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BAHAMAS: Career Path System for Public School Teachers Context The Bahamas, an archipleagic nation, of some twenty-two (22) inhabited islands, a population of just under three hundred thousand (300,000) has a teaching force of about four thousand (4000), and a student population of approximately sixty thousand (60,000). Prior to the late eighties, assessment of teachers was based mainly on an Annual Confidential Report (ACR), which consisted of an eleven-item instrument. The assessment was mostly subjective, as the principal or administrator was given very little, if any guidelines to follow. Also, teachers were often unaware of their ratings, as these were confidential. Classroom observations by District Superintendents, Education Officers and School Administrators gradually became a part of the teacher's assessment record; however, outstanding performance rarely netted more than a letter of commendation and possibly an accelerated increment if performance was consistently outstanding for a number of years. Incentives for teachers to remain in the classroom were mainly annual increments based on ACR performance and for long-serving teachers, a pension and gratuity after 30 years of exemplary service. However, these incentives were not attractive enough for a number of teachers and as a result, some of the best teachers either followed the administrative track and became Senior Mistresses/Masters, Vice Principals or Principals, or joined the private sector in management or executive positions. Objectives Pedagogical Challenges One of the greatest challenges has always been that of staffing the public schools with a full complement of Bahamian teachers. This fact was due, not only to a limited number of Bahamians being attracted to the profession, but also to the steadily increasing attrition rate of quality teachers in the system. In fact, many of those who remained were disillusioned, concluding that their work was not being recognized or acknowledged in financial terms. The Ministry of Education, Youth & Sports realized that if they were to provide equity and quality education to all students in the one hundred and sixty (160) schools throughout the Bahamas, they had to devise some means of not only attracting teachers, but also ensuring that they remained in the profession. Over the years a number of initiatives were considered�Inservice and Pre-service Awards, Teachers� Cadet Corps and general salary increases. The Bahamas Union of Teachers (the bargaining unit for public school teachers) proposed a merit system whereby teachers would receive salaries commensurate with the quality of their teaching, their experience, professional qualifications, student progress and observed teaching proficiency. After years of discussion and review, the Ministry of Education and the Bahamas Union of Teachers joined forces and in 1995, a committee was given the mandate to develop a career structure for Public School teachers at two levels - Senior Teachers and Master Teachers. It was from this idea that the Career Path System was born. General Description The Career Path System targeted outstanding teachers who had given ten or more years of exemplary post-training service to the public education system, possessed first degrees and had performance ratings of consistently above average. Applicants were assessed in three broad areas: The first promotion cycle, 1997- 1999, had an application entry of 1,077 teachers from Pre-school to High School levels including special schools. Five hundred and nineteen (519) applicants of the total entry were assessed; the others were either not qualified for assessment or withdrew for personal reasons. Two hundred and fifty two applicants were successful, 153 Senior Teachers and 99 Master Teachers. Led by three consultants and a cadre of fifty competent professionals assessed the applicants. The second cycle started in September 2000. One hundred and ninety-six applicants have applied for assessment of which 117 are qualified for assessment. The improved system allows for the inclusion of School Administrators as pedagogic assessors on the assessment team. To ensure the proper training of these administrators, the consultants in every major island of the Bahamas conducted workshop sessions. It is expected that this cycle will be conducted by March of 2002. Participating Individuals & Institutions - 26 the Curriculum and Testing & Evaluation Sections of the Ministry of Education, and The Lecturing staff of the College of The Bahamas. - 26 private sector - 1 from the Bahamas Technical Vocational Institute (B.T.V.I.) and others from the private sector - Of the 53, forty-three were actively engaged in the teaching profession. Budget and Financing The greatest concern will be the extent to which budgetary constraints will limit the number of promotions allowed within each cycle. Strengths Lessons Learned refining was necessary Future Challenge Responding to the Mandates of the Summit The Bahamas� Career Path System for Public School Teachers not only raises the profile of the profession, but it also enhances teacher performance, offers recognition of on-the-job skills and increases social participation. Back to Eje 2 |