Programme Description
The Aspiring Principals’ Programme (APP) was designed as a Professional Qualification for Principalship (PQP) to adequately prepare individuals who desire to develop the competences for the task of principalship prior to them being in the post.
Programme Objectives
The programme is designed to include major findings from Ministry of Education, Youth and Information reports, including priorities outlined in policy documents related to Education Transformation; the National Education Inspectorate reviews of eight key areas of school effectiveness, and the Jamaica Teaching Council’s Professional Standards for Educators.
In addition, the impact of prevailing societal challenges on the school will be used to ensure the relevance and currency of the content and processes for the training programme. These include:
• learning interest and styles of children, including interest in Information and Communication Technology and creative expression;
• interest in values and attitudes as a means of shaping students’ behaviours, to emphasize the values-based aspect of the education system, and to give emphasis to affective areas of learning such as self-concept, identity and self-esteem;
• a shift in the philosophy and practice of education from the traditional cognitive approach to a more student-centred or cooperative approach;
• impact of crime and violence in relation to students’ exposure to it in their own lives, and the school’s ability to function effectively due to the impact of crime and violence on the community in which the school is located;
• managing safety, security and welfare; and parental support and changes to family structure
Admission Requirements
The programme is open to candidates with a teaching diploma, at least a first degree in Education or related discipline and at least three years teaching experience.
Programme Delivery
The APP is delivered using a blended methodology, which includes both synchronous and asynchronous learning for participants.
Programme Structure
The programme comprises of five core leadership modules designed to facilitate individual and collaborative efforts. And five professional development modules designed to complement the leadership modules. The table below provides an overview of each module.
| Module | Overview |
| Transformational Leadership | This module focuses on the personal and organisational development. By developing the leadership skills and attributes of the individual and employing theses skills and attitudes to transform the school. |
| Instructional Leadership | This module prepares participants with the skills to analyse, examine, and interpret data to make decisions regarding the implementation of the curricular, guiding instruction and leading student learning. |
| Community Leadership | This module prepares leaders to interact effectively with their internal and external constituents. By understanding the role of leaders and the need to have a clear understanding of the culture and history of their institution and the challenges and opportunities that those present. |
| Organisational Leadership | This module prepares leaders for the challenges of managing data in an information age driven by large volumes of data and its implications for teaching and learning and the overall success of schools. |
| Field Experience | The Field Experience module requires participants to conceptualise, implement and evaluate an intervention within a 12-week period. This is ensued by the submission of documentary evidence in the form of a portfolio and the participants’ oral defence of the intervention. |
| Field Trip Policy | This module exposes participants to the imperative guidelines and procedures to be followed before and after school engage in field trips. |
Programme Officer
Keriffe Clark is responsible for managing the implementation of the College’s operational plan through the successful delivery of programmes and initiatives of the National College. He obtained a distinction for his Master of Education degree in Curriculum Development with a research emphasis on teacher development and supervision.
