THE Ministry of Education continues its nationwide consultations with teachers (practicing and retired), members of School Improvement Action Committees, members of Parent Teachers Associations (PTAs), Boards of Governors, and Regional Education Committees among other stakeholders towards refining the draft Professional Standards for Teachers before the document is officially approved and implemented.Minister of Education, Priya Manickchand was in attendance Monday afternoon at Queen’s College as stakeholders in Georgetown voiced their concerns, and gave thought to the guiding principles captured in the draft

document that will serve as a tool to monitor and evaluate teachers’ performance in the classroom, knowledge of the subject(s) they teach, techniques used and the level of commitment to the learners in their care. It will also effectively manage diversity to promote inclusiveness in the learning process, and will help teachers sharpen their professional skills and interact with parents and the community.
Head, National Centre for Educational Resource Development (NCERD), Jennifer Cumberbatch, presented to the audience the document which covers who gains entry into teachers training and who is a trained teacher, and outlines six guiding principles for teaching standards. These principles are teachers know the subject(s) that they teach; they know how to teach the subject(s) for which they are responsible; teachers are committed to children in their care and effectively manage diversity to promote inclusiveness in the learning process; teachers sharpen their professional skills, interact with parents and the community and that they conduct themselves in a manner that will uplift the profession.

With regard to who can access teacher training, one of the criteria is that at minimum entry level the candidate must have no less than five Caribbean Secondary (CSEC) subjects (inclusive of Mathematics and English) obtained at levels 1 or 2.
During Monday’s exercise many took exception to the criteria of Grades 1 or 2 in Mathematics. One teacher pointed out that this may not be realistic, given that poor Mathematics performance is an issue that is experienced countrywide. Another teacher suggested that Mathematics at Grades 1 or 2 should be considered only for those candidates who are seeking to specialise in the subject, and that what should be explored is candidates being allowed to enter the teaching programme with Grade 3 in Mathematics if they are exploring studies in other areas outside of the subject.
Also, in the context of gaining entry into the school profession, there is a condition that speaks to mature entry, in terms of age, years of experience, performance. During the engagement, one person pointed out that the document must clearly spell out what is meant by each of the references: age, years of experience and performance.
Under the guiding principle of teachers managing the learning environment, in the document, there is a section that speaks to a teacher monitoring, individually, the learners. One teacher applauded the inclusion of this, but felt that to better facilitate this exercise, the ministry should seek to ensure smaller classrooms.
Other suggestions listed and not necessarily for inclusion into the document were teachers training to handle differently-abled students who are now being integrated into the school system, staff development programmes for teachers who deal with welfare and law, and the Ministry of Education getting more parents involved in their children’s school life. There were also calls for a welfare officer and a nurse to be placed in every school.
Following the exercise, Minister Manickchand thanked the audience for their input, noting that clearly persons came prepared and read the document before the exercise. She noted that it sends the message that the stakeholders are interested in partnering with the ministry to bring the standards into the system.
She said that the ministry is committed to this cause and teachers’ development, and it understands fully that it must provide the environment where the standards, when implemented, can be upheld and the teachers can be the best professionals they are capable of being. To this end, she noted that the ministry is looking at the various programmes and policies that it must put in place.
Minister Manickchand also addressed the issue of putting social workers in the schools, noting that it is under active consideration. She pointed out, however, that there are about 1000 schools in Guyana and as such, putting a social worker in schools will come down to what the ministry can afford. She said that the ministry is looking actively though at putting one in every high school, where the ministry has found the more serious problems emanating.
She warned that importance of the parents in the lives of the students must not be lost. In this regard, the ministry as well, is looking at devising ways in which it can heighten parents’ involvement.
The consultations commenced on February 26, 2014 at the Kamarang Primary School, and will conclude in July 2014. It is expected that a total of 71 meetings will be held nationwide.
To facilitate the discussions during the consultation, the draft document has been sent to every school and is posted on the ministry’s website.
It was formulated following consultation with a smaller stakeholder group including members from the Cyril Potter College of Education and the Guyana Teaching Service Commission.

(GINA)