R7 Handbook PrtDRAFT Version 2 (1)

Table of Contents PaAge Foreword ………………………….………….… GE2 Foreword ………………………….………….… MOEYI ……………………………………….… 3 MMiOssiEonY, VI Pisihoinl,oSstorapthegyic O…bj…ectiv…es ………………….… RMeagniotrna 7…M…an…tr…a ……………………………..…………………………….…….. 4 RMeagxiiomnsal…M…ax…im…s ……………………………………………………………….... 5 RReeggiioonnaall DDiirreeccttoorr’’ss MMeessssaaggee …………………………….…………… 7 RReeggiioonnaall OOrrggaanniizzaattiioonnaall CChhaarrtt …………………………….……… 8 RReeggiioonnaall OOvveerrvviieeww:: 9 DDeemmooggrraapphhiiccss ……………………………………………………........…….. 11 UUnniittss aanndd DDeeppaarrttmmeennttss……………………....…………....………… 32 DressGCuoadraen&teeOdfSfitcaendEatriqdus.e..t…te ……………..………………..….…..... 35 PRMegAioSna…l P…ol…icy…G…uid…el…ine…s ……….…...….…………………………….... 37 PRMegAioSna…l R…ec…og…nit…io…n P…ro…gra…m.m…e..………….…………….……….. 38 RReeggiioonnaall TAawsakrdTsraPcrkoegrr…am…me………………………………….……….... 1

Foreword 2

MoEYI Mission Vision Statement A nation empowered by a dynamic system of care, education and training Mission Statement Providing quality care and education in an innovative, inclusive and enabling environment thereby creating socially conscious and productive Jamaicans. Strategic Objectives 1. To maximize parental involvement in the lives of children and minimize the number of at risk children and youth. 2. To maximize the percentage of Jamaican children and youth who have access to and/or attachment to quality care, stimulation, education and/or training (0 - 29 years). 3. To maximize the number of children who live in a safe, secure and healthy state care environment. 4. To maximize access to official records, provide information and digital literacy. 5. To maximize the performance of students. 6. To maximize the percentage of Jamaican educational programmes and institutions that meet prescribed standards of quality. 7. To ensure the efficient deployment of financial and qualified human resources, safe and secure facilities, as well as equipment and other resources (technological) in the achievement of the Ministry’s goals. 8. To increase compliance with national and international standards, laws and regulations. 3

Regional Mantra The Region of Purpose – Positioned to Serve We are strategically established to serve our stakeholders by providing greater accessibility and service excellence; yielding a more impactful presence. The birth of this unique opportunity enables the conceptualization and initiation of a new culture in educational service delivery. This is who WE are. This is what WE do. WE are The Region of Purpose – Positioned to Serve. 4

Regional Maxims These are our guiding principles and standards which are upheld in the execution of duties. They govern our operation as we position to serve our stakeholders. ACT WITH INTEGRITY Honouring commitments with honesty, transparency and objectivity; doing the right thing even when no-one is watching. PUT CUSTOMERS FIRST Possessing an orientation towards serving our stakeholders’ needs – building valuable relationships, exceeding expectations. EXEMPLIFY EFFICIENCY Committing to timely service delivery and the generation of anticipated results; serving with a laser-focused mindset. 5

COLLABORATE WITH CARE Embracing teamwork – acknowledging and utilizing the skills, ideas and experiences of all team members. Also, demonstrating compassion and empathy to both our internal and external stakeholders. FOSTER INNOVATION Being open to new ideas; remaining flexible and agile in our thoughts and actions. EMBRACE CHANGE Employing a non-resistant attitude to change; seeking opportunities poised for growth, all while resolving to maintain open channels of communication. ARE IMPACTFUL Executing our obligations and interactions in a manner to leave indelible marks on our educational landscape. Every action is guaranteed to result in a positive impact. 6

Regional Director’s Message Today we find ourselves perched on the threshold of infinite possibilities, at a momentous time in the history of our nation, and indeed our world. It is with humility and honour that I recognize the significance of the moment, and the awesomeness of the task to lead this stellar group. The birth of this new region did not happen by chance; and equally, none of us is positioned here by chance. Together we have the opportunity to leave an indelible mark on the pages of Jamaica’s educational landscape. Our mantra is both apt, and timely. Be guided by it. With a firm purpose grounded in service, I encourage us to approach every task with passion. Get to know our maxims: they should guide every action and interaction we have with our internal and external stakeholders. This handbook is designed as a key resource for all members of the team. Among other things, it gives an overview of the Region, the units and departments, services offered, and some policy guidelines. Use it well to enhance your performance and aid in the effective operation of the Region. I am only your team leader insofar as I am the chief servant. I look forward to what promises to be an exciting journey, as together we live out our mantra, “The Region of Purpose – Positioned to Serve”. 7

Regional Organizational Chart 8

Regional Overview DEMOGRAPHICS The region is divided into seven (7) Quality Education Circles (QECs). These are demarcated along the electoral constituency boundaries. Each QEC is headed by an Education Officer, who serves as the QEC Convenor. The Members of Parliament also maintain collaboration with the education sector, giving support to the QECs. QEC# CONVENOR LOCATION MEMBER OF PARLIAMENT 47A Mrs. Yvette North West Mr. Richard Gillispie-Lewis Clarendon Azan North West Mr. Richard 47B Ms. Kamala Clarendon Azan Subarn Clarendon Mr. Horace Northern Dalley 48 Ms. Kesha North Hon. Pearnel Shirley Central Charles Snr. Clarendon 49 Mr. Christopher Central Hon. Lester Reynolds Clarendon “Mike” Henry Clarendon Mr. Noel 50 Mr. Errol South Arscott Haughton Western Clarendon Mr. Pearnel 51 Mrs. Racquel South Charles Jnr. Ranger-Cowan Eastern 52 Mrs. Racquel Ranger-Cowan 9

Across these seven (7) QECs, the region attends to the following numbers of stakeholders: Total Public Schools 112 Total Private Schools 24 Number of Teachers 2,531 Number of Students 45,057 Breakdown of Public Schools by Type/Level INFANT PRIMARY SECONDARY TERTIARY SPECIAL TOTAL NEEDS 5 86 18 1 112 2 Breakdown of Private Schools by Type/Level PRIMARY SECONDARY PRIMARY TOTAL with 17 3 24 SECONDARY 4 10

UNITS AND DEPARTMENTS The Region serves its stakeholders through the following offices, units and departments: o Regional Director o Schools’ Supervision o Guidance Services o Community Relations Education Officer (CREO) o Safety and Security o Schools’ Personnel o Registry o Finance & Accounts o Building Services o Special Needs Unit o Literacy Unit o Mathematics Unit o Management Information Systems (MIS) o Administration 11

Regional Director (RD) Under the general direction of the Deputy Chief Education Officer (DCEO) Operations, the RD is responsible for coordinating the work of the Regional Office, which involves:  Management and administration of public educational institutions within the Region  Personnel matters related to staff of schools  Maintenance of school plants  Fostering and promoting school/community linkages. Among the key outputs, the incumbent:  Develops and manages the performance of the Regional Office and its staff  Prepares the Regional Corporate Plan consistent with the strategic objectives of the Ministry  Prepares and manages the regional budget  Develops and implements the Regional Maintenance Plan  Holds Quarterly Regional Planning & Review Seminars  Develops mechanisms for monitoring performance of schools  Conducts scheduled school visits  Investigates and resolves critical incidents at schools  Monitors Education Assistance and School/Community Outreach Programmes  Resolves grievances  Produces monthly and other reports 12

Schools’ Supervision This unit is comprised of Senior Education Officers (SEOs), Education Officers/QEC Convenors, HFLE and Technical Vocation Education Officers. Senior Education Officers (SEOs)  Direct, coordinate and monitor the programmes and activities of public schools to ensure conformity with the ministry’s policies and guidelines and in consistency with approved standards.  Inputs to the Regional Operational Plan  Prepare budget for the School Supervision Unit  Provide technical advice to all schools  Monitor and report on performance of schools  Supervise Education Officers and other Support Officers Education Officers/QEC Convenors  Ensure the effective implementation of educational policies, programmes and support services by all public schools  Monitor school operations at the QEC level  Provide technical support and guidance to school boards and other stakeholders  Manage curriculum delivery and assessment HFLE Officers  Monitor the implementation and delivery of Health and Family Life Education  Monitor the MoEYI HIV/AIDS policy implementation in schools  Address sexual reproductive health issues in schools 13

Technical Vocation Education Officer  Inputs to the budget for the Agricultural Education section  Monitors the Agricultural Education programme  Plans and conducts school visits  Provides technical advice 14

Guidance and Counselling Unit When fully constituted, this unit will comprise of a Senior Education Officer (Guidance & Counselling), a Guidance Education Officer and an Educational Social Worker. This team facilitates and supervises the implementation of the National Guidance and Counselling Programme in schools, monitors Guidance Counsellors, and provides social and welfare support and interventions. Senior Education Officer (Guidance & Counselling)  Conducts workshops and seminars  Schedules and carries out school visits  Monitors the delivery of the Guidance and Counselling programme  Conducts appraisals of Guidance Counsellors  Manages critical incidents Guidance Education Officer 1. Develops Guidance Programme for the Region 2. Develops performance standards for students 3. Schedules and carries out school visits Educational Social Worker  Prepares and maintains case study files  Conducts home and community visits  Convenes stakeholder meetings  Facilitates reintegration of teenage mothers 15

Community Relations Education Officer (CREO) The CREO contributes to improving the quality of education in the region through the provision of education support and community relations service. In furtherance of this objective, the CREO will:  Prepare School/Community Relations Plans  Identify and disseminate best practices in community relations  Implement School/Community Relations Programmes  Maintain database of stakeholder partnerships  Organize community based educational activities  Prepare monthly reports 16

Safety and Security Coordinator The Safety and Security Coordinator provides support/direction to the Safety and Security in Schools Programme by developing and monitoring policies and strategic measures which will promote a secure, safe and orderly educational environment. The incumbent:  Establishes systems and structures for the efficient coordination nd management of the Safety and Security in Schools Programme  Periodically reviews and evaluates the Safety and Security in Schools Programme  Convenes strategic meetings with key stakeholders to address Safety and Security in Schools  Evaluates the Deans of Discipline (DODs) initiative and effects necessary modifications  Develops and implements comprehensive training programme for DODs  Implements public education initiatives to improve attitudes and practices towards security and safety in schools. 17

Schools’ Personnel The full complement of staff for this department includes the Director of Schools’ Personnel, a Personnel Officer, Assistant Personnel Officer, Personnel Administrator and Records Officers. Director The Personnel Director is responsible to administer and monitor the personnel services in public educational institutions in the region to ensure compliance with the Ministry’s Regulations and Guidelines and ensure industrial peace. The incumbent:  Inputs to the Regional Corporate Plan  Prepares and manages budget  Processes appointments of teaching and non- teaching staff  Maintains personnel records  Prepares and submits performance and other reports  Monitors the implementation of collective bargaining agreements  Conducts workshop and seminars Personnel Officer The Personnel Officer has direct responsibility for personnel matters relating to teaching and non-teaching staff at Public Educational Institutions in the Region, and ensuring that these are implemented in accordance with approved procedures. The incumbent:  Processes appointments for teaching and non- teaching, senior staff; and pension documents 18

 Reviews schools’ enrolment statistics and schools’ re-grading  Updates Personnel Records  Maintains registry of files for schools in the region.  Gives technical advice  Conducts seminars/workshops Assistant Personnel Officer Under the direction of the Director, Schools’ Personnel Unit, the Assistant Personnel Officer is responsible for ensuring that appointments and other personnel functions relating to teaching staff in the region are accurately processed. The incumbent:  Processes teaching appointments  Maintains Records Management  Processes leave applications  Conducts academic staff salary audits  Reviews and approves submissions to Evaluation of Qualifications Committee  Manages Records Officers Personnel Administrator The Personnel Administrator is responsible for performing personnel functions for non-teaching staff employed to public educational institutions in the region. The incumbent:  Processes appointments  Maintains service records  Maintains record book  Prepares loan agreements and bond forms  Prepares and maintains leave computations 19

 Processes pension documents  Processes applications for 60% refund Records Officer Under the direction of the Assistant Personnel Officer, the Records Officer is responsible for carrying out personnel functions for teaching staff in public educational institutions in the region. The incumbent:  Processes teaching appointments  Maintains register of teachers  Maintains.service records  Completes loan agreements and bond forms  Prepares leave computation. 20

Registry The Registry unit, when fully constituted, will comprise of the Registrar and two Registry Clerks. Registrar The Registrar is responsible for managing the work and staff of the Registry to ensure efficient storage and retrieval of files and other records. The incumbent:  Implements records management programme  Develops a Disaster Preparedness and Recovery Plan for securing files in the event of natural disasters  Maintains records to track file movement and registers to record incoming and outgoing correspondences  Transfers inactive files to the Government Records Centre Registry Clerks The Registry Clerk is responsible for the storage and retrieval of information through the maintenance of an effective filing system. The incumbents:  Maintain filing system  Maintain transit cards  Maintain record of incoming/outgoing correspondence  Maintain Bring-up System 21

Finance & Accounts This department is headed by the Regional Financial Controller (RFC), who is assisted by a Budget Officer and a Voucher Preparation Officer. Regional Financial Controller (RFC) The RFC is responsible for planning, organising, directing and coordinating the operations of the School Finance and Accounting Services in the region. The incumbent:  Prepares and manages the regional budget  Prepares annual operational plan  Prepares schools’ financial statements  Reviews and approves cash books and bank reconciliations  Provides financial management advice  Approves and pays school grants  Conducts school visits  Conducts workshops Supervisor, Budget/Bank Reconciliation The Supervisor, Budget/Bank Reconciliation assists with monitoring the Region’s income and expenditure in order to ensure compliance with standard accounting practices and procedures. The incumbent:  Prepares regional budger  Authorizes payment vouchers  Prepares and disburses cheques  Reviews schools’ financial statements  Prepares monthly bank reconciliation  Provides financial management advice 22

Voucher Preparation Officer The Voucher Preparation Officer is responsible for preparing vouchers and related reports in order to ensure timely settlement of claims. The incumbent:  Prepares payment vouchers  Prepares commitment requisitions  Calculates school grants and prepares summary  Prepares disbursement register and notification sheets 23

Building Services Building services are provided to the region through the Regional Building Officer (RBO), and Assistant Building Officers. The unit responsible for infrastructure development, maintenance and all related issues. Regional Building Officer (RBO) The RBO advises on matters concerning the construction and maintenance of all public educational facilities within the region, as well as implements and manages the maintenance programme. The incumbent:  Inputs to the corporate and operational plans for the regional office.  Prepares annual Regional Maintenance Programme and budget  Prepares project proposals and building plans  Prepares Bills of Quantities  Completes and approves procurement exercises  Prepares and approves implementation plans  Approves payment vouchers and certificates of payment  Provides technical advice  Liaises with local municipal authority Assistant Building Officer (ABO) The ABO monitors the implementation of construction projects being undertaken at public educational facilities in the region. The incumbent:  Prepares project proposals  Prepares implementation plans  Prepares and submits working drawings and related estimates of cost  Provides technical advice 24

Special Needs Unit When fully constituted, this unit will comprise of a Special Needs Coordinator, Clinical Psychologist, Educational/Development Psychologist, and an Educational Diagnostician. Among other activities, members of this team will:  Conduct psychological-educational assessment of children referred for formal assessment  Diagnose students with special needs (intellectual, behavioural, mental, etc.)  Develop treatment plans for students with special needs  Coordinate the establishment of special needs units in schools  Develop academic or behavior modification programmes designed to improve student outcomes  Provide guidance to schools in developing academic intervention plans  Monitor academic intervention plans in schools  Monitor the implementation of the APSE approach in secondary schools 25

Literacy Unit The Literacy unit is comprised of a Regional Literacy Coordinator and a Cluster Based Literacy Specialist. Together, they provide technical support to the schools in the region with a view to improving literacy levels and targets. The key areas of responsibility include to:  Develop, coordinate and implement literacy activities in schools  Facilitate teachers on-going professional development and training in literacy initiatives  Monitor the implementation of literacy initiatives in schools  Assist schools in developing and monitoring literacy intervention plans  Provide CSEC English(A & B), and City & Guilds English Skills support to secondary schools  Review Literacy resources for use in schools 26

Mathematics Unit The regional Mathematics unit is headed by a Regional Mathematics Coordinator (RMC), who coordinates all the mathematics activities across primary and secondary public schools. The RMC reports to the National Mathematics Coordinator and is supported by two (2) Cluster Based Mathematics Specialists, four (4) Primary Mathematics Coaches and one (1) Secondary Mathematics Coach. The unit provides supports to in the areas of:  Capacity building for teachers through professional development workshops/seminars  Demonstration lessons and co-teaching sessions  Planning support (common planning sessions)  Diagnostic assessments and intervention support  Pull-out student sessions  General mathematics support at the QEC level 27

Management Information Systems (MIS) This department is comprised of the Information Technology Administrator and the Data Processing Officer. They are responsible to:  Manage the activities related to the annual census (taken October of each year)  Receive, collate and input monthly student attendance data from all public schools. 28

Administration Senior Secretary The Senior Secretary provides secretarial support services to the Regional Director and staff in order to facilitate the efficient operations of the Regional Office. The incumbent:  Prepares and distributes minutes of meetings  Prepares letters, correspondence, reports and other documents  Maintains register of incoming and outgoing correspondence  Develops and maintains filing system  Maintains leave files Office Manager The Office Manager provides support services in the areas of office management, secretarial and general services, to enhance the region’s capability to carry out its various functions effectively and efficiently. The incumbent:  Prepares and manages budget  Maintains the office in a suitable manner  Implements and maintains records management programme  Maintains an inventory of office furniture, equipment and supplies  Develops emergency procedures to secure the office, furniture, equipment and records in the event of natural disasters.  Prepares and submits reports 29

Office Attendant The Office Attendant plays a key role in creating a positive environment for staff and visitors by ensuring that kitchenettes and dining areas are clean, hygienic and orderly, and that staff and guests are served refreshments in a professional manner, as well as transporting documents/files. The incumbent:  Maintains kitchenette/dining area  Prepares and serves beverages/refreshments  Clears tables and cleans tableware  Cares and accounts for tableware/equipment  Distributes files as directed Driver The Driver facilitates the Regional Office in effecting its communication function by providing transportation services through the delivery and collection of mail and packages, transporting staff, and other related services as assigned, while ensuring safety and timeliness in the mails and packages sorted. The incumbent:  Transports packages/mail to and from designated destinations  Transports officers to and from designated locations  Maintains Log Book and other related records  Prepares and submits incident reports  Performs routine maintenance of assigned motor vehicle Supervisor, Typing Pool The Supervisor, Typing Pool provides secretarial and administrative support to facilitate the efficient functioning of the Regional Office. The incumbent:  Prepares letters, reports and other documents 30

 Maintains records of work undertaken  Assigns duties to the secretaries  Reviews work of the secretaries Receptionists/Customer Service Representatives The Customer Service Representatives interface with the public who do business at the regional office. They:  Manage queries  Collect and record documents  Sort correspondence  Answer and transfer telephone calls 31

Dress Code and Office Etiquette Staff members in the Ministry of Education are expected to demonstrate professionalism in the execution of their duties. Professional attire and appropriate grooming for the office, business and the fulfilment of professional assignments are essential to the development and maintenance of a socially acceptable atmosphere in the working environment. The Dress Code and Office Etiquette Guide 2009* gives the following guidance on appropriate female and male business attire: Females o Heels and Pumps Shoes Clothing o Dresses, skirts worn with or without a jacket, or those split at Jewellery or below the knee o Business suits o Shirt blouses o Dresses o Tailored pants o Earrings o Watches o Modest Necklaces Males o Loafer and Oxford shoes Shoes o Dark colored socks (brown, blue, black, navy blue) 32

Shirts and Pants o Slippers may be permitted for medical purposes Suits and Jackets Hair o Long sleeved shirts with ties Jewellery (shirts should be tucked in your pants with a belt that matches the color of your shoes, worn around your waist) o Solid dark color is preferred o Blazers o Low haircut o Head covers that are required for religious purposes are allowed o Watch o Ring o Cuff Links These should be modest in appearance. Staff members who breach the dress code should be sent home by their supervisors to change into appropriate office attire, and return to work by 11:00 a.m., or forfeit the day. An officer who repeats the offence twice will be subject to disciplinary action. Office Ethics It is imperative that protocols are maintained in coordination with policies of the Ministry of Education, Youth and Information whilst providing services to the public. Please note the following guidelines that govern professional conduct: 33

 The use of indecent language, smoking of cigarettes, smoking of ganja and the use of other illegal drugs on the compound are strictly prohibited. (Infractions will attract disciplinary action).  Radios and cassettes/CD players should be played at moderate levels.  Earphones should not be worn while attending to clients.  Staff members should not sit or place their feet on the desks.  Loud conversations should be avoided in the foyers, corridors and office areas.  Cell phones should not be used in meetings and whilst attending to clients. This is an extract from the The Dress Code and Office Etiquette Guide 2009 34

Performance Management Appraisal System (PMAS) The Performance Management Appraisal System (PMAS) is a management system implemented by the government of Jamaica to aid in the reformation and modernization of the public sector. The system was implemented against the backdrop that although the public sector in Jamaica has considerable experience with planning, budgeting and performance management, the mechanisms for reporting, accounting and validating performance results are not evenly well developed or fully integrated across the public sector. The PMAS system is intended to promote efficiency, greater transparency, boost staff morale, and connect their job functions to the ministry’s strategic objectives. In addition, the system helps the employee to better understand and manage his job while assessing his/her performance. The PMAS CYCLE consists of the following steps: 35

The workplan is the employees’ planned activities and targets for the review period. This document becomes due on April 30 of each year. All employees of the Ministry are expected to complete same (regardless of the point of engagement). The specifics of completing the workplan is available on the website of the Ministry of Information, Youth and Information. Otherwise PMAS sensitization workshops are held to facilitate understanding and completion of the workplan. While the quarterly reports are no longer required for submission, it is good practice to complete same as it forces the individual to evaluate the extent to which the targets are being met. Employees are expected to score the workplans at the end of the period. This, along with the half yearly evaluation, yearly evaluation and agreed changes are submitted to the PMAS unit at the end of each quarter. Additional material concerning this process can be found on the Ministry of Education, Youth and Information website. The PMAS unit is also always willing to help and support team members in managing the process. The Unit can be contacted at [email protected] 36

Regional Recognition Programme Team Member of the Month Each month, one team member is selected and celebrated for best displaying the characteristics that define us as a region. The selection criteria depends both on the quality of work and the attitude towards work. Team members will be honoured in such a way that others can observe and aspire to emulate. The full criteria for this award will be distributed to each team member. All categories of staff are eligible. Early Bird Award This is a quarterly award that is for all team members who are not field officers. The full criteria for this award will be distributed to each team member. Director’s Pick The Director’s Pick is not a merit-based award; this is a way of showcasing team members with their unique gifts, talents and contributions to the team. Each month, the Regional Director selects and highlights one team member. Regional School Awards Once per year, schools in the region will be recognized for stellar performance across all areas of school life: academics, sports, extra-curricular areas, etc. Detailed criteria will be made available to schools. 37

Regional Task Tracker General Regional Activities  Monthly Report  Monthly Unit meetings  Senior Executive meeting – 2nd Wednesday of each month  Staff Meetings – 4th Monday of each month  Office Days – as agreed by unit head  Critical Incidents (reported within 4-5 days of the incident)  Travel Claims  Attend Board Meetings and submit Board Minutes at the end of each term  Monthly QEC Conveners’ Meeting  Principals’ Evaluations/Appraisals  Review and reinforce School Bulletins JANUARY o Exemplary Guidance Counsellors’ FEBRUARY Awards o Grade 4 Numeracy Mock Exam o CVQ/NVQJ Registration Deadline o CSEC SBA/IA Submission o Safer Sex Week o Jamaica Day o National Career Week o Submission of Board Nominees o PEP Ability Task Grade 6 38

MARCH o Age 4 Assessment APRIL o Professional Development Day MAY o National Mathematics Week o PEP 6 JUNE o Submission of Infrastructural repairs and upgrades o Age 4 Assessment o Submission of School Self Evaluation o Submission of candidates for LASCO Teacher of the Year and Principal of the Year o Submission of Furniture Requests o PEP Curriculum Based Test (CBT) for Grade 6 o Child’s Month o Professional Development Day o Secondary External Exams o Teachers’ Day o Education Week o GNAT Exams o Preparation of SIP o CVQ, City & Guilds Exam o Verification of Booklists o ASTEP Psycho-Ed Assessments o PEP Performance Task (PT) Gr. 4 o APSE End of Year Report Data 39

JULY o Audited Financial Statements for AUGUST Subventions o Preparation of Final SIPs o CVQ, NVQJ, City & Guilds Examination o Grade 3 Diagnostic Test o GAIN & G4LT o JSC Examinations o Vocational School Leaving Certificate o Submission of Principal & Teachers’ Appraisal Summary Report o Infrastructural Estimates Completed by RBO o PEP Performance Task (PT) Gr. 5 o Staff Replacement Requests o School Leaving Exercises o Review of SIPS Back to School Conference o JTC Professional Development Training o Students Transfers & Admissions o Infrastructure Work/Repairs o Staff Replacement Request o Implementation of SIPs o Submission of Guidance Counselors’ report o Review of Principals’ Action Plans 40

SEPTEMBER o Processing of Staff Employment documents o GOILP/Registration o Infrastructural Works/Repairs o APSE Pre-Test o Submission of Annual School Budget by 30th o GOILP/Grade 1 Registration o CSEC, CAPE, CVQ &NVQJ Registration o Preparation for Census o Submission of PEP Intake Requests o Submission of Guidance & Counselling Programmes o International Literacy Day o PEP Verification & Registration OCTOBER o HFLE Week o E-Census & Enrolment Verification o Professional Development Days o Excellent Teacher Award o Textbook Order Update o Nomination of Outstanding Parents o City & Guilds Mock Test o Submission of Subsidy Forms for external examinations o Submission of Subvention Budget o Infrastructure Budget request from Technical Services Division o Review of APSE Pre-Test Data 41

NOVEMBER o Substance Abuse Awareness Month o Parent Month Celebrations o Submission/Vetting of CSEC Exam Documents o PEP Verification o Submission of Leave Roster (Teaching & Non-Teaching Staff) o Submission of Audited Financial Statements DECEMBER o Guidance & Counselling Week/ JAGCE Conference o CXC Practical Exams o WAD o PMAS Quarterly Review o CSEC Intervention Student Camps o CSEC Intervention Teacher Training o PEP Performance Task (PT) Grade 6 42

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