headteacher in this but also look at the responsibilities of other outside stakeholders such as the parents, the children, the regional departments of education, the community and the central ministry.

Module 9 School Records and Documents

Module 9 School Records and Documents

Although we have made it clear in the last eight modules that the most important aspect of a headteacher’s function is the leadership role, we cannot deny that there is also a need for a certain amount of administration to make sure that schools function smoothly and that appropriate records are kept for those who need them.

The Supplementary Module 9 based on the guidelines School Records and Documents is available online. Just go to the side bar on the right to find it.

This module is a supplementary one and does not form part of the main programme. It is based on the Ministry of Education’s document “School Records and Documents” which has been updated regularly to meet current needs. It is the Ministry’s guidelines for all administrative activity for schools in Guyana. It is an extremely comprehensive guide produced by a large number of persons who wrote it and were part of the consultation process. It gives clear instructions to headteachers on how they should operate in respect of their administrative duties.

Whilst we accept that such administrative tasks are essential in keeping the wheels of the school moving smoothly, we must remember, however, that these tasks are not a means to a successful school in themselves. They assist the headteacher in keeping appropriate records to support him /her to fulfil his / her role as a leader. Alone they will not raise achievement. This is done by coaching, motivating and supporting school staff. School records should be completed, therefore, as far as possible outside of the school day and should not be used as an excuse to avoid working in those areas which will make a real difference to pupil achievement.

The primary purpose of the guidelines is to provide information to school practitioners in an attempt to enhance their competence and confidence. When the guidelines are adhered to, the system of accountability would be greatly improved.

The format of this module is different from that of the previous ones in that each unit will have a short introduction, after which you will be expected to read the appropriate sections of the guidelines. On completion of your reading, you will find a number of reflections and activities which we hope you will complete. We have provided you with a page reference from the guidelines to assist you in this process. The answers to the activities should be recorded in your portfolio in the normal way.

VSO NCERD workers Head Home

After two years in Guyana, Stephen Harding (Education Management Specialist), his wife Mary (Literacy Specialist) and Meg Caton (SEN Specialist) have returned home. This is what was said about them in the Guyana Chronicle PepperPot.....

VSO trio have headed home

Taking with them bittersweet memories
By Vanessa Narine
“We just booked our tickets, but we will be taking Guyana home in our hearts.”

These were the words of Voluntary Service Overseas (VSO) volunteers Ms Meg Caton, Mr. Stephen Harding, and his wife Ms. Mary Harding; three individuals who, after meeting for the first time two years ago, have found fulfillment, fun and friends for life, as they served as volunteers based at the National Centre for Educational Resource Development (NCERD).The three, who supported the Education Sector here with their various talents, are bound for the United Kingdom (UK) and will be leaving next Saturday as they set off to reunite with family, and experience new things.“I am going home to two grandchildren expected over the next few weeks,” Meg Caton said, bitter-sweet emotions emanating from her words.She described her experience here as everything from exciting, rewarding and amazing to challenging and new.

Working with Mary Harding in Curriculum Development, Meg conveyed the feeling of satisfaction that came from visiting schools all across Guyana and seeing children being happy to read.

“Seeing them use the materials we helped develop, and the joy they got from reading was extremely rewarding,” she said.However, besides the rewards of her professional stint in Guyana, Meg said she was delighted at being a part of the Guyanese culture, and the many major events that occurred during her stay here.Mary Harding echoed Meg’s sentiments, and singled out World Cup Cricket, the Caribbean Festival of the Creative Arts (CARIFESTA), plays at the Theatre Guild Playhouse and the National Cultural Centre; the celebration of Mashramani, Diwali, Phagwah and Christmas as being among the most enjoyable moments she’d had over the years.“The togetherness of the Guyanese people during these events, and the integration of everyone, regardless of religion, into the other’s celebrations exemplifies the country’s motto: ‘One People, One Nation, One Destiny’,” Mary declared, excitement at the memory evident in her voice.She went on to say that not only did this spirit exist during playtime, but also during the course of work as working at NCERD involved teamwork as well as team spirit.“Working with curriculum development at NCERD was working as part of a team that was focused on improving literacy, and improving individual skills in Guyana in a mass literacy countrywide programme, the Fast Track Initiative (FTI), which targeted head teachers, practicing teachers and educators,” Mary said.Mary also said that apart from the oneness one felt, life here was very different from that of life in London, particularly the lifestyles of persons in the outlying areas of Guyana.Mary’s husband, Stephen, who worked in Education Management, echoed her sentiments, but added that while they had come with no idea of what to expect, they were, nevertheless, stunned.“The differences are countless, but one thing I appreciate very much is that Sundays in Guyana remains a day of rest.

The traffic lights blink amber throughout the day; Guyanese take time to go to their religious bodies; and Sundays are distinctly different,” Stephen said, seemingly lost contemplating the differences.His colleague, Meg, also recalled her many Sundays in Guyana, saying that in London, Sundays were just normal days.“Persons should try not to change Sundays, since it is a special time that some take for granted,” Meg said.Stephen continued his reminiscence as he pointed to one moment in several “special times” he experienced and said in all his years of work, never did he have a view of the ocean as he did while working with NCERD.“I had the perfect view of the Atlantic Ocean, and we could always tell before anyone when the rains were coming,” he recalled laughingly.Another special moment for him was the completion of a programme he wrote to assist in the training of School Managers, the Education Management Certificate Course, a programme that has seen over 350 graduates countrywide since its initiation.“There is a genuine thirst for knowledge in Guyana; people want to learn, especially now that the programme has activities to stimulate persons during the lectures,” Stephen said.

He said that since the fourth batch of school managers completed the 18-month course, over 600 individuals have expressed their interest in the programme, which it is hoped will continue as part of NCERD’s commitment to training.“The programme, which was developed in 1990 for schools in Africa, was now completely fitted to Guyana and its environment,” Stephen said proudly. “We have achieved far more than we had expected, and it is very satisfying.”The three agreed that while the two years they spent here simply “flew by,” the satisfaction they gained was well beyond their expectations, not just work-wise, but in other respects as well, particularly the Guyanese cuisine and of course Guyana’s tourist attractions.

“The best trips we had were our visits to the Kaieteur Falls and Shell Beach,” Mary said.Smiling, her husband, Stephen, recalled the occasion.

“Everything that could have gone wrong on the trip to Shell Beach went wrong, but we were laughing the entire time,” he said.Smiling too, Mary’s memories traced back to the trip, as she reminded her husband of the boat breaking down in the middle of nowhere but added that the experience was worth so much.“As much as we gave in our years as volunteers, we got back two-fold in so many other ways,” Meg said.So, leaving with the many experiences and fond memories gained while selflessly giving of themselves to serve other humans, in a strange land whose culture was alien to them, Meg, Mary and Stephen have exemplified the view that serving others brings its own rewards.Director of NCERD, Mr Mohandatt Goolsarran, gave the VSO volunteers another reward, in that he expressed his gratitude for their selfless support over the years.“They were very adaptable and produced quality work, while they became integrated within the system, providing professional skills and motivating teachers to strive for greater heights,” he said.

EMC Graduation Speech

Speech given by the Education Management Specialist at the EMC Graduation in Georgetown. 

Permit me for a moment to talk about my philosophy. Why are we here? What is the purpose of what we are we doing?

We must never forget the child who sits on the chair – sometimes we forget him / her. The children are the main reason why we do what we do. Let us look first of all at the teachers. The performance of teachers is a major factor in determining school effectiveness and learning outcomes. They play a pivotal role in enabling Guyana to realise its educational aspirations. If we fail in education and we fail the nation. Education is the key to success of the nation.

We need to remember that the child is a clean slate. He / she learns from the adults and other children around them. What they see, hear, experience is what they learn. What they learn in school moulds the type of adults they become. So what they see, learn and hear in school must be nothing less than quality. So, what you give them is what you get back in return in society. Teachers are the main learning resource in Guyana. They are the major agents in delivering educational reform. That is why we need to concentrate so much on our teachers

But even more so we need to concentrate on their supervisors, their managers, what you would call the administrators and I would call the leaders

A word about leaders. We have a grave responsibility here. What we do will affect all around us and especially the children. It is our duty to behave professionally and to be accountable to all who rely on us. That accountability is to yourself, our supervisors and especially the pupils and parents. None of them, let alone yourself, deserves second best. And the nation, in particular, doesn’t deserve second best. I see you being administrators third, managers second and leaders first. As a leader you have great power for good or for bad. The power invested in you is not for your own gratification but for the service of others. You are not just given power and do not deserve power by right but must earn it. That is the only way you will gain true respect. You earn power and influence by doing, following, leading and most of all being humble in what you do by respecting the rights, skills and knowledge of others

Ladies and gentlemen, you have shown by your determination, your steadfastness, your energy and your work that you are academically deserving of a leadership role. But that is only the start of the journey. You are already in a leadership role but soon enough these eminent people around you will make room for others and you are they.

I urge you not to take on the role lightly, to be aware of the vast responsibility for other people’s lives that you have and to be aware that not to carry out that responsibility to the best of you ability will have an effect on those around you and your community. You must also be aware that when you do take your duties seriously, you mould the nation’s children and thus mould the nation.

So look at some of the qualities you need to be a good leader

· Firstly the standards you set for yourself so that others will follow by example
· The humility to make mistakes and admit them, not blaming others
· The willingness to do yourself what you would ask others to do
· The ability to participate in others’ learning and facilitate it rather than direct it
· The readiness to give people the credit they deserve thus motivating them and keeping them on target
· The courage to make mistakes, to allow others to make mistakes and learn from them.
· Somebody once said “The great leaders are like the best orchestral conductors - they reach beyond the notes to reach the magic in the players.”

Your job is to get the magic from the teachers. We maybe can’t be all of these things, but we can try to be some of them. Another person once said “The talent of success is nothing more than doing what you can do, well.” And finally, I finish “Keep steadily before you the fact that all true success depends at last upon yourself.”

Region 3 Awards Ceremony for Management Trainees

The Graduates

Eighteen trainees met with their families, friends, wellwishers and colleagues at the West Demerara Secondary School for the last of the graduations for the 2006 -2008 batch of Education Management Programme Trainees.

The following officiated at the ceremony:

Welcome - Ms Myrtle Caldeira - Master Trainer

Chairman - Mr Patrick John

Opening Remarks - Ms Marlyn Jones-O'Donogue - Regional Education Officer (ag)

Overview of course - Mr Stephen Harding - Education Management Specialist

Guest Speaker - Ms Donna Chapman - DCEO (D)

Charge - -Mr Andrew Kartick - NCERD

Appreciation Mr Devendre Persaud - Graduate

Regional Chairman offers congratulation

There were special items from Ms Megan Clarke, Ms Carmel Roberts, Ms Beverley Munesar,

Mr Patrick John and a pupil from Malgre Tout Primary School. There were remarks made by the Regional Chairman, Ms Moses Grant (Master Trainer) and Ms Chiveon Bovell (trainee).

All were presented with certificates for succeeding in the 18 month programme and the top performer - Ms Sharmilla Ramkissoon and regional runner up - Ms Chiveon Bovell were presented with trophies.

Mr Kartick gives the Charge

NCERD offers congratulations to all of the graduates.

If you want to see more photographs, click on the link below:

Region 3 Graduation December 2008

The Programme

89 Teachers Graduate in the Education Management Programme in Georgetown

We are pleased to report that the biggest cohort of graduates from Georgetown met in the auditorium of Queens College for their graduation of the Education Management Programme. This is the largest group in the country and they were taught by 5 Master Trainers.

The programme started with the procession of the graduates to the march of the Guyana Police Band who later played a medley as part of the entertainment. Dressed in light blue and white silk capes, the graduates entered the hall to receive their certificates and prizes for the best performers.

It was a grand occasion with many well wishers, family, headteachers, teachers and officers of the Ministry of Education and the Georgetown Department of Education.

The proceedings were ably led by the chairperson for the day - the Headteacher of Winfer Gardens Primary School, herself a former graduate of the Programme. Stephen Harding, the Education Management Specialist and VSO from NCERD gave the overview of the programme and the certificates were presented by his wife Mary Harding (Literary Specialist) and Andrew Kartick from NCERD. The trophies were distributed by Mr Tiwari (DCEO ADMIN of the Ministry of Education) who also gave the feature address in the place of the Minister of Education,Honourable Shaik Baksh, who was unable to attend.

Trophies were awarded to the Best Graduating Students in Georgetown - Second Runner-up Shelly Anne Harris, the First Runner-up Samantha Williams and the best Graduating Student Sharon Smith. Ms Williams and Ms Smith received also the awards for the best graduating students in the whole country. Congratulations.

Along with songs, a dance and an excellent motivating poem from a student of North Ruimveldt Multilateral School, it was a memorable occasion.

If you wish to see all of the photographs from the graduation, please click on the picture below. If you have a slow connection, remember to give them time to load.

You can make the pictures bigger by clicking on the picture below.

Georgetown EMC Graduation

Region 7 EMC Graduation

The graduates of the Education Management Programme in Region 7 met in the Resource Centre to receive their certificates and prizes. The Chairperson, Ms Carolina Joseph, Headteacher of a local nursery school ably led the proceedings and, with humour, introduced the two Master Trainers Ms Cecelia Joseph-English and Ms Deborah Gomes and the main speaker Mr Stephen Harding, Education Management Specialist and VSO from NCERD.

Mr Andrew Kartick from NCERD gave an overview of the Programme and the certificates and trophies were distributed by Mr Derek Lovell (Region 7 VSO) and his wife Mrs Trudy Lovell (VSO Region 7). There were cultural items from Beach View Nursery and Bartica Secondary School. Ms Magnel David, the top performer in the Region, gave the Valedictorian Speech.

You will find all of the pictures for the graduation by clicking on the link or the picture below:

Region 7 Graduation

Region 7 Graduation

42 new graduates of the EMC in Region 5

No 29 Primary School in Region 5 was decked out to receive 42 new graduates of the Education Management Programme. The graduates had spent 18 months studying on the programme run by the Ministry of Education NCERD. It caters for serving and aspiring Headteachers.

The invited guests, family and friends and colleague Headteachers listened to the development of the Programme in the Region since it started 6 years ago. The number of graduates has almost doubled with each of the three cohorts and 97 have already applied for the next group to start later this month. One speaker quoted the longest serving master trainer Ms Ethlyn Kendall as saying some time ago that she wanted Education Management to become an "infectious disease" in the region. It certainly appears that way.

Addresses were made by the chairperson for the day, a former graduate of the programme, who ably led the proceedings, the Regional Chairman, the Regional Executive Officer and the REDO for Region 5. The presence of such eminent persons clearly indicates the importance placed on excellent leadership in the Region's schools. Mr Stephen Harding, Education Management Specialist and VSO responsible for the training of the programme, gave the feature address. He noted that the graduates were now academically prepared for a senior leadership role in a Guyanese school but that would only be the start of the journey. They need to show by their determination, practice and efforts to be worthy of the role. He placed great emphasis on earning respect rather than just expecting respect because they were in a leadership role.

Mrs Mary Harding, Literacy Specialist and VSO along with the Regional Executive Officer distributed the certificates and the trophies for the best performers. Mr Andrew Kartick from NCERD led the "Charge" with two poems which highlighted the importance of the child as an individual. Region 5 is now ready for the next round of the programme. Its master trainers are Mr Dyiaram Samaroo, Mr Harold Lewis, Ms Ethlyn Kendall and Ms Monica Fraser-Carmichael who, as Headteacher, allowed her school to be used for the Graduation.

Congratulations to the new Educational leaders of Region 5!

Region 4 & Region 8 meet for Graduation

Diamond Secondary School was the host for the Graduates of the Education Management Certificate Programme in Region 4 in their graduation exercise on Monday 6th October 2008.

Along with the 55 graduates who completed the course were two teachers from Region 8 who chose to receive their certificates and awards in town rather than in Paramakatoi. Mr Udho, Master Trainer and former Education Officer led the procedings, introducing the chairperson who was a former graduate of the Programme. The guest speaker was the Education Management Specialist from NCERD, Mr Stephen Harding. He was introduced by Nichola Matthews, a Master Trainer, Headteacher and former graduate, who in a previous year had been the top of her class.

Ms Cheryl Cyrus gave the Vote of Thanks after the graduands received their certificates and the highest performers were given trophies.

To see the photographs, please click on the picture below:-

Region # 4 Graduation

To see the report of the graduation in Region Two, click here

Graduation in Region Two

The Education Management Programme is going from strength to strength in Region Two. This was the region which piloted the programme in 2000 and is about to start with its fifth cohort of trainees. It was also the first region to hold its graduation which coincided with Education Month.

The Graduation, which was held at Anna Regina Multilateral School was introduced by the Chairperson Ms Yvonne Castello, who is also one of the Master Trainers on the course whose group of trainees come from the Pomeroon River. An overview of the Programme was given by Mr Maydha Persaud who is another Master Trainer and Commissioner of the Teaching Service Commission as well as retired Headteacher. The Education Management Specialist from NCERD , who is a VSO from England, gave the Feature Address and urged the graduates to remain steadfast in displaying their leadership skills so as to lead schools successfully through the first half of the 20th Century.

All of the three groups of graduates, which numbered 42 in all, offered a cultural piece to the audience of well wishers, regional officials, Headteachers, teachers, family and friends. Certificates were distributed and prizes were given to the best performers. The top scoring graduate, Laljeet Ruplall offered the Vote of Thanks and the Charge was given by the country's top performing graduate in 2006, Sandra Narine.

The Graduation was attended by, amongst others, the Region's Head of the Education Department, Mr Bardewan Ghir Rambarran, the Regional Executive Officer, Mr Sunil Singh and the Vice Chairman of Region Two, Mr Vishnu Samaroo.

Group 3 Representative performs a poem about "Motivation". Other groups offered a poem and a song and a sketch on "Leadership Styles".


To see all of the photographs of this Graduation, click on the photograph below:-

Mr Mayda Persaud gave an overview of the Programme

Guyana Chronicle Article about NCERD

Article 1st October 2008

Members of NCERD’s team: from left, Jane Quinn, Rajwantie Permaul, Stephen Harding, Bibi Shariman Ali and Sandra Persaud

“To plan and implement all in-service teacher education programmes, in order to improve the quality of education at all levels in the system so that education may serve as an effective instrument of social and economic development”.

This is the foundation on which the seven units of the National Centre for Educational Resource Development (NCERD), have banded together to form a highly professional, accountable, modern and democratic education service.

Established in 1986, to coordinate the functions of its units, NCERD has been able to touch all areas of the education sector, from curriculum and assessments to provision of resources and textbooks, some of which are developed by NCERD.

The seven units, brought together through the efforts and funding by the Ministry of Education and the United Nations Educational, Scientific and Cultural Organisation (UNESCO), are:

* Curriculum Development and Implementation Unit, headed by Bibi Shariman Ali
* Measurement, Evaluation and Research Unit, headed by Claudette Phoenix
* Learning Resources Development Unit, headed by Rajwantie Permaul
* School Libraries Division, also headed by Rajwantie Permaul.
* Materials Production Unit, headed by Albert Sugdeo
* Distance Education and Information Unit, headed by Pauline Stanford and
* Administrative Unit, headed by Lucille Griffith.

The units undertake tasks that are imperative to the realisation of NCERD’s key responsibilities, which have significant impact on the Education sector, according to the institution’s director, Mohandatt Goolsarran.

Director of NCERD, 

These responsibilities include:

* Provision of in-service and continuous training (professional, continuous growth and development) for teachers and other personnel
* Development, testing, implementation and evaluation of curriculums for Nursery, Primary and Secondary schools
* Advising on policy guidelines which relate specifically to Regional Learning Resources Centres (RLRC)
* Collaboration with other professionals to keep abreast of international trends in education
* Conceptualisation, development, evaluation and procurement of learning resources
* Training of library assistants, laboratory technicians and teacher librarians
* Promotion of effective teaching strategy practices
* Provision of assistance in the area of classroom management
* Upgrading of the qualifications of untrained teachers in the top regions through Distance and Open learning methodology
* Provision of formal and non-formal educational radio programmes
* Processing of examination papers and analysing results for use by the relevant personnel within the Ministry and other agencies
* Development of tests and scales required for national examinations
* Formulation and processing National Grades 2, 4, 6 and 9 Assessments and
* Printing, collating, storing and packaging papers for exhibition.

For the achievement of these responsibilities, each unit operates under a specific mission statement that complements NCERD’s general objectives. Functioning in different areas, the work of NCERD parallels those of the Ministry of Education’s Strategic Plan 2003-2007, the director stated.

This is in relation to:

* Professional support for the Hinterland Areas
* Improving equity in education by giving special attention to children in difficult circumstances
* Improving the human resource in the Education sector
* Improving the managerial capability of schools for greater effectiveness and accountability
* Information technology literacy and
* Literacy and numeracy.

NCERD’s literacy and numeracy projects hope to target 14,700 individuals. The initiative, started in May, extends throughout the 10 Administrative Regions of Guyana and purposes to help the participants raise their literacy level. Currently, regional coordinators, in association with 200 plus educators, out of a targeted 300, engage students, adults and interested persons in afternoon sessions five days a week, during an approximate seven-hour study schedule.

This effort by NCERD is only one of the programmes that are currently running which assist in educating Guyanese people for the development of the individual and, by extension, the country as a whole. In addition to the programmes established to educate, there are several others that aim at training or improving the human resource of the Education sector.

These comprise certificate courses and non-graduate courses in a number of fields, such as Education Management, Mathematics, English, Biology, Chemistry and Physics for Secondary Schools, and Basic Information Technology, said the director.

“Without NCERD there is no Ministry of Education,” Mohandatt Goolsarran posited.

He added that because of NCERD’s current role, it has been mandated by the Ministry of Education to widen its scope of activities.

A recent addition to NCERD’s list of brilliant minds is Jane Quinn, formerly of the British Broadcasting Corporation (BBC). Quinn stated that her sights are set on developing multimedia skills so as to facilitate the use of multimedia in the classrooms across Guyana. Quinn also added that she hopes to have an online infrastructure established, which would assist in making additional content available to many schools in need, on as many platforms as needed.

With more human-based and innovative technological resources, NCERD is expected to continue along the constructive path it has embarked upon to maintain the positive impact that the institution has had on the Education sector.

Applications for Education Management Programme

Applications

are invited from suitably qualified Headteachers,

Senior and Middle leaders in schools, Regional Education Staff and Officers of the Ministry of Education

Where to Apply

Guyana Ministry of Education

National Centre for Educational Resource Development (NCERD)

Education Management Certificate Programme

The Programme is a Distance Education Course lasting 18 months, in two parts, covering every aspect of school leadership, leading to the Education Management Certificate.

Applicants must have significant experience and be working or have worked in the school education sector at least at Middle Leadership level (HOD, Level Head, SM, DHM or HM) or as a Regional or Ministry of Education Officer.

Application forms can be uplifted from the Regional Education Office or the Department of Education in Georgetown. They must be completed and endorsed by the REDO / PEO.

Teaching Quotations

The job of an educator is to teach students to see the vitality in themselves. Joseph Campbell

I am not a teacher, but an awakener.

Robert Frost

Where there is an open mind there will always be a frontier.

Charles F. Kettering

Teachers open the door. You enter by yourself.

Chinese Proverb

Awaken people's curiosity. It is enough to open minds, do not overload them. Put there just a spark.

Anatole France

Life is amazing: and the teacher had better prepare himself to be a medium for that amazement. Edward Blishen

It is the supreme art of the teacher to awaken joy in creative expression and knowledge.

Albert Einstein

An understanding heart is everything in a teacher, and cannot be esteemed highly enough. One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feeling. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.

Carl Jung

I cannot teach anybody anything, I can only make them think.

Socrates

The art of teaching is the art of assisting discovery.

Van Doren

Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young.

Henry Ford

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.

William Arthur Ward

What the teacher is, is more important than what he teaches.

Soren Kierkegaard

Good teaching is more a giving of right questions than a giving of right answers.

Josef Albers

We think of the effective teachers we have had over the years with a sense of recognition, but those who have touched our humanity we remember with a deep sense of gratitude

Anonymous Student

Whatever you teach, be brief; what is quickly said the mind readily receives and faithfully retains, while everything superfluous runs over as from a full container. Who knows much says least.

Author Unknown

Be not angry that you cannot make others as you wish them to be, since you cannot make yourself as you wish to be.

Thomas A. Kempis

Who dares to teach must never cease to learn.

John C. Dana

If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job.

Donald D. Quinn

Teachers who inspire know that teaching is like cultivating a garden, and those who would have nothing to do with thorns must never attempt to gather flowers.

Author Unknown

Teachers who inspire realize there will always be rocks in the road ahead of us. They will be stumbling blocks or stepping stones; it all depends on how we use them.

Author Unknown

One must learn by doing the thing; for though you think you know it, you have no certainty, until you try.

Sophocles

The aim of education should be to teach us rather how to think, than what to think--rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men.

Bill Beattie

He who asks a question may be a fool for five minutes. But he who never asks a question remains a fool forever.

Tom J. Connelly