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.

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

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

Resources for Early Childhood Education

Not enough people know that nestled in the back of the National Centre for Educational Resource Development in Kingston, Georgetown was a nursery school teacher's paradise. We were so impressed with what we saw that we could not resist paying a visit and sharing what we discovered with everyone.

The resource area had been developed by Mrs Florence Sukhdeo, National Curriculum and Materials Advisor who worked for BEAMS. Mrs Sukhdeo had a wealth of experience as a teacher, teacher trainer, university lecturer and advisor. The room was full of resources which were within the capabilities of any teacher to make and which, she was proud to say, she had either made herself or had commissioned from one of her many students all over the world that she had taught over her impressive years of service.

"I make and display the resources so that when a teacher sees them, she will immediately know what they are for and be able to make them herself." But, they were not classic home made resources that look home made. They were produced from all kinds of materials that were readily available in teachers' homes and which were often thrown away. With an emphasis on colour, shape, size and potential for the teaching of spatial awareness, Mrs Sukhdeo selected her odds and ends and turned them into practical learning resources which would serve well in the classroom for many generations of children. One of her successes were the big books she produced which highlighted cultural practices in Guyana whilst at the same time teaching children the basics of reading. Some of these were printed by Guyana Book Foundation with support from two Canadian based organisations CODE and CIDA as well as others from the BEAMS Programme (Basic Education Access and Management Support).

She had an eye for detail and was keen that teachers would replicate what they saw in their own classrooms. We wanted to show her talents to a greater audience through http://www.ncerdleaders.com/. Mrs Sukhdeo was passionate about nursery children and was keen to ensure that all had a standard of education equal to the best. She didn't want to see nursery classrooms cluttered with display and resources just to decorate the room but felt that they should be true learning aids appropriate to the age, development and maturity of the children. Displays needed to be changed regularly and link with what is being taught at a particular time.

In Guyana, nursery education consists of the following:

Year One - Age 3.9 - 4.9 years

Year Two - Age 4.9 - 5.9 years

Children then graduate to primary school where they are "infants" in Grades One and Two.

Of course, all of the materials displayed, suitably adapted, are appropriate also for the older age range. A positive and rich learning environment is essential at all levels from nursery to secondary. A science classroom in a secondary school needs to look like science is fun and enjoyable just as much as a primary classroom needs to motivate the children teaching them that learning is not only fun but a critical life skill.

Mrs Sukhdeo, who sadly has passed away now, we applaud you for your tenacity and your ability to share your wealth of experience, passing on your valuable knowledge to a new generation of teachers.

You can view all of the resources in Mrs Sukhdeo's room by clicking on the picture below. When you have the pictures in front of you, you can make them larger by using the slide bar at the top.

Early Years Education

"From bottle tops to big books and bunnies to benabs,

Mrs Sukhdeo had it all!"

If you would like to find out more about classroom display in a previous article,

Click Here

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.

Motivating Children and Teachers

There are all sorts of things that motivate adults. They range from good salaries to favourable working conditions and promotion prospects to job satisfaction. But we all know that some of these are not easily provided. However, one of the biggest motivators is reward for a "job well done". It doesn't have to be a major ceremony in front of all one's colleagues but simply a word in a teacher's ear about something that they have done well, showing that you recognise it and appreciate him / her for doing it.

Some schools have been successful in rewarding teachers in a more formal way. For example, in one school, there are competitions for "Teacher of the Month", "Best Classroom" and even "Most improved punctuality and attendance" In this school, teachers strive to achieve those rewards which are presented each month in front of their colleagues. Another school presents them (not the attendance and punctuality ones) in assembly in front of the whole school and this also helps to motivate the children.

It doesn't have to cost money either. Just a simple certificate or even a letter will suffice showing how you feel about the work the member of staff is doing. These are easily made on a word processor if you have access to one. Think how you feel when somebody tells you that you have done well. Why not try it and let us know how you got on by making a comment from below?

It works even more so with children. But, stickers are expensive and not readily available in Guyana. So why not make some of your own? True, you will need access to a printer and a photocopier but it's worth the effort even if you are in an internet cafe reading this. It will only cost a few dollars and can be used again and again.

Children will work hard for a small reward and especially something they can stick in their books and show their parents. So, we're going to give you a headstart. We've prepared a few simple ones for you to download. They use Microsoft Word so they can be changed or edited as you wish. They are there for ideas. Also the children can colour them in to make them attractive.

Another idea is to have small posters with wording such as "Star of the Week", "Best Attender", "Best Punctuality" These are placed on the classroom wall and each week the name of a child is stuck onto it temporarily and replaced the next week. You can also do it as inter-class and whole school competitions.

So, why not use your imagination and create some of the resources for yourself to motivate your children. Here are some examples of what you might make.

Small Posters ............

Star of the Week Poster

Best Punctuality

Best Attender

Mini Certificates ..............

Well Done

Today's Best Worker

Star of the Week

I tried my best

Has worked well

Great Work

And small certificates...........

General Merit Certificate

If you find it was a successful strategy, just let us know by completing the comments below.

Display in Schools

We all know that it is really important to have a rich learning environment in our classrooms. It is very motivating for children and is a learning resource for a whole variety of activities. It's not just so that the classroom "looks good" but should be linked to the activities that are taking place in it.

We also know that this can be difficult to achieve because of the lack of available resources in schools and therefore we have to be very inventive to achieve the ideal we are striving for. This article will hopefully encourage you to change your ideas into reality so that you might be able to use the resources in your classroom. They should, of course, be linked to the curriculum and used as teaching aids. They need, therefore, to be accessible to the children, at the right level and not so over crowded that they cannot be easily identified.

Classroom display is also good for showcasing children's work, modelling good work and, of course, making us all feel good about what we do and have achieved. It should be of a high quality, free from errors and most of all an example for children of how they should do their work.

If you want to show us a picture of your classroom to be included in this website, send it to:-

images@ncerdleaders.com

We look forward to hearing from you!!

Resources Exhibition at NCERD

Many persons involved in the Leadership of schools took the time when in Georgetown to visit the Resources Exhibition in NCERD which was opened by the Honourable Minister of Education Shaik Baksh. We must thank, in particular, the Head of the Learning Resource Development Unit of NCERD, Rajwantie Permaul and her team for setting up the exhibition.

In his keynote address, the Minister made a number of important comments. He talked about the expansion of NCERD  as a training agency and, in particular a training initiative for all in the education sector which was being prepared to roll out in the next twelve months.

He was particularly clear about the need for senior educational leaders, especially in the Ministry of Education to go into schools on a more regular basis in order to develop the education system. He had been concerned also about the way resources had often not been used and had been locked away in cupboards. He promise action "to unlock the cupboards".

The Chief Education Officer (ag), Genievieve Whyte-Nedd urged teachers to use resources in the classroom as educational tools to promote learning rather tha simply to decorate classrooms.

We can all learn from this. We have been clear in NCERD about the need for a reduction in bureaucracy which will lead to Headteachers and Senior Leaders in schools being able to leave their offices, manage and lead by walking about and, in particular, advise teachers on how to improve the quality of learning and teaching in their classrooms. We will all accept that a good learning environment is paramount in providing the appropriate atmosphere in which children will learn.

The Opening was reported on NCN news and other channels. You will find extracts below, courtesy of GINA. You will note that a new Primary Resource Room was set up in NCERD alongside the existing one for Nursery Schools. This work was done by Ms Florence Sukhdeo (BEAMS Nursery Adsviser) in conjunction with VSO.

"A four- day exhibition on learning resources was declared opened today by Minister of Education Shaik Baksh at the National Centre for Education and Resource Development (NCERD), Kingston as part of the activities for the observance of Education Month under the theme ‘Education of the child: a parent and teacher obligation’.Minister Baksh noted that the Ministry of Education is aiming towards a special programme for continuous professional development of teachers throughout the school system which will be commencing during the latter part of 2009 as it would require preparation and designing.He said that the programme will be in collaboration with the Ministry’s Fast Track Initiative(FTI) programme.

Minister Baksh pointed out that a second new policy decision of the Ministry deals with the setting up of a National Committee for open and distance learning. A consultant has already been identified to develop that policy which will straddle all the sectors of the education system.

The Minister reiterated that government has spent $2.5 billion over the past three years in providing learning resources to the educational sector.He said under the five years of the strategic education plan, there is an aim to have Information Technology taught in 50 percent of the Primary Schools and also in the Secondary and Post- Secondary institutions of Guyana.

Minister Baksh urged that literature should be a compulsory subject for the Science and Business streams at schools to enhance students’ reading ability. He also urged that reading tents should be set up at least once every month in areas across Georgetown and once a month in each Region to encourage reading and learning throughout Guyana.Head of the Learning Resource Development Unit of NCERD, Rajwantie Permaul said that “learning resources are information represented and stored in a variety of medium and format can assist students’ learning as defined by the curricula.” Permaul said that “learning resources are intended for use by teachers, students and parents to foster learning both at school and at home.

Chief Education Officer (ag), Genevieve Whyte-Nedd said that the collaboration of stakeholders is often encouraged but that this year the main focus is on parents. Whyte-Nedd pointed out that the learning resources cut across various subjects but it is important that they are multi-centered.

“This is very important for our teachers and parents since many children do not learn from a single mould. Some learn fast from audio, some from video and others from a combination”, she said.

The exhibition is scheduled to run from today September 9 to September 12 starting from 9:00 am daily at NCERD. It aims to sensitize the public on the type of learning materials available for the teachers and parents to help their children in their pursuit of knowledge towards a career, to expose teachers to the best practices in the classroom, to help teachers and parents to improve their teaching skills at school and home, and to expose teachers to innovative technology that can be used in the classroom to create opportunities."

An example of a classroom display used as a learming tool for story writing

Success Quotes

Nothing can stop the man with the right mental attitude from achieving his goal; nothing on earth can help the man with the wrong mental attitude.

Keep steadily before you the fact that all true success depends at last upon yourself.

Success is the sum of small efforts, repeated day in and day out.

The thing always happens that you really believe in; and the belief in a thing makes it happen.

A failure is a man who has blundered, but is not able to cash in on the experience.

The greatest results in life are usually attained by simple means and the exercise of ordinary qualities. These may for the most part be summed in these two: common-sense and perseverance.

Failures do what is tension relieving, while winners do what is goal achieving.

The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather a lack in will.

I cannot give you the formula for success, but I can give you the formula for failure--which is:Try to please everybody.

Success does not consist in never making blunders, but in never making the same one a second time.

The secret of success in life is for a man to be ready for his opportunity when it comes.

Success is the good fortune that comes from aspiration, desperation, perspiration and inspiration.

If you wish success in life, make perseverance your bosom friend, experience your wise counselor, caution your elder brother, and hope your guardian genius.

Impatience never commanded success.

The talent of success is nothing more than doing what you can do, well.

To climb steep hills requires a slow pace at first.

Try not to become a man of success but a man of value.

The man who makes a success of an important venture never wails for the crowd. He strikes out for himself. It takes nerve, it takes a great lot of grit; but the man that succeeds has both. Anyone can fail. The public admires the man who has enough confidence in himself to take a chance. These chances are the main things after all. The man who tries to succeed must expect to be criticized. Nothing important was ever done but the greater number consulted previously doubted the possibility. Success is the accomplishment of that which most people think can't be done.

And one quote just for fun.....

If at first you don't succeed, try, try again. Then quit. There's no use being a fool about it.

Educational Leadership in the United Kingdom

National Professional Qualification for Headteachers

This is self explanatory from the title. It has been in operation in Great Britain for about 10 years. In the first instance it was intended that all Headteachers would have this qualification prior to their appointment. In reality, particularly due to recruitment difficulties, many Headteachers are appointed with the qualification incomplete. There is usually a commitment to doing it whilst in post.

For those who were already in post when the qualification was introduced, there were two forms of provision:-

• The Leadership Programme for Serving Headteachers (LPSH) focuses on leadership skills and characteristics. This involves considerable personal assessment of the HT’s skills through peer assessment and senior and junior colleagues. It includes self evaluation and two extended residential courses.
• The Headlamp Programme is mainly skills based and caters for the individual needs of the Headteacher. Self evaluation is carried out by the HTs themselves with help from trained specialists. Training is geared to these needs and is conducted at intervals throughout the first year of being in post. There is considerable funding attached to this form of training.

The NPQH is a two year post graduate diploma. It is externally assessed on a continuous basis with final examinations. The candidates are assigned a serving Headteacher mentor who will guide them through the process.

Modules

• Strategic direction and development of schools - IEP / SDP / strategic and developmental planning.
• Teaching and Learning - Curriculum planning, assessment and monitoring and evaluation.
• Leading and managing staff – leadership styles and characteristics, personnel, motivation.
• Efficient and effective deployment of staff and resources – buildings, personnel, recruitment, budget.
• Accountability – self, governors, parents, children, staff

Characteristics of Leaders

• Teamwork and developing others
• Drive and confidence
• Vision and accountability
• Influencing and politics
• Thinking styles (the big picture)
National Standards for Headteachers

There are standards required of all in the teaching profession at the different levels of responsibility, including and especially headteachers. HTs are evaluated during the OFSTED process on these standards.

These are to be found at www.dfes.gov.uk

Shared leadership

There is a considerable move to sharing the leadership role in schools. Leadership teams are common with HTs, DHTs and senior staff. Leadership is often spread across different levels of teachers e.g. Heads of Department and Years. Accountability is important and especially ……..

“Shared leadership needs shared vision”

Emotional Intelligence

Control and awareness of emotions is a big issue in development of leadership skills.

• Self Awareness – recognising own emotions, strengths and weaknesses
• Self Regulation – control of own emotions
• Motivation – meeting goals and continuous self improvement
• Empathy – ability to put oneself in the shoes of others
• Social Skills
• Negative emotions – level of ability to deal with these e.g. isolation and pressure.

Styles of Leadership

• Instructional – focus on the learning of students and improving the effectiveness of teachers in the classroom.
• Transformational – capacity building, formal, continuous improvement.
• Moral – Values, aims, democracy.
• Participative – sharing the decision making and overlaps with democratic leadership.
• Managerial – efficient achievement of goals.
• Contingent – responds well to the demands for change.

Master Trainers' Workshop

We are pleased to report that the Workshop for Master Trainers for the Education Management Programme held in NCERD was a great success.

28 Master Trainers from all over the country attended the 5 day workshop facilitated by Stephen Harding (Education Managemner Specialist) and his wife Mary Harding (Curriculum Specialist) Both are VSOs working in NCERD.

Although there was some educational theory, the activities were mainly of a practical nature relating to schools. The principle theme was one of “Proactive Leadership” and how Headteachers, through their own practice can influence the direction of a school in a positive way. Great emphasis was placed on the “expectations” of Headteachers and the “accountability of all in the system.

We were able to have frank and open discussions about the current situation relating to the education system in Guyana and have focused on solutions and overall principles. These principles have been embraced by the participants

The attendance and participation was excellent and the Master Trainers have displayed a passionate and informed desire for improvement of the system through the provision of support for all staff at every level. It is clear that they have welcomed and embraced many of the changes and suggestions given in the last training session.

In the results of the last cohort of trainees, there was a pass rate in excess of 94% - the best ever. The average score was higher than any other previous year The examination focused much more on skills and evaluation rather than simply recall of information. The best performers were in regions away from Georgetown in Regions 6, 10 & 3

We all now feel that there is a need for all officers of the Ministry of Education and Regional Departments of Education to take a greater ownership of the course, its management and organization and support of its participants.

On the final day, we were please to have received the Honourable Minister of education, Mr Shaik Baksh who gave us his views on the programme and the educational provision in Guyana as a whole. This was reported on NCN News and in several newspapers.

The text of the article published in the Guyana Chronicle on Saturday 9th August is given below:-

Aiming for higher standards…Baksh warns education non-performers will be fired

By Tajeram Mohabir (EDUCATION)

Minister Shaik Baksh yesterday announced that measures are being put in place to fire all non-performers at the different levels in his ministry.

He made the announcement at the conclusion of a five-day master trainers workshop in the National Centre for Educational Resource Development (NCERD) in Kingston, Georgetown.
Taking a touch line, he told the group of senior teachers that, while there are few effective managers in the education system, too many have a lackadaisical approach to work. He said headteachers and regional education officers need to adjust their attitude to create the change necessary for propelling the sector to a higher plain or leave their jobs.

Baksh emphasised that the majority of headteachers are reactive rather than proactive and seminars like the one just concluded are a salient effort to reverse their behaviour. He exhorted the trainers to be aggressive change agents and said they would not be working alone because a newly established team of education inspectors will assist them to address the many deficiencies in the schools.

Baksh encouraged the trainers to be self-motivated and channel their energies to alter the mindset of teachers, so they give of their best and produce the desired results. He said, for the education system to succeed, teachers will have to demonstrate a sense of commitment and dedication. The minister said the argument about work according to pay is grossly ridiculous and declared that teachers engaged in the practice lack the slightest idea of the danger they are causing to children’s lives.

Baksh said his ministry recognises the need to upgrade salaries and has been doing all within its means to ensure proper remuneration and appealed for a sense of patriotism and a passion for change in return. Those values should be enforced by the Guyana Teachers' Union (GTU) but, apparently, the latter is only is clamouring for increases in pay, Baksh stated.

He indicated that the teachers who were trained in the education management programme will also have to fill a similar role and his ministry will be looking forward to the feedback on the strides made. Baksh said the Central Ministry has already been reformed and emphasis is now being placed on the regional and school systems to ensure operational efficiency. He pledged to do all within his limit to make sure his ministry functions and delivers effectively at every level before he demits office. Baksh underscored the importance of the capacity building workshop, pointing out that it will significantly aid teachers to positively reform their schools and impart their knowledge to colleagues through similar workshops and seminars. He expressed optimism that the trained teachers will produce quality results that would serve as a catalyst to instill values of high standards in headteachers and teachers who are incapable of effecting positive changes.

Baksh commended the facilitators of the workshop, Mr. Stephen Harding and his wife, Mrs. Mary Harding, for their sterling contributions towards updating the Education Management Programme which is designed to meet the needs of the system.
Mr. Harding said those trained were acting headteachers and senior teachers drawn from the 10 Administrative Regions.The Voluntary Services Overseas (VSO) volunteer said the teachers were engaged in mostly practical work, intended to make them adopt a proactive stance in problem solving, planning and implementation. Harding said the focus was on the expectation of headteachers and accountability to all in the school system. He proposed that the programme be prolonged for another few years, so that all headteachers will benefit.

Harding disclosed that 350 of them graduated from it this year.