The Jamaica Teachers’ Association

Handbook
For
Beginning
Teachers
PREFACE
 TABLE OF CONTENTS
Preface and Acknowledgement…...……………………………………………………… 3
President’s Message……….…………………………………………………………...... 4
Welcome to the JTA
Benefits of a Professional Association………………………………………….…………6
Mission and Vision Statements............................................................................................7
History and Governance of the JTA .................................................................................. 8
JTA Organizational Chart…………………………………………………………..….. 10
Services…………………………………………………………………………………..12
Attributes of the Teacher.................................................................................................. 14
Getting Started
Starting Points for new Teachers .....................................................................................16
School & Community Expectations…………………………………………………...…23
Classroom Management
The Importance of Planning .............................................................................................27
Discipline ..........................................................................................................................29
Tips for Beginning Teachers…………………………………………….…………….....35
Code of Ethics ...................................................................................................................39
Articles of the Code of Regulations ..................................................................................42
Basic Facts Every Teacher Should Know
Scholarships and Sources of Funding………………………………………………..…44
Highlights of JTA’s Achievements……………………………………………………....47
JTA Past Presidents……………………………………………………………………..57
Teaching in Jamaica……………………………………………………………..……...58
Leave Entitlement…………………………………………………………….…………60
JTA Allied Groups………………………………………………..……………………. 63
JTA On-Demand Counselling Programme……………………………………….……..68
Appendices
Contacting the JTA Regional Officers………………………………………………......69

2
PREFACE
This is the first publication of its kind by Jamaica Teachers’ Association for new teachers.
Topics are approached from a general perspective so that the content is applicable to
teachers in all settings. This is by no means an exhaustive document. However, it provides
information which should be useful to all teachers. The JTA welcomes your feedback on
this Handbook.

Acknowledgements

The Jamaica Teachers Association would like to thank the Nova Scotia Teachers Union
for giving permission to reprint material from their publication , “Beginning Teachers
Handbook”, and the American Federation of Teachers (AFT) for permission to use excerpts
from their publication “Teacher Tips”

Contacting the JTA for Information

You are encouraged to contact the Jamaica Teachers’ Association for information or
adviceabout any professional matter.

• At the school level, check with your CONTACT TEACHER who is the JTA
representative.

• At the Local level contact your District President / Parish President/ Regional Officers

• Headquarters:

Call 922 1385-7 and you will be put in contact with an appropriate officer depending on
the particular matter.

Mailing address: 97BChurchKingston

Website: Jamaicateachers.org.jm
E-mail: jta@cwjamaica.com
Fax: (876) 922 3257

See Appendix for a listing of JTA’s Regional Offices

CONTE
First Edition October 2008
Last Updated 2023
Compiled by the Professional Services Unit
NTS TTTABTLE T

3
 Message From President
“If Someone is going down the wrong road, he doesn’t need
motivation to speed him up. What he needs is education to turn
him around.” This quote from Jim Rohn summarizes the role
of a teacher. As a new member to this noble profession, you
are about to embark on one of the most rewarding careers in
the world. You have the power to shape young minds, inspire
future leaders, and make a positive impact on any society.

As you begin your journey, remember that teaching is not just

about imparting information. It's about building relationships
with your students and your colleagues, understanding their
unique needs, and creating a safe and inclusive environment
where learning can thrive. You have the opportunity to make a real difference in the lives
of your students and other stakeholders with whom you will interact.

While teaching can be a challenging profession, with hard work and dedication, it can
also be incredibly fulfilling. Don't forget to take care of yourself, both physically and
mentally, and seek support when you need it. You are part of a community of educators
who are here to help and support you in many ways.

Though you stand as an individual, teaching is a team sport, and you're not expected to
know everything right off the bat. Reach out to your colleagues, attend professional
development workshops, and take advantage of any resources available to you.

I encourage you to be passionate about what you do. Your enthusiasm and love for
teaching will be contagious, and your students as well as your colleagues and other
stakeholders will sense it. Show them that you care deeply about their learning and
growth, and they will remember the impact you had on their overall development.

Remember, you are not just teaching a subject, but you are also teaching life skills that
will stay with your students for years to come. Embrace the journey, keep learning, and
enjoy the ride. We are excited to have you join us in making a difference in the world.
Welcome to the world or teaching; it is the mother of all professions.

Best Regards
Leighton Johnson, JP
President

4
Welcome to the
Noble Profession
The Jamaica Teachers’ Association is
your professional organization.

5
 INTRODUCTION

The first year of classroom instruction can daunting. There is so much to do, to know
and to learn. The Jamaica Teachers’ Association believes that it has a special role in
assisting you during your first year of teaching service. This Handbook is designed to
equip you in tackling your professional obligations and accept your professional
responsibilities. We expect you to assume your full role as professionals and provide
the highest possible level of professional practice.

YOU ARE A PROFESSIONAL

As a certified teacher, you assume a professional status. This status carries with it a
set of behavioural expectations, which are outlined by the Jamaica Teachers
Association in its Code of Ethics. This Code is provided as a guide to teachers in
maintaining at all times the high traditions of the profession.

BENEFITS OF A PROFESSIONAL ASSOCIATION

▪ Sometimes membership in an appropriate professional body is one of the many prerequisite for
a job.
▪ Proven channel to get help with personal and professional problems.
▪ Provides networking (sounding board for and from peers) and grapevine resources.
▪ Helps you to grow your social circle.
▪ A professional association usually lends credibility to the professional.
▪ Creates standards that members should abide by, and ensures that due recognition is brought to
the field.
▪ Members often benefit from its effectiveness as a career development tool.

HOW TO MAXIMISE YOUR PROFESSIONAL ASSOCIATION MEMBERSHIP

▪ Maintain contact with peers
▪ Know key players in the Association
▪ Join Committees
▪ Read and apply information gleaned from association literature
▪ Have a strategy for mingling at events; if you are shy and need moral support to socialize, carry
a colleague with you

6
 VISION STATEMENT

To be the regional benchmark for teacher organizations; setting

standards of excellence in service delivery and commitment to
national development through education.

MISSION STATEMENT

The JTA is a democratic organization dedicated to the

professional, financial and social advancement of its members
and the promotion of the highest educational standards for the
country.

7
 HISTORY, GOVERNANCE AND SERVICES OF
THE JAMAICA TEACHERS’ ASSOCIATION
The Jamaica Teacher’ Association came into being on April 2, 1964 when the instruments
governing the membership and procedures of the body were examined and ratified at the
inaugural conference held on that date. The resolutions constituting the Association were
passed at a special conference at Excelsior High School auditorium on December 14, 1963.

The Association was formed from the merger of five teachers associations that existed at
the time, namely, Jamaica Union of Teachers (JUT), Association of Headmasters and
Headmistresses (H2 H2), Association of Teachers in Technical Institutions (ATTI), the
Association of Teacher Training Staffs (ATTS), and the Association of Assistant Masters
and Mistress (A2 M2). The Associations pursued parallel and separate objectives until the
late 1950’s when proposals to unify began to take shape. Jamaica’s attainment of self-
government in 1957, the introduction of the free place system, and the draft bill to regulate
the education system provided greater impetus for unity. Consequently, the executives of
the five groups formed the joint Executives of Teachers’ Association (JETA) in 1957. It
was mandated to make representation on matters related to education and teachers. It was
in pursuance of this mandate that the groups eventually decided to unify into a single
teachers’ organization, the Jamaica Teachers’ Association.

Aims
1. To promote the educational interests of the country and keep the public informed
concerning important educational matters.

2. To promote and maintain unity in the teaching profession and safe-guard the
interests of its members.

3. To help in maintaining high ethical and professional standards among all teachers.

4. To make representations on matters of common interest and concern to teachers at

all levels.

5. To represent to the Ministry of Education the teachers ideas and experience on

educational issues.

6. To establish relationships with Teachers’ Organizations throughout the world.

Governance

The JTA is administered by a group of elected officers and a professional staff. The elected
group is headed by the Presidents i.e. President, President-Elect and Immediate Past
President. The other elected officers represent Parish and District Associations.

8
The District Association (DA) is the level at which all teachers have the opportunity to
participate in policy formation and programmes of the Association. There are seventy-
eight (78) District Associations and fourteen (14) Parish Associations.

General Council
General Council comprises the Officers, Administrative Staff, two Representatives
from each Parish Association, and one Representative from each District Association
plus Representatives of Interest Groups. The Council meets quarterly and directs the
business of the Association on behalf of Conference.

Central Executive

Central Executive is made up of the Officers, Administrative staff, one Representative

of each Parish Association and fifteen (15) Co-options. The Central Executive meets
monthly and monitors the implementation of policies and programmes of the
Association.

Standing Committees

The JTA has a number of Standing Committees, as well Ad Hoc Committees. The
Committees are made up of members of the General Council elected at a pecial
meeting of the Council. Meetings of the Committees are held at least once per quarter
with some meeting once per month. These committees assist in implementing the
programmes and activities of the Association.

Annual Conference

The Annual Conference of delegates determines the policies of the Association.The

conference comprises delegates elected by the District Associations and the General
Council. The quorum for the annual conference is forty-five (45) delegates and fifteen (15)
members of General Council.

Administrative Staff
The professional staff is headed by the Secretary General who directs the day-to-day
administration of the Association. The Secretary General is supported by Secretaries
responsible for specific areas of the Association’s work. These are:

- Administration Human Resource and Finance

- Member Services
- Property and Business Services
- Professional Services

There are four Regional Offices headed by a Regional Officer: one in Mandeville, one in
Montego Bay, one in Port Maria, and one at the Head Office in Kingston.

9
 JTA’s ORGANOGRAM (Administrative)

General Membership

Annual Conference of Delegates

General Council

Central Executive

Office of the Secretary General

Communication &
Chief Accountant PR Officer

Administrative Units

Administration, HRD & Finance Unit Member Services &

IR Unit Professional
Services Unit
Administrative Officer

Office Manager Regional Offices Liaison Officer Property& Business

✓ South East Services Unit

Clerical & Accounting Staff ✓ North East

✓ South Central
✓ West Jamaica
Publishing House
Ancillary & Security Staff

Updated September 17, 2018

10
 JTA’s ORGANOGRAM (Political)

GENERAL MEMBERSHIP

ANNUAL CONFERENCE OF DELEGATES

GENERAL COUNCIL

OFFICE OF THE PRESIDENT

STANDING COMMITTEES

CENTRAL BOARD FINANCE SALARIES PROFESSIONAL NATIONAL PRIMARY

OF PROPERTY AND
EXECUTIV ADVANCEMENT & SPORTS
TRUSTEE CONDITIONS TEACHER TERTIARY
E OF SERVICE WELFARE

SECONDARY

RESOLUTIONS CREDENTIALS AWARDS EARLY STUDY EDUCATION

& SPECIAL MEMBERSHIP
CHILDHOOD CIRCLE
RESEARCH EDUCATION

DISCIPLINARY

11
 Services

Industrial Relations

• Negotiates with Government for Salaries and Fringe Benefits for teachers

• Keeps under scrutiny the operation of the Education Laws and the regulations
derived from them as these relate to the conditions of service of teachers

• Seeks to improve the conditions under which teachers work

• Represents concerns of teachers to the Ministry of Education

• Provides advice to teachers on personal and professional matters

Economic

• Investment Schemes managed by • Business Advice and Counselling

the JTA and Allied Groups • Marketing Services
• Airline Booking
• Discount from major business
enterprises
• Overseas and Local Tours
- Golden Torch Award
Professional Services
• Scholarships
• Pre-retirement Seminars
• Professional Relations Service - Wesley A. Powell Memorial
• Teacher Resource Centre Scholarship
• Conferences - Aubrey Phillips Scholarship to
the student from Manchester with
the highest performance in the
• In-service education through GSAT Examination
seminars, workshops and short - Presidents’ Scholarships
courses
• New Teachers’ Seminar
• Contact Teachers Seminar
• Leadership Seminars
• Awards to Teachers
- Roll of Honour Award
- Ben Hawthorne Award
- Edith Dalton James
- R.C. Tavares Award

12
 JTA Allied Groups

JTA Co-operative Credit Union (JTACCU)

The JTA Co-operative Credit Union was created for JTA members as a source of credit at a
reasonable rate of interest for productive and provident purposes. Its head office is at 97A Church
Street, Kingston, Telephone: 922-6841/922-009/922-1585-7

Jamaica Publishing House (JPH)

The JPH is a wholly-owned subsidiary of JTA. The company publishes textbooks and readers for
primary, secondary and tertiary levels that are regional in content and focus. Its Head office is at
97B Church Street, Kingston, Telephone: 922-1385-7/967-3866

Forums for Local Participation

The JTA provides structures designed to encourage member participation at the Local level.

JTA Representative in Schools

Every school has a Contact Teacher who can either answer your question or put you in contact
with someone who can.

Local Associations

As mentioned earlier, The JTA is divided into seventy-eight (78) Districts Associations and
fourteen (14) Parish Associations. Check with your Contact Teacher to find out when and where
your Parish and District Associations hold their general meetings and plan to attend. You will learn
a lot and broaden your circle of professional colleagues at the same time. A list of meeting dates
is usually sent to schools.

District and Parish

District Associations have ad-hoc committees and they are always looking for extra help.
Through these committees you will gain organizational and administrative experience that will
enhance your professional capacity.

District Association Executive

The Executive is made up of teachers elected by fellow teachers to conduct the business of the
District.

13
 ATTRIBUTES OF THE TEACHER
While there are some occupations and professions in which the personality or character of the
individual practitioner may not be an important factor in the execution of his/her duties, in teaching
because an older, more experienced individual is interacting and influencing impressionable
children during formation of their own characters and personalities, the character and personality
of the teacher assume significant proportion. It must be immediately admitted that, as yet, no
accurate and reliable means of identifying and measuring the critical factors in personality and
character for teaching have been developed. It is still necessary, therefore, to depend on very
subjective means for the assessment and evaluation of these attributes. Accordingly, only general
guidelines can be provided. Stated briefly they are:

(a) The teacher should be a good person. When his/her strengths and weaknesses are weighed
in the balance of life and tested in the crucible of experience, the good should significantly
outweigh the bad. He/She should be considerate, show concern for others, have a sense of
self-worth and exercise discretion in his relationships.

(b) It is important for the teacher to have an aesthetic sense through which he/she is able to
appreciate beauty.

(c) The teacher should have knowledge of his own society and its cultural development.
He/She should be grounded in the norms and customs of his/her people and thus be able to
appreciate and tolerate the different customs and norms of other people.

(d) The teacher should be possessed of the inter-personal skills necessary for co-operative and
harmonious living. He/She should be able to get along with other people. Teaching is a
social activity. It requires the teacher to interact with students, parents, members of the
community, professional colleagues, ministry officials, past students, foreign experts and
a host of other persons.

(e) Invariably, teachers play some leadership role in the communities in which they are placed.
The teacher should develop leadership qualities which enable him/her to perform various
tasks associated with leadership in organizations.

(f) The teacher should be involved in his community and should participate in the activities of
that community. Usually, the most effective teachers and the ones who can convincingly
communicate subject matter are invariably those teachers who take an interest in the
activities of their students which are not confined simply to those in the classroom.

14
What makes a successful teacher?

- Determination - Consistency

- Intelligence - Priorities
- Knowledge - Faithfulness

- Precepts - Vision

- Persistence - Single-minded purpose

- Perseverance - Goals

- Hard work - Honesty

- Desire - Faith

- Discipline - Skills

- Understanding - Character

Character is the dominant requirement for success.

15
Getting
Started
Summer is over and the new
school year is about to begin. To
make the year a meaningful one
for you and your students,
advance preparation is necessary.

Here is a checklist to help you

get started:

STARTING POINTS FOR NEW TEACHERS

CLASSROOM SKILLS

16
Proper management of the class/group is key to successful teaching. Young individuals cannot be
helped if the teacher cannot successfully manage the class. The teacher must aim to develop
proficiency in this area. Students will collaborate more and enjoy the class better when it is
properly managed.

Newly qualified teachers should draw on teachers in the school with good mentoring skills. Each
school should develop a mentoring programme to assist new teachers.

Good classroom management makes effective teaching possible. Good organization of the
classroom allows the teacher to establish a warm, collaborative relationship with pupils that will
facilitate effective communication.

Everything depends on good order. Without it, lessons will be mostly an exhausting battle.
Students will behave badly and the teacher will eventually be criticized by the students themselves
for their own bad behaviour.

In schools you will find students who will defy and taunt weak teachers and then complain to
parents and senior teachers about the chaos that they helped to create. Contrary to the impression
some students may appear to give, most students like good order and are happier when the class is
“in control.” If the teacher fails in the controlling aspect of the task, he/she will fail in other aspects
of teaching as well. On the other hand, over-control or inappropriate control can be counter-
productive. A class controlled into inactivity cannot provide a good learning environment. The
teachers who keep students in order are the ones who the students are most likely to respect.

Some characteristics of a successful teacher:

1. The successful teacher cares. He/she never gives up, even when goals are daunting.
Shows respect for students. He/she does not show signs of exasperation or resignation.

2. The successful teacher teaches well. He/she makes things clear i.e. explaining in ways
that can be understood.

3. The successful teacher manages well. The teacher’s first task is to manage the
classroom. This includes the planning of the environment, the planning of the time,
the relating of the curriculum content to specific learning activities, the organizing of
study materials and the control of the group.

4. It also involves the teacher’s own voice and manner. As you get better at class
management, you will find that you spend less time trying to control the class and be
more able to help the students while enjoying the teaching/learning experience. A well-
organized teacher is more likely to be pleasant to pupils.
To be organized and firm is to make the way clear for meaningful learning activities and a degree
of necessary friendliness. But to be slightly confused and wavering is to create a muddle that can
only lead to fewer teachers and pupil enjoyment and certainly less learning. The lower the level of
student motivation to learn and the more difficult the students are, is the greater the need for the
teacher to develop effective teaching technique and a mastery of class management. These are
skills that can be learnt and practiced.

The need for good relationships in the classroom

17
This can be developed by working at it skillfully and patiently with a long-term perspective. An
orderly and systematic classroom procedure allows for the fostering of good relationships.
Sometimes you will have to be a mother or father or a special friend to the students. But do not
allow your wish to be a friend to come between you as a teacher and the pupil. If you cannot
succeed as a teacher, your friendship is unlikely to be of special value to the student. First and
foremost, the teacher should make things clear, make things as simple as possible, should enable
pupils to do more things and do them better, to understand more things and understand them better.
If the teacher is successful in these ways, the pupil will respond positively to him/her.

Motivation

1. The greatest motivation to the child is achievement.

2. The second greatest motivation for the child is good relationship with the teacher.

3. Another good motivator is the warmth and approval of the significant persons in the
life of the student.

Some problems that result from teacher attitudes

1. Some young teachers demonstrate reluctance in imposing their will on the class.

2. This often results in a clique of students imposing their own will on the class instead.

3. This is often resented by the other students and can sour those pupils’ relationship
with teacher.

4. If cliques are allowed to dominate the class, there will be tension, rows, conflict and
a general unpleasant atmosphere.

5. But an over-kill in imposing a teacher’s will can be equally dangerous and may result
in too many sharp reprimands over trivial things.

6. The need to create good relationship with students should not lead the teacher to go
for quick results by reducing his/her demand for high standards. This will be self-
defeating and can harm good long-term relationships.

7. Be wary of inconsistency in dealing with students.

Get to know your students

18
Try to learn the correct names of your students as early as possible. Even if you make mistakes
initially in identifying a few by the correct names, it will be seen by the students as a sign that you
are trying to learn their names. Laugh at your mistakes and try again.

These points may help you:

1. Familiarize yourself with the list of names beforehand e.g. when copying in your mark
books, or on seating plans, if they exist.

2. Know as many first names as possible – even before you have met the class.

3. Use names instead of pointing to students when you want them to speak.

4. For younger students, they can be asked to make name cards for their desks.

5. Return note or exercise books to the students yourself as part of the process of learning
their names.

You can learn a lot about students by observing their group behaviour, through their work, by one-
to-one contact, through speaking to other teachers, and so on. The greater your knowledge of the
students, the better should be your individual and class relationships.

Remember too, that if your school has a duty system for teachers or if there is involvement in
extra-curricular activities, these are prime opportunities for you to get to know the students better.

Be Consistent

Consistency in the teacher’s behaviour is essential to the building of good relationships. Students
like to know where they are with their teachers and not being reprimanded for something today
and allowed to get away with it tomorrow. At the same time, you may need to vary your approach
to suit each student as you get to know them. One may require only a look, another – a sharp
remark. Whatever you do, always endeavour to retain your dignity and authority, while at the
same time, seeking to maintain a warm and friendly relationship.

Be determined and do not “give up.” Consistency and determination on the part of the teacher can
be among the teachers most important disciplinary tools. A piece of homework not done for
example should not mean the end of the matter. The teacher should insist on it being done. This
will eventually reduce the incidence from recurring.

Praise

With proper class management, students are more likely to find themselves in a position where
they more easily earn praise. In addition, there will be a reduction in situations in which students
are likely to misbehave and hence open themselves to criticism. In such situations, the ratio of
praise to criticism should be weighted more heavily in favour of praise. Students, like others, are
happier and do better when they are praised, rather than criticized. Give generous praise for
achievements, including acceptable social behaviour. Be careful, though, how you praise the
trouble-maker, lest other well-behaved students think that your praise is misplaced and resent it.
This could devalue your act of praise when it becomes appropriate to give it. Some pupils prefer
private praise rather than a public one.

19
Criticism

Generally, when you need to criticize, do it clearly but briefly. Avoid excessive abuse directed at
a student. This can create resentment, not only on the part of the student against whom it is directed,
but also in others who gain the sympathy of that student. It can also harden students’ negative
attitude against the teacher instead of having a positive result. You could lose the goodwill of the
entire class. Be careful of the ripple effect that your public class behaviour can have on the whole
group.

Do not over-focus on the regular trouble-makers. Sometimes by ignoring some of their behaviour,
you avoid rewarding the behaviour by taking notice. A frown or a stare may help. Too much
attention can at times encourage other students to behave similarly. Be as consistent and fair in
your criticisms, as possible.
Avoid Confrontation
Do not make threats of punishment that you are unlikely to be able to carry out. The student may
call your bluff. This will undermine your authority and create an unpleasant atmosphere. Avoid
allowing situations to get really sour. You will have to work with the student for at least a year,
most likely. Avoid using words that evoke anger and dislike. Criticize the student’s behaviour, not
the student. To criticize the child’s character is to put the relationship in a position from which it
may never recover.
Avoid unfair tactics that some teachers use in the heat of the moment:

▪ Never refer to students’ family in front of others

▪ Never use the bad reputation of other (brothers/sisters who were or at school) to criticize a
student

▪ Never make negative comparisons of the students with other family members

▪ Never say anything to wound

▪ Never refer to physical or racial characteristics

If serious situations occur which you consider to be beyond your responsibility or power to handle,
do not hesitate to seek help and support through normal accepted channels. There should be clear
roles and lines of communication in the school to deal with such matters. Know them. Seek help
in dealing with grave, intolerable situations promptly. Do not think that you are necessarily
weakening your position by referring grave matters to senior members of staff.

Physical Action

You will, on occasions, be tempted to hit or otherwise use some form of physical punishment
against a student. However, slight your action; it may do more harm than good. Most students
regard physical punishment as a serious personal attack on their self-esteem. Hair-pulling, collar-
grabbing, ear-twisting, all have the same effect of physical attack to most students. Apart from
harming good relationships with students, physical punishment exposes the teacher to the
possibility of discipline or prosecution by parents. If at any time you succumb to temptation and
strike a student, don’t cover it up. Seek help and deal with it – in the most appropriate way possible.

20
Humour

Try to be light-headed whenever possible. An occasional joke, even at your own expense, can be
good for the building of good relationships. Too much solemnity and humourless indignation tend
to alienate students.

If you do or say anything unplanned that inadvertently makes students laugh at you, accept the
situation gracefully, briefly join in the fun and quickly return to the lesson and recapture the correct
atmosphere.

Conclusion

Whatever happens, remember that you will remain a teacher and an adult. The pupils, for the time
being, will remain young and pupils. There are usually suitable conventions that govern the
relationship between teacher and student. There is certain “teacherly” distance that has to be
maintained for a professional relationship. As a teacher, you should observe the “teacherly”
conventions for the sake of proper teacher/student relationship.

21
 Getting Started - Prior to the First Day
1. Ask your Principal for curriculum guides.
2. Ask your principal about the policy and procedures regarding:
❑ class lists ❑ schedules and timetables
❑ school arrival and dismissal time ❑ school assemblies
❑ school handbook ❑ homework
❑ school rules ❑ student fees
❑ staff meetings ❑ student evaluation
3.Assign bulletin board areas for displaying:
❑ announcements
❑ bulletin board ideas created by students
❑ calendar and current events
❑ different subjects
❑ student work

4.Prepare your classroom in these ways:

❑ duplicate materials needed for the first few days
❑ have a receipt book ready if money is to be collected
❑ make a checklist for forms which need to be returned
❑ make signs for the room
❑ plan the first day in detail
❑ prepare an outline for the first week
❑ prepare class list and post copy
❑ prepare the classroom arrangements and seating plan
❑ put your name outside the classroom door with a class list
❑ set up learning centres
5. Prepare your files by setting up folders for:
❑ parent correspondence
❑ record keeping and examples of student work
❑ students with medical problems
❑ students needing resource help
6. Get to know your students through the following activities:
❑ find out which students are receiving special help
❑ prepare an inventory to find out student interests
❑ prepare tentative groupings for instruction
❑ read the cumulative records for each student

7. Assemble the following items:

❑ appropriate books for reading or reference use
❑ attendance materials
❑ classroom art supplies
❑ supplementary teaching materials
❑ textbooks and accompanying materials
8. Know your materials and how they support learner expectations by:
❑ reviewing the relevant curriculum guides and teacher manuals
❑ reviewing key stage outcomes for grade level
❑ reviewing principles of learning

22
 SCHOOL AND COMMUNITY EXPECTATIONS
OF THE TEACHER
In school, teachers have to interact with the Principal, Vice Principal, other members of the
teaching; administrative and ancillary staffs, students, Education Officers, other visitors to the
school, parents and guardians.

In the community, teachers are likely to interface with parents/guardians, students, such other
professionals as may exist and other residents in the community.

Principal

The Principal is the chief administrator of the school. He/she is responsible to the School Board
and the Ministry of Education for the efficient administration of the institution and assumes
responsibility for its successes or failures. The Principal, as the professional head, is responsible,
in consultation with members of staff, for formulating the instructional plan necessary, and for the
day-to-day administration and supervision of the school. Much of the Principal’s duties and
responsibilities are usually delegated to other members of staff.

For the success of the school, the Principal needs the input and support of every member of staff.
Some of the things he/she expects of the teacher are:

1. participation in the planning of programmes and activities through staff and other meetings
2. regularity and punctuality in attendance at school, classes and scheduled meetings
3. proper preparation of lessons and lesson plans
4. efficient teaching, using appropriate teaching aids
5. maintenance of discipline
6. maintenance of good conduct and high standards
7. participation in extra-curricular activities which are designed to assist in the all-round
development of the children e.g. clubs, uniformed groups, visual and performing arts,
excursions and others.
8. assistance with school functions e/g/ concerts, exhibitions, graduations, prize-giving, fund-
raising, sports events etc.
9. participation in P.T.A. meetings

Members of Staff
On the staff there are members who have special duties and responsibilities and with whom
teachers have to relate. These are:
i. Vice Principals
ii. Heads of Departments
iii. Teachers with Posts of Special Responsibilities
iv. Guidance Counsellors
v. Work Experience Teachers
vi. Nurses

23
These represent the principal and school administration in carrying out the special duties assigned
to them. It is the teacher’s duty to co-operate with them in their just and reasonable requests.

Teachers should strive to develop and maintain good working relations with all members of staff.
A good ‘family’ spirit should pervade the school. This does not mean that each teacher is expected
to be bosom friend of everybody; but it does mean that each should be on speaking terms and have
a working relationship with everybody.

Some schools have an Administrative Staff i.e.

i. Secretary/typist
ii. Bursar
iii. Telephone Operators, etc.
Teachers should maintain good working relationships with these persons because much of their
functions ultimately impact on the success of members of the academic staff and the school as a
whole.
Education Officers
Education Officers are a part of the supervisory arm of the Ministry of Education. Their role
includes making observation and assessment of the operation of the school and to offer suggestions
and assistance for improvement, where appropriate. If there are conflicts between the suggestions
and recommendations of the Education Officer and the instructions of the Principal, such matters
should be discussed with the Principal. The teacher is responsible to the Principal as the Chief
Administrative Officer of the school.

The Students
The teacher’s main responsibility is to advance the student’s educational, social and cultural
development. The level of success of the teacher is linked largely to the discharge of this
responsibility.
Some of the students’ expectations of the teacher are:
1. That the teacher will maintain discipline. Even though some students will test their teacher
to determine how resolute he/she is in this regard, they do not expect lack of firmness in
discipline from their teacher

2. That the teacher will be fair and not show favouritism

3. That the teacher will teach them well. They usually know when this is being done.

4. That the teacher will listen to them, try to understand their problems, display sympathy and
try to assist them in overcoming these problems

5. That the teacher will be pleasant and approachable

6. That the teacher will have a sense of humour and will laugh with them, when necessary

7. That the teacher will be their model in dress, speech and deportment

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Parents/Guardians
The parents/guardians are the teachers’ partners in the process of educating their children. Success
is difficult without this alliance between parent/guardian and teacher. It is therefore essential that
the best possible relationship exists.
a. Their co-operation is needed in the proper maintenance of discipline
b. They provide the children with books and other equipment to enhance the learning
process
c. They are required to support the programmes and activities planned for the children
d. Their input in urging and motivating the children to achieve desirable goals is essential

In order to establish and maintain desirable relationships with parents/guardians, the teacher
should:

1. Invite individual parents to school where necessary to have discussions about the child

2. Make home visits where appropriate in order to gain insights into the child’s background

3. Attend P.T.A. meetings to foster good school/home relationship

Parents/guardians expect the teacher to:

1. love their children and show special interest in them

2. Apply reasonable disciplinary measures in getting children to conform to acceptable
modes of behaviour
3. teach well, so that their children may succeed at examinations
4. be pleasant and approachable
5. be a good role model for their children
6. assist the children in any way possible

The Community

The parents/guardians and other residents in the locality are very important in determining how
the teacher is viewed in the community. They are the opinion-formers of the teacher. Their
opinion of whether the teacher is good or not, impinges on the teacher’s success or failure. Their
support is assured if they have a good opinion of the teacher.

They expect the teacher to be:

1. Courteous and approachable

2. Of good character and above reproach
3. A model for children in speech, dress and deportment
4. Be helpful in the social, economic, cultural and religious life of the community

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Classroom
Management
The challenge is how to maintain
a positive classroom environment
with a minimum of disruptions.
There is no doubt that this
dilemma causes more anxiety for
beginning teachers than any
other aspect of their new career.

26
 The Importance of Planning
As a beginning teacher the more organized you are, the greater the opportunity you will have
to succeed in your classroom. Planning is the key to successful classroom management. You
will need to plan for both the content and behavioral aspects of your students’ learning. With
thoughtful planning in place, you will be more confident in providing quality learning
experiences for your students. The importance of planning can never be overemphasized as
it is impossible for a teacher to perform efficiently unless some thought has been put into the
lesson. Why do we need to plan?

LESSON PLANNING

(a) is a requirement of the Code of Regulations

(b) helps the teacher to be prepared for class
(c) acts as a guide to the teacher who has to take the class in the event that the regular
teacher is absent
(d) helps the teacher to set appropriate questions at the end of the unit
(e) helps in planning for individual differences.

It is a good practice to organize and carefully prepare daily lesson plans, if possible, writing
up your plan before you leave school each day. In the event that you will be away, it will
provide a guide for the teacher monitoring your class to follow.

Teaching is often a hectic and isolated profession. So it is important to develop a repertoire

of teaching strategies that become second nature to you. By having many teaching strategies
the teacher is able to continually monitor the class and make adjustments during the busy
complex teaching and learning process.

Teachers need to vary their teaching strategies. Often the process of learning is as important
as what is being taught. The Primary Curriculum is very hands-on. Teacher talk or lecture
has its place in instructional strategies; however, don’t fall into the trap of teacher talk when
things get difficult. Approach your more experienced colleagues for helpful suggestions.

The First Day

A well-planned first day is crucial – it can set the tone for the remainder of the year. Plan for
a memorableand interesting day. Learn students’ names as quickly as possible in order to
personalize your teaching. Make your first day a meaningful one for you and your students
by being organized, prepared and welcoming.

On your first day of teaching you should begin in a friendly, business-like manner.
Communicate your classroom rules to the students. Classroom management works well
when you, the teacher, provide the framework for classroom behavior and rules are then
formed cooperatively with the students.Expectations worded in a positive way have greater
impact than a list of things not to do.

27
Your Role as a Teacher

As you begin your teaching career, remember that you, the teacher, are responsible for the student
learning that occurs in your classroom. Your role is to:

• choose instructional styles and techniques

• diagnose student needs
• evaluate student progress and assess achievement
• form partnerships with parents to enhance student learning, and
• select appropriate teaching and learning materials.

Remember, some of your students may come from socio-economically challenged circumstances.
Your sensitivity to their reality can make a real difference for them.

Essential Teaching Attitudes

Certain attitudes and personal characteristics will not guarantee success, but will go a long way in
helping to have a productive and enjoyable teaching experience:

Teachers like their students and respect their individuality.

Teachers need to establish and maintain their credibility.
Teachers need to be dependable and consistent.
Teachers must value and enjoy teaching and learning and model these behaviours.
Teachers need to be what they want their students to become.

Successful Lesson Planning

Well-planned lessons have the following characteristics:

❑ get and hold student attention

❑ focus student attention when beginning the lesson
❑ move at a good pace
❑ allow for monitoring of teaching and for student understanding
❑ provide for different learning styles
❑ have variety and are interesting
❑ include meaningful assignments
❑ contain the ingredients for success
❑ provide opportunities for student choices about their learning
❑ include opportunities for student assessment
❑ allow for student application
❑ make connections with real life
❑ are structured for maximum time on task
❑ link to previous learning
❑ end before they have gone on too long.

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 DISCIPLINE
The discipline aspect of classroom management focuses on prevention and problem solving, rather
than punishment. A secure, inviting classroom, along with respect for the dignity of children and
purposeful, well-planned activities, prevents most discipline problems. The teacher is crucial in
establishing an effective learning environment. The objective is to instill inner self control in
students, not merely to exert your control over them. Set the tone of your classroom from the start
by being firm and fair; friendly, yet professional.

When you are more confident of your ability to maintain order, you will be more relaxed and the
students will perceive you as a person who really cares. Without order in your classroom, very
little learning will take place. Remember that inappropriate behavior is a purposeful response to
anger, a need for attention, power, or avoidance of failure.

Discipline and good behavior are learned. Guide your students to learn how to make better choices.

Help your students understand that with rights come responsibilities.

Encourage your students to be responsible for their own learning and behaviour. When students
make choices, they learn new skills and gain social awareness from the outcome of those decisions.

What Works
Discipline is a teaching process. For effective results, tell students what you expect, provide a
model for good behaviour, check for understanding and allow for practice and follow-up. Don’t
assume students know how to act appropriately—they need to be taught and coached to manage
their own behaviour.

Create a classroom environment which provides structure and support and reinforces positive
behaviour. Set your standards high; be clear and realistic in your expectations. Classroom conflict
is more likely to be reduced if you:

• arrive in the classroom before students and, if possible, greet them individually as they
enter
• organize and prepare before each lesson
• insist that everyone be treated with respect
• listen to students’ opinions and consider students’ feelings
• maintain a sense of humour and tolerant attitude
• assist children in making appropriate choices
• teach students decision-making skills
• use a quiet, friendly tone of voice
• show faith in the child and build on strengths
• help children to increase their feelings of self-esteem
• believe that all children are capable and lovable
• use realistic, logical consequences and enforce them.

Your classroom management skills and your personality will determine the classroom climate
(how your classroom “feels”).

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What Does Not Work

Even with the most tactful and careful preparation, children will test you. Let students know that
while you disapprove of their actions, you still value them. If you are going to show you are
angry, do it because you have decided it is appropriate, and use it in a measured and
consistent way. Be aware of the legal rights and responsibilities of both teachers and
students.

Remember, successful teachers DO NOT:

➢ preach, nag, criticize or shout

➢ use excessive praise instead of encouragement
➢ punish as a way to teach appropriate behaviour
➢ accept excuses, bargain or blame
➢ use sarcasm, or try to embarrass or humiliate
➢ rescue children rather than teach problem-solving skills
➢ act hastily without knowing the implications of their actions
➢ punish the whole class for the misdeeds of a few

A Classroom Routines/Procedures Checklist

Establishing routines and procedures is one of the most effective ways of avoiding many
disciplinary issues. Bear in mind that it takes time for routines and procedures to become habitual.
Take the time up front to teach them well. Give lots of opportunities to practice. It will make the
rest of your year go more smoothly!

Consider establishing procedures for the following:

✓ behaviour during Devotions or General Assembly

✓ cues or signals for getting student attention
✓ degree of student talk allowed during seat work
✓ dismissing the class
✓ distributing materials
✓ fire drills and emergencies
✓ permissions for going to drink water, bathroom, pencil sharpener
✓ lining up
✓ lunch/ break
✓ playground
✓ putting away supplies and equipment
✓ roll call, absentees, club time
✓ student movement within the room
✓ what students should do when they finish work early
✓ what to do when there is an interruption

Remember—routines and procedures must be practiced. Give students clear directions and
sufficient opportunity to practice to make the routines automatic.

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Rules and Consequences

When establishing rules and consequences, it is desirable to have the children participate —
this gives students a sense of ownership.

Tips for Rules

➢ limit yourself to 3-6 rules

➢ state rules in positive terms whenever possible
➢ keep rules short and precise but broad enough to encompass many specifics
➢ display rules in the classroom and send a copy home
➢ rules need to be taught
➢ give positive feedback to compliant behaviour
➢ be consistent

Sample Rules

▪ students will be respectful toward students and class materials

▪ students are responsible to arrive on time and with all necessary materials

Consequences should

• be clear and specific

• have a range of alternatives
• not be a punishment
• be related to a rule
• be natural or logical

Remember, it isn’t the severity of the consequence, but the consistency with which it is used that
makes it effective.

Sample consequences

• time out • one minute after class • have student call parent
• write letter home • visit to principal • time out in another classroom

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 GUIDELINES FOR EFFECTIVE DISCIPLINE

Three Basics to Remember:

1. Monitor student behaviour

❖ Use an “active eye”. See what is going on. Don’t become preoccupied with someone
or something and ignore the rest of the class. It’s said that one teacher on his/her
feet is worth two in the seat. This benefits your discipline program as well as being
an effective teaching strategy.

❖ Simply looking the student directly in the eye for prolonged contact while you continue
your lesson sends a non-verbal message that says “I saw what you did and I want it
stopped”.

2. Be consistent

❖ Have the same expectations for appropriate behaviour for all students. Your students
should know that you will enforce rules consistently and determine an appropriate
consequence. Your goal is to be fair, but that might mean differing consequences for
students. If one student frequently fails to return homework, you may choose a different
consequence than you would for a student who forgets his/her homework for the first
time. In knowing that you will be fair, but not equal, your students should
understand that being equal is not always fair. In order to be consistent, be certain
that the consequences for student behaviour are reasonable and appropriate.

3. Promptly manage inappropriate behaviour

❖ Effective classroom managers know that misbehaviour must be handled immediately
or there is a risk of a snowballing effect. Instead of one or two students involved,
soon there may be several. In order to provide maximum time for learning and to
reduce minor behaviour problems, there are some strategies that you can employ
that deal with behaviour in the least amount of time, with the least disruption and
the least negative feelings.

Strategies:

• Proximity
Continuing your lesson while you move about the room, pausing near “trouble spots”,
can let the students know that even though they aren’t near the teacher’s desk, they are
still expected to demonstrate appropriate behaviour. Getting “boxed in” behind your
desk encourages mis-behaviour in the far corners of the room.

• Pause
The continuous sound of “teacher talk” can provide students with a noise screen for
their own conversations. An occasional pause—just a few seconds of silence—can bring
an off-task student back in focus

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 • Touch/Gesture
This can be added to the above strategies for emphasis. A touch on the shoulder—not a
Squeeze—or a shaking of your head helps to stress your message to the student.

• Asking for a Response

Hearing your name can be an attention getter, even if you’re not paying attention.
Working an off-task student’s name into a question can often bring the student back into
the lesson. Remembering the student’s dignity, it would be appropriate to say the
student’s name first, in order to allow them to hear the question they’ll be expected to
answer. The purpose is to get the student back into the lesson, not to embarrass him/her.

• Active Participation
Sometimes having the student respond to a question or become involved in an activity
can eliminate the undesirable behaviour. Asking for a show of hands, having students
perform a physical activity, or having each student write a quick answer to a question
can make all students accountable for an immediate response.

• Rewards and Reinforcement

Rewarding students with an enjoyable activity that is contingent on appropriate behaviour
can be effective in motivating students to commit to completion of a task. “If we
can finish this chapter by 9:45, we’ll have time to play the map game.”

Setting Limits
When the basic classroom management guidelines and strategies do not achieve desired results,
you should move to the technique of setting limits. Limit setting helps students to make better
behavioural choices by placing responsibility for behaviour on the student, not the teacher.

Guidelines for setting limits:

1. Clearly state the inappropriate behaviour and why it is inappropriate.

Saying “stop that now” is not a clear enough message.

2. Give student a choice in the form of reasonable consequences, presenting the positive
first.

Even if the student makes a poor choice, this sets the stage for follow-up discussions about
responsibility.

3. Allow time for compliance.

Walk away and give student “think time”—no less than 10 seconds. This maintains the sense
of “choice.”

4. Enforce consequences.

Limits don’t work unless you follow through with the consequences.
Example: Jane, you need to stop talking—you are disturbing others. If you do, you can leave at
the end of class. If you don’t, you’ll stay behind for one minute. It’s your choice.

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For students with behavioural challenges —keep detailed records (date, situation, consequence).
This will help you and the student to identify patterns. These records can prove invaluable in
follow-up discussions with the student, the principal or parents.

Dealing with Power Struggles

Power struggles in the classroom can be difficult. When this happens to you:

• Ignore the students who attempt to engage you in a power struggle

• Insist that teaching and learning needs be met
• Describe to the student, in objective and explicit terms, the behaviour that you cannot
accept
• Give a warning, stress the consequences and then follow through
• Arrange for time out from the classroom or school
• Seek intervention by appropriate school personnel
• Communicate with the parents to draw up further action plans

It is important to recognize that some students may have overwhelming needs and that you may
not be able to adequately meet those needs. It can be helpful to remember that that sometimes
success with very needy students comes in very small steps. Train yourself to look for small
successes, not radical changes. Learn to accept those successes and continue to plan for the next
success with a challenging student.

Remember, behaviour does not change overnight. By setting limits and enforcing consequences,
you are providing a structure through which, over time, students can learn to make better
behavioural choices.

34
 Tips for the Beginning Teacher

I. Be Professional

• Be professional in dress, manner, and attitude from the first minute that you are present in
the classroom.
• Act professionally in public.
• Use language appropriately. Don't resort to using slang too often.
• Speak clearly and loudly enough to be heard.
• Be Punctual. Don’t be late for class or Staff Meetings
• When dealing with confrontation, maintain your composure.
• Know when to compromise.
• State your opinion -- let others know where you stand.
• Have a positive attitude.
• Establish a good rapport with parents and administration.
• Keep good, strong lines of communication open between you and the parents.
• Don't be afraid to call parents if one of your students is having problems in class. Many
parents have no idea how well their children are doing in school until report card time rolls
around, so they will appreciate your efforts to keep them informed.
• Don't be afraid to call or meet with parents. They are probably just as curious about you as
you are about them. In fact, knowing them might help you to better understand their child.
• Call or write parents when their son or daughter does something good or improves in class.
Don't limit communication to bad news.
• Encourage parents to be proud of their children.
• Show students that you care about their lives, and show the parents that you care about
their children's progress.
• Get to know the principal of your school. Invite the principal to sit in on your class when
he or she has a chance and ask for any suggestions that might improve your teaching. Good
rapport with the administration is invaluable.
• Ask other teachers, even the principal, for advice.
• Use discretion in deciding which teachers to approach for information. Don't be suspicious
-- be observant and selective.
• Show respect to the cooperating teacher and the other faculty.
• Cooperate with your colleagues, be willing to ask them for help and be open to offering
your advice.
• Be familiar with administrative expectations and procedures.
• Read the latest research manuals in your field.
• Attend workshops regularly.
• Know your rights as a teacher (union contracts/district rules).
• Know the resources or how to make proper referrals for special education, discipline, etc.
• When conferencing with students in a private office, always leave the door open.
• Never touch your students inappropriately.
• Never share really personal information with your students. It is important to maintain a
teacher-student relationship with them.

35
II. Be Prepared
• Do not wait until the last minute to devise unit or lesson plans. Take time to research your
ideas before you try them out.
• Always plan more for each class period than you think you can accomplish.
• Have lesson plans ready for substitute teachers.
• Have extra activities for students to do in that "left over" time at the end of the hour.
• Don't expect every class to react the same to various activities and discussions.
• Always have examples ready that are relevant to the students' lives.
• Always have an alternate explanation.
• Be flexible.
• Don't ever throw anything away.
• Learn how to use ICT equipment such as the VCR, projector etc. Nothing is more
embarrassing than ruining such a machine in front of thirty-five pairs of eyes.
• Be self-confident. Be able to explain the importance of your curriculum or why the student
received the grade he or she did.
• Know where the fire exits are located. Be familiar with disaster procedures. Be prepared!

III. Be Organized
• It is important to feel prepared as well as look prepared.
• If you expect your students to have all of their materials, then you should have yours.
• Clearly state objectives and exactly what you expect on assignments -- students need a
picture sometimes.
• The students always want to know what is due and when. Write assignments on the board
daily and verbally remind them of due dates.
• Set grading criteria for letter grades on all tests and essays before giving them to the
students.
• When grading students' writing assignments, give them a cover sheet with a checklist.
Check any mechanical or organizational mistakes the students make on the checklist. This
way, the students know exactly why they received the grade they did.
• Have students take responsibility for their absent peers. They can collect handouts and
assignments and put them in a folder designed for that purpose.
• Acquire a school calendar so that you'll know dates for holidays and when other important
activities are scheduled.
• Keep a schedule of each class in a plastic cover. If you give a student permission to leave
for the library, restroom, or somewhere else, use a dry erase marker to indicate on the
plastic cover where the student has gone.
• Keep your desk and files organized.
• Be sure to have a record of lesson plans.
• A good way to organize the material you collect is to keep binders for each teaching unit.

IV. Be Patient
• Give students enough thinking time.
• Don't tell your students the answer simply because a few seconds have passed in silence.
Wait longer, minutes even, before restating the question, but don't answer it yourself.
• If students don't respond to a question right away, or if they express confusion, ask lead-in
questions.
• Realize and accept that not all students will remain at the same level academically.
• Listen attentively to students' problems.

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V. Be a Real Person and Honour Each Student as a Real Person

• Treat your students with respect at all times. Never embarrass a student or make a student
feel bad about himself or herself.
• Never use sarcasm toward your students.
• Be firm, but be flexible, when it's needed.
• Don't dislike any student -- dislike behaviors or attitudes.
• Make an effort to include all students.
• Keep prejudice out of the classroom.
• Encourage leadership and confidence in all students.
• Encourage students to dream.
• Recognize students who do outstanding work as well as those who need to improve.
• Always let students know when they have done a good job.
• Don't be an enforcer or know-it-all. Let the students see the real you.
• Do not pretend to be all-knowing -- we all learn together.
• Admit when you are wrong.
• If you make a mistake, don't give up. Keep trying until you get it right. It is OK for a student
to see a teacher mess up -- this makes teachers seem more like real people.
• Do not be unapproachable.
• Do not follow the "Never Smile before Thanksgiving" rule.
• Smile. Enthusiasm is an important ingredient for a good learning environment.
• Maintain a sense of humor with students.
• Know students as well as you can. Know their strengths and weaknesses.
• Know the students' names - this will help establish a good rapport with them.
• Be a good listener.

VI. Be Sensible with Discipline

• Establish firm ground rules regarding class conduct on the first day of class and stick to
those rules. Having a firm discipline policy laid out at the beginning of the school year is
essential for new teachers.
• Always make clear to students what you expect and follow through.
• Know the school's discipline policy and adhere to it.
• Always document discipline problems, especially recurring ones. You may need this
documentation when talking to parents or administrators.
• Don't be afraid to talk to fellow teachers about problems you are having or to the school
counselors -- that's what they are there for.
• Be sure to let parents know early if there is a problem.
• Don't let problems occur more than three times without doing something about them. If
necessary, take students out into the hall and discuss problems there or ask the student to
stay after school to work out problems.
• Avoid confrontations in the classroom at all costs!
• Do not argue with a student during class. Discuss the problem one-on-one after class.
• Have solid rules and procedures for discipline. Do not send every discipline problem to the
principal because it will show that you cannot handle your class. Keep the discipline and
the students inside of the classroom.
• Do not be too strict in class. Do not yell or reprimand students each time they talk out of
turn or break the silence. Give students some freedom.

37
 • In disciplining, don't approach students from an adversarial standpoint. Let them know that
the rules are designed to provide guidance so that everyone has the opportunity to achieve
without any interference from others.
• Let students know that you have confidence in them, and that you have set high
expectations for their achievement. Affirm positive behavior and achievement.
• Be consistent in the way you deal with students; don't offer special treatment or excessive
punishment to anyone, ever.
• Respond fairly and wisely.
• Give the students the benefit of the doubt.
• If a student is acting up, try standing near the student and make clear eye contact with him
or her. Giving the student a stern look works well too.
• Walk around the class. Move about through their desks and make your presence
known. This increases attention.
• Do not judge your students by your own personal standards.
• Make the rules and punishments reasonable.
• Be authoritative, not authoritarian.
• Set the tone for the day if you go on a field trip. Discreetly let students know that you are
still the authority, even though you are in a different environment from that of the school.
• "Never let them see you sweat." If they know they can walk all over you, they will. (Crying
isn’t a good idea either…)

VII. Be Aware of Your Own Needs

• Give yourself relaxation or "self" time every day, even if it is only thirty minutes.
• Take time out to deal with stress when it does happen.
• Don't take on more activities than you can handle. Learn to say, "No!"
• Try to get enough sleep and exercise.
• Inform your significant others that you will be busy.
• Read and write for yourself
• Strive for excellence, not perfection.
• Reflect, reflect, reflect… and modify following reflection

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 CODE OF ETHICS OF THE JAMAICA
TEACHERS ASSOCIATION
Introduction

The Constitution of the Jamaica Teachers’ Association stipulates that among the objectives of the
Association is the promotion of high professional, ethical and moral standards among teachers.
The Code of Ethics is one of the ways by which the Association seeks to accomplish this objective.

The JTA Code of Ethics came into effect in 1977 after intensive and extensive discussion of the
draft circulated to Schools, Parish and District Associations. It was amended by annual conference
in 1992.

It is a tool to assist teachers in evaluating their behaviour and conduct.

Preamble

The teacher recognizes the magnitude of the responsibility inherent in the teaching process. The
necessity to earn the respect and confidence of one’s colleagues, students, parents and the members
of the community provides the incentive to attain and maintain the highest possible degree of
ethical conduct.

The Code of Ethics of the Jamaica Teachers’ Association sets standards of conduct for teachers in
Jamaica.

The term “teacher” as used in this Code of Ethics includes principal.

PRINCIPLES

Principle 1 – in Relation to Students

i. The teacher speaks to and acts towards pupils in a respectful and dignified manner.

ii. The Teacher does not discriminate against students on the basis of class, colour, creed,
status, religious or political belief.

iii. The teacher does not engage in illicit/indiscreet actions involving his/her students.

iv. The teacher does not intentionally expose the student to embarrassment or
disparagement.

v. The teacher does not act in such manner as might lead his/her student(s) into breaches
of the law accepted moral or social codes of behaviour.

vi. The teacher does not disclose confidential information about students unless disclosure
serves a compelling professional purpose or is required by law.

39
Principle 2 – in Relation to Colleagues

i. The teacher does not undermine the position, status or influence of any colleague.
ii. The teacher does not accept a position where there is dispute surrounding the vacancy
of the position.
iii. The teacher refers to the Association disputes with colleagues arising from his/her work
or professional activities which cannot be resolved at the local level.
iv. The teacher recognizes the authority of school administrators and seeks to influence
administrative policies and practices through accepted channels.

v. The teacher-administrator respects staff members and provides opportunities for them
to participate in the decision-making processes of the school.

vi. The teacher seeks to operate at all times in a context of mutual respect for the rights of
other teachers.

Principle 3 – in Relation to the Association

i. The teacher adheres to Association policy and the decisions of its governing
bodies and seeks to change these only through the Association’s constitutional
channels.

ii. The teacher accepts as a professional obligation participation in the activities of the
Association.

iii. The teacher honours commitments made on his/her behalf by the Association.

iv. No group of teachers or any teacher purporting to speak on behalf of such group makes
representations to government, its members or officials or any other authority on
matters affecting teachers generally or advocates a change in educational policy
without the knowledge and consent of the Association.

v. The teacher adheres to collective agreements negotiated by the organization; in case of

any disagreement, he registers his protest through the constitutional channels provided
within the Association.

vi. The member does not hold membership in any other teachers’ union or organization
with principles, objectives and operations which are in conflict with those of the JTA.

Principle 4 – in Relation to Employers

i. The teacher honours agreement made in his contract or term of employment.

ii. The teacher notifies all Boards to which he/she has sent applications as soon as he/she
has accepted a position.

iii. The teacher, intending to terminate his employment with a school authority, gives
notice of his/her intentions according to regulations laid down by the authorities.

iv. The teacher does not accept a position with any employer whose relations with the
Association are unsatisfactory without consultation with the Association.

40
Principle 5 – General

i. The teacher does not engage in activities which adversely affect his professional status
or ability to perform adequately his/her duties as a teacher.

ii. The teacher does not engage in actions which disrupt the peace, order, discipline, and
work of the institution in which he/she is employed except for industrial actions agreed
upon by the Association.

Postscript

This Code of Ethics applies to all members of the Jamaica Teachers’ Association. A complaint of
violation of the principles outlined above made to the Association by any person or group may be
regarded as a change of unprofessional conduct and shall be investigated by the Association
through channels outlined in its legal documents.

41
 ARTICLES OF THE EDUCATION REGULATIONS
1980
The Code of Regulations, 1980, sets out the General operations of the Education system. The
articles below are relevant to all teachers. As new entrants to the teaching service you should
familiarize yourselves to these articles.

ARTICLES PROVISIONS
7 The School Year
10 Corresponding with the Ministry
17 Records
18 Confidential Personal File
19 Teachers’ Attendance Register
20(g) The log Book
43 Appointment of Teachers
43 (5) Restrictions on what a teacher may be asked to do
46-50 Employment of Pre-Trained Teachers
52 Payment of Salaries (Temporary and Acting Appointment
53 Secondment
55 Disciplinary Offences for which a Teacher may be charged
56-59 Dispute Resolutions process
60 Right of a Teacher to appeal against Decision of a Board
63-69 Leave opportunities for Teachers
70-74 Composition of School Boards
85 Composition of the Personnel Committee of the Board for the purpose of
enquiring into complaints brought against teachers.
89 Duties / Responsibilities of a Board of Management
SCHEDULES

A 1-3 (Reg. 43) Classification of Teachers with Position of Special Responsibilities (POSR).

B (Reg. 43) Types of Appointment, Procedure for the Appointment of a Principal, Vice Principal or
Teacher with Special Responsibility.

D (Reg. 44) Duties / Responsibilities of a Teacher holding a Post of Special Responsibility, Vice
Principal, Principal.

(Copies of the Code of regulations are available for purchase at Jamaica Printing Services- Duke Street,
Kingston, Jamaica)

42
 Professional
Development
You have a professional responsibility to keep
abreast of new developments in education and
to take part in ongoing professional development.

FACTS EVERY
TEACHER SHOULD
KNOW

43
 SCHOLARSHIPS AND SOURCES OF FUNDING AVAILABLE
TO TEACHERS FOR FURTHER STUDY

Continuous upgrading of pedagogic skills and improvement in the knowledge base of the content/
subject area are integral to the professional development of the teacher. The Ministry of Education
will offer professional development opportunities throughout the year. The JTA also offers
professional development through workshops, conferences and Professional Development Day.

GOVERNMENT

1. General Teachers’ Scholarships

Diploma trained teachers with at least 2 years teaching experience may access up to 60
scholarships tenably locally at the UWI, University of Technology or NCU.

2. Diploma in Education
15 Such scholarships are available to untrained graduates with or without prior teaching
experience.

3. Teachers’ Scholarships in Mathematics or Science with Education

Number of Awards: 30

Eligibility
(i) Trained teachers
(ii) Students who satisfy the matriculation requirements for the Faculty of Pure and
Applied Science and who are desirous of pursuing a career in teaching.

4. John J. Mills Scholarship

Number of awards: 1

Eligibility
Available only to graduates of a Teacher Training College

ASSOCIATION & CREDIT UNION SCHOLARSHIPS

Annually, the Association and its Allied Group issue scholarships to teachers. The Association
has on offer the following scholarships:

1. The Presidents’ Scholarships

2. The Wesley Powell Memorial Scholarship (2 scholarships annually)
3. Scholarships for Teachers pursuing Post Graduate Studies

The values of these scholarships are determined each year.

Eligibility– (JTA/Credit Union)

Teacher must meet eligibility requirements:

(i) membership in the Credit Union

(ii) membership of the JTA
(iii) be in their final year of study at a University

44
The JTA Co-operative Credit Union offers 6 scholarships and bursaries annually:

• D. C Gascoigne Award for Excellence (named in honor of the founder and first President
of the Credit Union). One scholarship is offered in this category.

• The W. A. Johnson Award

• Bursaries are also offered

INTERNATIONAL SCHOLARSHIPS

Teachers may also access International Scholarships through various government agencies.

The Management Development Unit (MDU) in the Ministry of Finance also makes available:

1. Scholarships in conjunction with foreign agencies

Funding for approved courses may also be available on a limited basis.

2. Foreign-based Scholarships
Teachers may also access overseas scholarships through this agency. From time to time,
embassies of foreign governments offer scholarships. These are tenable in the respective
offering countries but accessible through the MDU or directly through the agencies of these
countries or their missions – CIDA, through the Canadian High Commission; the British
Council, through the British High Commission or Fulbright Scholarships through the
United States Information Services (USIS).

Both the Education and Research Committee and the Professional Advancement
Committee will monitor these and will issue an advisory to membership.

REFUND OF 50% TUITION FEE

Teachers who undertake studies without accessing Study or Special Leave cand be refunded up to
50% of tuition fees paid.

TEACHERS’ PROFESSIONAL DEVELOPMENT REVOLVING LOAN FUND

This facility is available to practicing teachers pursuing professional upgrading. These include:
• pre-trained teachers pursuing the Diploma in Teaching
• pre-trained graduates pursuing the professional diploma
• Trained Diploma teachers pursuing first degrees, and
• A limited number (155) pursuing post-graduate work

Information is available from the JTA, Ministry of Education Regional Offices and branches of
Capital and Credit Merchant Bank.

45
CAUTION

Teachers are strongly urged to check with the University Council of Jamaica (UCJ) or the Ministry
of Education about the accreditation status of the programme they are about to pursue before
registering in such a programme.

A list of courses accredited may also be available from the Regional Offices of the Jamaica
Teachers’ Association and the University Council of Jamaica (UCJ).

46
 HIGHTIGHTS OF JTA ACHIVEMENTS
Proud of Our Past: Confident in Our Future

YEAR ACCOMPLISHMENTS
1964 · Unification of 5 teachers’ union/associations to form J.T.A.

1966 · Won bargaining rights to negotiate teachers’ salaries and fringe benefits
· Study leave facility (6 months with full pay and 6 months no pay instituted
in the 1996 post-independence Code of Regulations)

1971 · Hosted the World Confederation of Organizations of the Teaching

Profession (WCOTP) Congress in Kingston.
· Position of Liaison Officer created to facilitate easy interaction with the
Ministry of Education and Culture.
1973 · Reclassification of the teaching service
· Classification of Primary and All Age Schools into grades according to a
system of points.
· Parity of pay for all positions at the Tertiary level
· Establishment of posts of Special Responsibility (Senior Teachers)
· Classification of Colleges (A,B,C,) for purpose of determining salary of
Principals

1976 · Health coverage through Blue Cross.

1977 - Compensation for teachers injured in performance of duties

· Roll of Honour in recognition of distinguished service in the field of
education inaugurated.

1979 · Material and Equipment and Protective Clothing Allowances

· First regional office established in Western Jamaica.

47
1981 · Revival of the annual Primary, All Age and Junior High Schools Athletics
Championships. This was first staged in May 1962.
· Seniority Allowance
· Death benefits for teachers who die in service
· Increment for additional qualification
· Payment of Housing Allowance to Principals of schools without cottages

· Contact teacher programme instituted and annual seminars began.

1982
· Principals, Work Experience Supervisors, Supervisors of Teaching
Practice and Guidance Counsellors designated Travelling Officers
1983 · Teachers eligible to work as locum tenens while on leave
· Fee concession to designated travelling officers
· Two terms vacation leave
· Shift Allowance to Principals of institutions on shift

· Annual seminars for new teachers instituted. These seminars are aimed
at professional orientation of new entrants.

1984 · Remuneration for Post of Special Responsibility to be percentage of

minimum of Certificate Scale (4%, 8%, 12%)
· Vice-Principals in Primary and All Age Schools paid according to
1985 qualification plus 16% of minimum of Certificate Scale
· Principals with car eligible for full Upkeep Allowance and those without
car for Transport Allowance
· Vice-Principal with car designated Travelling Officer and receive
Commuted Allowance. Vice-Principal without car receive Transport
Allowance
· Shift Allowance made pensionable
· Trained teacher with UWI Certificate in Education classified as Trained
Teacher (Diploma)
· Boarding institutions eligible for at least one (1) Vice-Principal
· Pre-retirement Leave instituted
· Teachers on ‘No Pay Leave’ excluded from 10% quota

· Re-opening of small schools after protest by JTA

1986
· Uniform Allowance paid to all teachers
1987 · Guidance Counsellors, Work Experience teachers and lecturers who
supervise teaching practice paid Commuted Transport Allowance.

48
1988 · The Association in partnership with the Jamaica Chamber of Commerce
(Education Committee) initiated the celebration of Teachers’ Day,
Wednesday, of Education Week.

1989 · Second period of Vacation leave not tied to Study

· After two (2) years teachers in clear vacancies for over one (1) year and
Principals for more than three (3) years will automatically be granted
permanent appointment.

1990 · Intensive membership education “Study Circle” introduced with the kind
assistance of the Swedish Teachers’ Union, Lararforbundet.

· Laundry Allowance paid to all teachers.

1991 · Remuneration for Posts of Special Responsibility increased to 10%, 15%
and 20% of Diploma Scale.
· National Council on Education established at the instigation of the
Association.

1992 · Issuing of Government Bonds for payment of salary arrears

April 1 - September 30, 1992.

1994 · Remote/Special Allowance increase from three to four increments

· Teachers who are employed part-time to teach 6th Forms paid at tertiary rates
· Two (2) years study leave with pay granted to teachers who have served
continuously for ten (10) years without taking Study Leave
· The Golden Torch Award (honouring teachers for long and meritorious
service) introduced.
· JTA celebrated 100 years of teacher trade unionism in Jamaica

1995 · Second Reclassification of the Teaching Service

· Trained Teacher Certificate and Specialist I scale separated
· Trained Teacher Diploma and Specialist II scale separated
· Diploma Teachers who were upgraded prior to April 1995, converted to
maximum of the Diploma scale
· Protective Clothing Allowance for teachers in Infant Schools and Infant
Departments exceeds 200 students - 4 increments Secondary 1 Principal’s
scale; less than 200 students - 3 increments; Vice Principals - 2 increments in
the Vice - Principal Secondary. scale

1996 · Annual Professional Development Day (now named in honour of Past

President, Helen Stills), instituted
· The Association became a member of the Jamaica Confederation of Trade
Unions (JCTU)

49
 · Renewal of membership in the Caribbean Union of Teachers (CUT)
· Represented teachers at the Inaugural Conference of Education International
1997 · Transportation Allowance paid to senior teachers with posts of Special
Responsibility 1, 2 & 3
· Lecturers in Community Colleges who supervise students on work experience
assignments paid Commuted Travelling Allowance
· 50% school fee concession for teachers’ children in secondary schools
· At the instigation of the Association, the Institute of Education extended the
B.A. in Education to teachers by distance.

1998 · Loan facility for in-service teachers pursuing offshore university

programmesbegan with an initial fund of $2m from the HEART/NTA.

1999 · Motorcar Loans revised to $320,000 for new cars and $200,000 for used cars
· $10million grant to purchase computers made by the Ministry of Education
(part of the Heads of Agreement (1998/2000)
· Master Teachers’ Programme introduced
· Opening of Computer Laboratory at 97B Church Street, Kingston. This
facility was out-fitted by the HEART/NTA in collaboration with the Ministry
of Education.
· JTA elected to host Secretariat of the Caribbean Union of Teachers (CUT)

2000 · Contingent of students participated in the CUT Biennial Games in Martinique

· Establishment of the JTA Professional Development Institute
· An additional $5million added to grant funds for the purchase of computers.
· The Association began protest action against the Ministry of Education,
Youth and Culture’s instituted policy of a rigid teacher/pupil ration in schools
which saw the commencement of a teacher separation exercise. Over 300
teachers, mainly from the secondary sector, were slated to loose their jobs in
the school year.

2001 · The Association engaged the service of a law firm and used eight teachers
whose dismissals were in Breach of the Code of Regulations, 1980. In July,
the Supreme Court upheld the position of the Ministry of Education and the
Association decided to appeal. The decision of the Appellate Court in
December vindicated the Association and the teachers who were ‘separated’
were to be reinstated with all rights and privileges as before the action.

· The 2000/2002 Heads of Agreement was important for two main reasons:
i) it restored the mode of calculation of the remote (special)
allowance payable to participants.

ii) it re-acknowledged the issue of parity at the tertiary level (as per
1973) and the salaries of all teaching/administrative posts were to
be adjusted according to a new classification of tertiary level
institutions (non-university).

50
2002 · Serious negotiations were commenced with the Ministries of Education,
Youth and Culture and Finance and Planning on two unsettled items of the
2000/2002 claims. These were:

✓ Post-Graduate Allowance of 15% and 20% of graduate-trained

scale to be paid respectively to teachers with post-graduate
qualification where such qualification does not change their scale;

✓ the creation of a career path (i.e. non administrative promotional

opportunity) for lecturers in tertiary level institutions.

✓ Association sponsored a contingent of 33 athletes and 9 officials

of the 9th Biennial CUT Meet in Port of Spain, Trinidad. Jamaica
placed 2nd.

· Signing of the first Memorandum of Understanding (moU) with the

2003 Government t of Jamaica

· Association successfully negotiated with the Government of Jamaica,

the remission of debt of teachers resulting from “overpayment” in some
categories

· Association began a series of investment seminars particularly geared

for teachers.

2004 · Association successfully negotiated the refund of 50% of tuition fees to

teachers who undertake successful courses of study without the benefit
of leave.

2005 · Association successfully negotiation with the Government for the

establishment of a Professional Development Fund. This Fund provided
teachers with loans to undertake studies at concessionary rates of interest.

2006 · Principals of Community Colleges now qualify for a Shift Allowance in

line with their counterparts in the Teacher Education Institutions.
· Inaugural Prime Minister’s Medal of Appreciation Award for the Service
to Education.
· Introduction of a new allowance – Book, Software and Technology
(BST)to all the 29 categories of teachers
· Further Reclassification of the tertiary level institutions agreed
· JTA relocates Secretariat to 97B Church Street

51
2007 · Reclassification of tertiary-level institutions implemented
· Agreement in principle to conduct study to adjust salaries of teachers to
80% of equivalent positions in the private sector

2008 · Third Reclassification of tertiary-level institutions implemented

· Salaries of all 29 categories adjusted to 80% of market
· A Special Allowance paid to some categories
· Protective Clothing Allowance extended to teachers of all Primary grades
· Teachers who perform duties during national, special events to be paid a
Special Duty Allowance
· Remote/Inducement Allowance now increased to six (6) increments in the
relevant scales
· Teachers holding Masters and Doctoral degrees now qualify for 4 and 6
increments in the Trained Graduate scales as a Qualification Allowance
2009 · Collaborated with the Canadian Teachers’ Federation and Laraforbundet
to host a Leadership Workshop for Young Leaders
· Renaming of 97B Church Street to the Woodburn Miller Building in
honour of Past Secretary General and Trustee.

· Official Opening of the JTA Counselling Centre and Library and

2010 Resource Centre

· Dispute over non-payment of arrears arising from the reclassification of

the Teaching Service referred to the Industrial Dispute Tribunal which
recommended payment of over three years beginning November.

2011 · JTA hosted the Les Harris Regional Teachers’ Cricket Competition
sponsored by the Caribbean Union of Teachers. Jamaica retained the
trophy
· Increase in the value of Car Loans to Travelling Officers
· First forum for Young Professionals from teacher training institutions
held.
· Hosted Symposium on Mathematics
· Collaborated with the Canadian Teachers’ Federation in hosting a
Summer Institute in Special Education.

2012/13 · Staging of first Contact Teachers’ Convention – over 800 contact teachers
attended
· Future Teachers’ Forum initiated by Young Professionals Association at
Bethlehem Moravian College
· Objection to Senior Advisor in the Ministry of Education as Chairman of
the TSC as his status as a political appointee would be a conflict of interest

52
 · JTC Bill drafted and sent to JTA. JTA raised strong objection to its
content, resulting in an agreement between JTA and MoE to set up a
Consultative Committee of representative of MoE, churches, independent
schools and parents to examine its content
· Education Conference on teaching of Mathematics
· Hosted CUT Executive Meeting and 14th Biennial Students Athletics
Championships

· Health and Wellness Conference

2013/14
· 50th Anniversary Commemorative activities began
· Labour Day Projects in schools
· Hosting EI’s North America and Caribbean Conference
· Implementation of electronic cheque writing machine
· Diaspora Education Summit in Montego Bay and Cedar Grove Academy,
Portmore
· Opening of the new Western Regional Office
· Anti-Trafficking Workshop in association with the American Federation
of Teachers (AFT)
· Summer Institute in Special Education
· Memorandum of Understanding between the American Federation of
Teachers (AFT) and the JTA
· 50th Anniversary Supplement published on August 14, 2014

2014/15
· Culmination of 50th Anniversary Celebration with an Awards Ceremony
where 50 teachers were awarded for outstanding contribution to the JTA
· Participation of 5 teachers in the EXSEED Programme at Loma Linda
University in California, USA
· Stakeholders Consultation on Human Trafficking
· Participation in the EI 7th World Conference in Ottawa, Canada

2015/16
· Middle Managers’ Workshop
· JTA App launched
· 2nd Diaspora Summit
· Symposium on Mental Health
· EXSEED Programme – the Jamaica Experience, received 100 tablets
from the Ministry of Education, Youth and Information (MoEYI)
· Government to agree to pay Travel Allowance with salary for all
Travelling Officers
· Hosted Appreciation Function for Bursars
· Introduction of Tertiary Grant for children of public sector teachers

53
2016/17 · Regional Parenting Workshop for parents of children with special needs
· JTA’s Consultation with CXC
· Print and distribute upgraded Membership Cards with three life span
· Hosting of Mental Health Symposium outside of Kingston and St.
Andrew
· Increase of President’s Graduate Scholarships from three (3) to six (6)
annually

2017/18 · Inaugural Journal on Best Practices

· Host JA/EXSEED 2018
· Host Education Symposium under the theme: “Education Full Circle”
· Conclude 2017 – 2021 salary negotiation for public sector teachers
· Conclude 2017 – 2021 salary negotiation for HEART/Trust NTA
lecturers and instructors
· Host JTA Membership Empowerment Programme: Dispute Resolution
and Industrial Relations
· Host Resolution Writing Workshop

2018/2019
· Addition of a Health Fair to the annual JTA Family Fun Day
· Inaugural Sports Day added to the annual Vilma Lawes Walk/Run
· Inception of the Critical Illness Trust Fund
· Collaborate with the Jamaica Diaspora Taskforce Action Network
(JDTAN) to host 2019 Education Summit at the Broward College in
Florida with over 100 Jamaican teachers in attendance
· Signed MOUs with Oakwood University to provide training opportunities
for teachers in STEM education and music
· Partnership with Loma Linda University to provide Fellowships for
college lecturers in Science – one lecturer has already benefitted

2019/2020
· Care packages issued to hundreds of retired teachers across the 14
parishes during the heights of the COVID-19 pandemic

· Issues related to retired teachers receiving pension menies owed to them

successfully resolved

· Secured agreement with the MOE&Y to appoint qualified principals who

did not have NCEL certification

· Inaugural Mr. & Miss JTA Competition

54
2020/2021 · Inaugural Virtual Teacher Exchange Programme – twinning of 6
Jamaican schools with schools in Guyana, Antigua & Barbuda, Belize and
Trinidad & Tobago.

· Partnership with One-on-One Education Services and FLOW Foundation

to upgrade the skills of fifteen hundred (1500) teachers through the “Skills
for the Future” programme

· Partnership with Lesley University to train 100 teachers in special

education

· Inaugural JTA ICT in Education Competition

· Inaugural Men in Education Conference

· Launch of the Fay E. Saunders Award for teachers who have given 10-15
years of dedicated service to the JTA

2021/2022

· Official Opening of the new Northeast Region Office (Vilma Lawes

Building) in Little Bay, Port Maria, St. Mary

· Conclusion of 2021 salary negotiations package which included a 4%

salary increase and a one-off payment of $40,000.00 for teachers and a
66% increase in the cost per scripts for marking CXC examination papers.

· Distribution of laptops for each teacher at the primary and secondary

levels

· $10 million grant to assist basic school practitioners upgrade themselves

· $5 million increase in the Professional Development Fund

· Inaugural Future Leaders Training in recognition of the JTA’s 58th

Anniversary

2022/2023 · Successful implementation of the Government’s Public Sector

Compensation Review exercise

· Basic School Tertiary Grant of Ten Million Dollars ($10M) awarded to

60 Basic Schools teachers pursuing degree studies.

55
· Inaugural National Association of Retired Teachers (NART) Wellness
Getaway and Conference

· Inaugural JTA/UWI Professional Certificate online course in Industrial

Relations.

56
 JTA PAST PRESIDENTS
1964 & 65 - A. Wesley Powell (deceased)
1966 - D. C. Gascoigne (deceased)
1967 - Aubrey Phillips (deceased)
1968 - Fay E. Saunders (deceased)
1969 - Wesley Hewling
1970 - Glen Owen (deceased)
1971 - Fay E. Saunders (deceased)
1972 - John J. Searchwell (deceased)
1973 - Clinton R. Muschette (deceased)
1974 - Victor R. Edwards (deceased)
1975 - Ellorine Walker (deceased)
1976 - Wilfred Titus (deceased)
1977 - Leo A. Oakley (deceased)
1978 - Dundee D. Hewitt
1979 - Woodburn Miller
1980-1981 - Hugh Dawes (deceased)
1981-1982 - Edward Nugent
1982-1983 - E. M. Val Grant (deceased)
1983-1984 - Rudyard K. Ellis
1984-1985 - Noel K. Monteith (deceased)
1985-1986 - Victor R. Edwards (deceased)
1986-1987 - Errol L. Miller
1987-1988 - Dundee D. Hewitt
1988-1989 - Eric Downie (deceased)
1989-1990 - Dorothy Raymond (deceased)
1990-1991 - Kenneth Thaxter
1991-1992 - Rosemarie Vernon (deceased)
1992-1993 - Ray Howell
1993-1994 - Cyril Lebert
1994-1995 - Sherlock Allen
1995-1996 - Helen R. Stills (deceased)
1996-1997 - Juno Gayle (deceased)
1997-1998 - Patrick R. Smith
1998-1999 - Byron L. Farquharson
1999-2000 - Nadine Scott (deceased)
2000-2001 - L. Judith Spencer-Jarrett
2001-2002 - Paul Adams
2002-2003 - Sadie Comrie
2003-2004 - Wentworth Gabbidon
2004-2005 - Michael R. Clarke (deceased)
2005-2006 - Ruel B. Reid
2006-2007 - Hopeton Henry
2007-2008 - Ena Barclay
2008-2009 - Doran Dixon
2009-2010 - Michael Stewart
2010-2011 - Nadine Molloy
2011-2012 - Paul Adams
2012-2013 - Clayton Hall
2013-2014 - Mark Nicely
2014-2015 - Doran Dixon
2015-2016 - Norman Allen
2016-2017 - Howard Isaacs
2017-2018 - Georgia Waugh Richards
2018-2019 - Garth Anderson
2019-2020 - Owen Speid
2020- 2021 - 57
Jasford Gabriel
2021- 2022 - Winston Smith
2022 2023 - La Sonja Harrison
 TEACHING IN JAMAICA
1. CATEGORIES OF TEACHERS

Teachers are classified or placed into categories according to the level of

qualification and/or position(s) of responsibility. The categories/scales are as
follows:

▪ Pre-trained:
Regulation 92, 1(a)(b) (persons without professional training but meeting
the matriculation requirements to enter a tertiary institution. Such persons
are registered to teach for a maximum of 6 years within which time they
must qualify as teacher or their registration will cease)

▪ Specialist I & II
These are persons with training in one or more of the following subject area
(Regulation 92, 3(1).

o Industrial Arts
o Music
o Physical Education
o Home Economics
o Agriculture
o Art and Craft
o Speech and Drama
o Remedial Education
o Guidance and Counselling
o Business and Commercial Studies

▪ Trained Diploma
Persons possessing a qualification awarded by the JBTE Catholic College
of Mandeville or the VTDI

▪ Trained Graduate
Persons possessing a degree accredited by the UCJ, UWI, as well as
accredited professional training.

2. REGISTRATION

All teachers employed in public educational institutions are required by the

Education Regulations (1980) to be registered (Regulations 45 – 50).

3. EMPLOYMENT
The employment of teachers in public educational institutions is the preserve of the
Board of the institution (Regulation 89 (i) (e) & (2)

58
4. REMUNERATION AND BENEFITS OF TEACHERS

(i) Salaries
The salaries of teachers employed in public educational institutions are
subject to 2-year cycle agreements between the JTA and the Ministries of
Finance and the Public Service and Education and Youth.

(ii) Leave
Leave benefits are subject to negotiation and are prescribed in the
Regulations 63 – 69.

(iii) Pensions
Pensions are payable to teachers with a minimum of 10 years continuous
service. The main determinants of the size of the pension are: Length
of service and last annual salary before the date of retirement.

Teachers’ pensions are currently contributory and payments terminate at the

death of the pensioner. The Pension (Teachers’) Act governs the
administration of the Teachers Pension System.

59
 LEAVE ENTITLEMENT

A teacher may enjoy benefits while employed in the teaching service. The benefits or
LEAVE may be classified as ‘rights’ or ‘privileges.’

LEAVE

Rights Privileges

Sick Vacation

Casual Study

Maternity Special

1) Sick Leave

Sick leave is granted to a teacher based on continuous service.

Duration of Sick Leave

Continuous Service Duration of Sick Leave New Entrants
1980 (Act) 01.09.03

3 months 5 days full pay ---

5 days full pay and
6 months 5 days half pay 5 working days full pay
10 days full pay and 7 working days full pay
12 months 10 days half pay 7 working days half pay
2 years but less than 5 years 20 days full pay and 15 working days full pay
20 days half pay 15 working days half pay
40 days full pay and 28 working days full pay
5 years and over 40 days half pay 28 working days half pay

2) Casual Leave
A Board may grant leave on full pay to any teacher for short periods not exceeding
three working days at a time or for not more than twelve days for teachers employed
to the service before September 1, 2003. New entrants to the service are entitled to
nine days.

The teacher is expected to give prior notification to the school authority of his/her
intention to access casual leave. Where this is not possible, the school should be
contacted as soon as possible.

60
3) Maternity Leave
Maternity Leave is granted to teachers who are absent from work because of
pregnancy or confinement.
A teacher who is permanently employed or has been in a temporary acting or
provisional position continuously for not less than fifty-two week is entitled to two
months maternity leave with pay. A teacher is entitled to maternity leave for no
more than three pregnancies.

A teacher may use her vacation leave to which she is entitled to supplement
maternity leave with full pay.

4) Vacation Leave
A teacher who is recommended by the Board of a public educational institution and
with the approval of the Minister be granted vacation leave of one school term if:

i) He/she is a permanently employed Principal in s public educational

institution for not less than four years immediately preceding the
commencement of the term, or

ii) Other categories of permanently employed teachers who have served in

public educational institutions for not less than five continuous years
immediately preceding the commencement of the leave
Vacation leave for which a teacher is eligible may be applied for to supplement a
request for maternity, sick or study leave with pay.

5) Study Leave
A teacher who has been accepted by a University or any other institution
recognized by the Minister to pursue a course of full-time study may be granted
study leave.

The teacher must:

i) be a Jamaican citizen or domiciled in Jamaica for five or more years;
ii) enroll in a course of study directly related to his work as a teacher;
iii) be recommended by the Board of the institution.
In order for a teacher to be granted study leave, he must have not less than two
consecutive years of service. However, where a teacher has ten years of continuous
service and has not access study leave within that period, he may qualify for two
years study leave on full pay. He should also be permanently employed and must
show evidence of acceptance by the institution.

6) Special Leave

A teacher in a public educational institution may be allowed special leave with or

without pay as the Minister may approve on the recommendation of the Board to
enable the teacher-

61
(a) to undertake such short courses of study or research related to the work of the
teacher as may be prescribed by the Minister;
(b) to attend meetings recognized by the Minister as being of an international
character and dealing in matters affecting education;
(c) as an individual or as a member of a national team or group to participate in
any international sporting or cultural event;
(d) to perform work recognized by the Minister as work connected with education;
(e) to attend meetings of boards and committees dealing with matters affecting
education whether on an individual basis or as a representative of a professional
organization related to education;
(f) to be absent for such other reasons as the Minister may approve.

Conditions of Leave

i) A teacher may not proceed on leave (study/vacation) unless notification in

writing is received from the Ministry;

ii) The teacher is obliged to indicate to the Ministry, through the Board, of the
date of resumption at the end of any period of leave;
iii) The teacher in receipt of study leave may not change the programme of
study or the institution for which the leave was granted unless prior approval
is obtained from the Ministry.

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 JTA ALLIED GROUPS
The Jamaica Teachers’ Association Co-operative Credit Union Limited

The JTA Credit Union was brought into being as a central unit designed to meet the
financial needs of all teachers. Mr. W.S.A. Johnson, a teacher at the Wait-A-Bit School in
Trelawny has the distinction of being the man to move the resolution to bring the JTA
Credit Union into existence. Mr. D.C. Gascoigne, a teacher at the Kings All Age School
in Westmoreland, seconded the motion at the Conference of the Jamaica Union of Teachers
in January 1959.

By July 1959, the Credit Union began preliminary operations, and in October of the same
year, the Jamaica Teachers’ Association Co-operative Credit Union Limited (JTACCUL)
was registered as a Credit Union under the Co-operative Society Act.

Pioneers
From the beginning, the JTACCUL has been blessed by the strong leadership of the
founding fathers, volunteers and committees, contributing much to the building of a strong
and viable entity.

Mr. Desmond C. Gascoigne, a founding father, later became the first president and served
in a number of roles, including a volunteer on the Board of Directors, for a total of twenty-
eight (28) years. Mr. Gascoigne also served as the General Manager, a post he accepted in
April 1977.

Among the other early stalwarts of the Credit Union were Myrtle Irving, W.S.A. Johnson,
C.L. Stuart and G.W. Little. In addition, the other presidents were the late Isaac S.W.
Henry, the late Rev. U.C. Wolfe, the late W. Titus, R.K. Ellis, the late Dr. Dorothy
Raymond and the current President Paul Adams.

Regional Branches
Regional Branches were established to provide service to membersisland wide. A
minimum of ten members formed a District Branch. A functional District had to be
commissioned by the Board of Directors and each would name a delegate to represent the
District at the Annual General Meeting. Each District had a Credit Committee which vetted
loan applications and these were sent to the Board of Directors to be acted upon.

Manager for JTACCUL

A full time Manger of the Credit Union was appointed due to the workload and Mr. G.W.
Little, Treasurer, became the first General Manager in 1961.

General Managers over the period:

Mr. G.L. Little 1961-1974
Mr. Lemuel Lindo 1974-1976
Mr. Keith Hall 1976-1977
Mr. Desmond Gascoigne 1977-1987

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Mrs. Barbara Gascoigne (nee Oxford) 1987-2018
Mr. Robert Ramsay 2018-present

Since its inception, the Credit Union has consistently been a force to reckon with in its own
right within the Credit Union movement. Due to the rapid growth of the organization, the
JTACCUL is currently one of the largest Credit Unions in Jamaica, in terms of assets.
Additionally, the Credit Union has managed to maintain its dominant position, while
growing with the same membership bond and without a merger. Under the leadership of
its management team, the Credit Union has accomplished the following.

• Membership grew from 165 in the year 1959 to 1000 in 1960. As at 2019 the
membership of the credit Union stands at 29,000
• By 1977 the JTACCUL was the largest Credit Union in Jamaica with 10,000
members and $7.5 million in share capital
• Since then, the JTACCUL grew to become the first Credit Union to achieve $200
million in surplus in the year 2004
• Despite the economic conditions faced over the years, to date the Credit Union has
far surpassed its past financial achievements, recording $14.6 billion in total assets
and a loan portfolio of $11.2 billion as at the end of June 2019.
• Among its many accolades, the JTA Credit Union has to date been the sole Credit
Union to be winners of the Ossie Thorbourne Credit Union of the Year award,
claiming the distinguished title of Mega Credit Union on six (6) different occasions
for the years 2007, 2010, 2011, 2012, 2013 and again 2014.

The Board of Directors had to be increased from 7 to 15 to help monitor the branch network
and the fast growing organization and more importantly for membership representation
island wide.

The present Board comprises 15 members, the Supervisory Committee - 6 members and
the Credit Committee - 5 members.

For representation and administration, the island is divided into five (5) regions and offices
as follows:

Region 1 Kingston, St. Andrew, St. Thomas & St. Catherine

- 97A Church Street, Kingston
- Morant Bay
- Shop 25A, Portmore Mall

Region 2 Clarendon
- May Pen
- Linstead

Region 3 Portland, St. Mary & St. Ann

- Port Antonio
- Stennet Street, Port Maria

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 - Court Street, Browns Town

Region 4 Trelawny, St. James, Hanover & Westmoreland

- Lot 3 Straddle Drive, Fairview, Bogue Estate Montego Bay

Region 5 St. Elizabeth & Manchester

- Santa Cruz
5 ½ Caledonia Road, Mandeville

The JTA Credit Union assists the JTA by sponsoring several of its activities including,
Contact Teachers, New Teachers and Pre-Retirement Seminars, National Primary, All Age
and Junior High School Athletics Championships and the Golden Torch Awards.

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 The Jamaica Publishing House Limited

HISTORY
The Jamaica Publishing House Limited (JPH), which is a wholly-owned subsidiary of the
Jamaica Teachers’ Association, was established in 1975. Its primary objective is to
encourage and facilitate the publishing of educational texts authored by Jamaican and other
Caribbean teachers, thereby, fulfilling the post-independence need to provide local content
for the education system.

WHY JAMAICA PUBLISHING HOUSE?

Jamaica Publishing House Limited (JPH) was formed years ago when it became evident
that there was a need for textbooks in schools that were Caribbean in focus and content.
For too long teachers in schools were depending on using books that were not written for
the Caribbean market, so steps were taken to do something about this by our teachers. JPH
is a company primarily committed to publishing educational books for the pre-primary to
tertiary levels. West Indians have been and are being encouraged to write and produce
books that are suitable for students in the region.

As much as possible, JPH Ltd. tries to use West Indian authors, artists, book designers and
production personnel in the development of our books.

PROMOTION AND SALES

The company is registered as a certified exporter in Jamaica Trade and Invest and the
CARICOM market is targeted as we promote and sell in the region. Most of our sales are
generated in the local market where we promote actively in schools and bookshops island-
wide. We use different creative methods to ensure that are books are known by our teachers
and booksellers so that they can be placed in booklists where feasible.

The JPH has published many well recognized works for the early childhood, primary and
secondary levels of the education system. As is required, we always take steps to have our
books reviewed by the Ministry of Education as we try to promote them in schools. Of
course, we are always aiming to produce books of high standard which are attractive,
colourful and with sound content so much so that we have gotten excellent reviews on
those submitted. Here are several of the Company’s popular publications:

1. JPH Social Studies for Primary Schools: An Integrated Approach, Grade 5

2. Leaps and Bounds in Literacy for Juniors: Reading and Comprehension Skills,
Workbook 4

3. Leaps and Bounds in Literacy: Developing Writing and Comprehension Skills,

Workbook 4

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 4. Leaps and Bounds in Literacy: Adventures and Explorations in English, Workbook
5

5. Leaps and Bounds in Literacy: Integrated Workbook for Grade 3, All About Me
and My Environment, My Body Parts, Term 1, Unit 1

6. Leaps and Bounds in Literacy: Integrated Workbook for Grade 3, All About Me
and My Environment, Satisfying Our Basic and Other Needs, Term 1, Unit 2

7. Mathematics Made Real: An Activity-Based Workbook for Grade 4 –Book 1

8. Mathematics Made Real: An Activity-Based Workbook for Grade 4 – Book 2

9. Mathematics Made Real: An Activity-Based Workbook for Grade 5

10. Home Economics for Caribbean Schools: CXC Food and Nutrition, A Two Year
Course

11. JPH Electronic Document Preparation and Management for Caribbean Schools: A
Two-year Course with SBA Study Guide and Exercises.

12. Three Finger Jack’s Treasure

13. Peter of Mount Ephraim

14. Lest You Forget Series:

• The Indigenous Peoples and the Europeans

• Caribbean Economy and Slavery
• Movements towards Emancipation
• The United States in the Caribbean
• Movements towards Independence and Regional Integration up to 1985
• Resistance and Revolt
• Adjustments to Emancipation

THE FUTURE

The Company stands ready to partner with authors and potential authors to provide them
with the requisite platform and technical guidance needed to publish their texts. We invite
all teachers to explore the publishing opportunities the Company offers, as it continues on
its dynamic quest to give effect to the motto “creating books . . . spreading knowledge.”

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68
 APPENDIX
CONTACTING THE JTA REGIONAL OFFICES

The JTA Regional Offices may be contacted using the information below:

SOUTH EASTERN REGION

(Kingston, St. Andrew, St. Thomas and St. Catherine)
Regional Officer
Ms. Petal Thompson
97B Church Street
Kingston
Tel.# (876) 922-1385-7
Fax (876) 922-3257

NORTH EAST REGION

(St. Mary, Portland and St. Ann)
Regional Officer
Mr. Devon Meek
4 Stennet Street
Port Maria
St. Mary
Tel.# (876) 994-9525
Fax (876) 994-9525

WESTERN REGION
(Trelawny, St. James, Hanover and Westmoreland)
Regional Officer
Mr. Norman Allen
Lot 3 Straddle Drive
Fairview, Bogue
Montego Bay
Tel.# (876) 979-8362
Fax (876) 953-6132

SOUTH CENTRAL REGION

(Clarendon, Manchester and St. Elizabeth)
Regional Officer
Mrs. Georgia Waugh Richards
5 ½ Caledonia Road
Mandeville
Tel.# (876) 962-2507
Fax (876) 961-4691

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 What to Expect
Your First Year of Teaching
Veteran teachers have supplied the following suggestions and tips
to help new teachers achieve a positive experience their first year
of teaching.
❒ Contact parents in the beginning of the school year, fostering a
friendly rapport before problems arise.
❒ Be well-prepared for class at all times.
❒ Model and enforce rules of courtesy and respect.
❒ Make friends with the ancillary or support staff—you will need
them.
❒ Get to know your students by taking part in an extra-curricular
activity and showing an interest in what they do.
❒ Take care of yourself physically and spiritually.
❒ Don’t forget you’re only human.
❒ Consistency—do what you say you are going to do at all times
and with every child.
❒ Model a love for learning.
❒ Maintain a sense of humour – don’t take things too seriously.
❒ Offer a variety of interesting choices of activities for students
when they finish work or have down time.
❒ Keep an open-door policy to parents.
❒ Reward and praise students.

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