coe 2013 project report

MUTUAL BUILDING SOCIETIES FOUNDATION

The Victoria Mutual Building Society and The Jamaica National Building Society joined forces in 2008 to form the Mutual Building Societies Foundation (MBSF), in a bid to contribute to the development of quality education in rural communities and to sup-port social transformation.

The Centres of Excellence is the first initiative of the Foundation. This five-year pro-ject, funded by a $100-million facility provided by the two Building Societies, focuses on education in six upgraded rural high schools.

The Mutual Building Societies Foundation considers this programme to be an impor-tant contribution to nation building.

The primary goal of the Centres of Excellence initiative is to contribute to sustainable national development by improving student achievement, teacher quality, organisational effectiveness and to strengthen the school-home-community partnerships of six rural high

schools to ensure that national targets are met and sustainable rural development is promoted.

6 Rural Schools, 7037 Students and 352 Teachers Expecting SUCCESS . . . Nothing less

The primary goal of the Centres of Excellence initiative is to contribute to sustainable national development by improving student achievement, teacher quality, organisational effectiveness and to strengthen the school-home-community partnerships of six rural high

schools to ensure that national targets are met and sustainable rural development is promoted.

6

TABLE OF CONTENTS

Message from Programme Manager ......................................................................................... 1

Improving Leadership .................................................................................................................... 2

The COE Teaching Model ............................................................................................................... 4

Learning ........................................................................................................................................... 6

The COE School Improvement Model .......................................................................................... 8

Five Essential Questions about COE Initiative ......................................................................... 12

School Profiles ............................................................................................................................. 24

Communications Report ............................................................................................................. 39

Financial Report ........................................................................................................................... 40

Board of Directors ........................................................................................................................ 41

1

MESSAGE FROM THE PROGRAMME MANAGER Nigerian, female author, Chimamanda Adiche’s concept of ‘the danger of a single story’, illustrates how the stories developed by others can limit and disempower us. She maintains that the stories created by others...who do not understand...can strip away one’s dignity and misrepresent and although these stories may sometimes have some element of truth, they often establish an incomplete tale, which is not representative of the whole story and serve only to undermine those about whom it is told.

The Centres of Excellence project team has learned several lessons over the past five years of the programme. These lessons have convinced us that the concept of the single story is real and can be indeed dangerous; hence, the need to tell many stories.

There is an African proverb, which says: “Until lions have their own historians, tales of the hunt will always glorify the hunter.” If we are the lions in the African proverb...we must become our own historians!

For example, over the years the stories we have been consistently told about many of our non-traditional schools are not only negative, they have also served to limit the expectations of the administrators, educators, students, and their parents.

For years the stories have started with the numbers of students who have failed to attain a single subject at the CSEC exams; but, do not highlight the rich exciting potential of the students who only need the right environment and opportunities to excel. We don’t hear very often the stories of the successes that have been taking place in these schools, only the stories of the disciplinary infractions, which we must admit do happen; but, they do not tell the whole story about the school.

Through the Centres of Excellence programme, we have seen the other side of the story at play. What we have observed over these past five years is that, there are gifted students, who if provided with the right resources, can evolve their own ideas and carve out their own successful paths. Five years later, the six high schools under the programme--McGrath High in St. Catherine; Porus and Mile Gully in Manchester; Godfrey Stewart in Westmoreland; Green Pond in St. James and Seaforth in St. Thomas, have made magnificent progress in their performance, having simply refined the methodologies which they use to deliver a quality education product.

While we are not by any measure suggesting that these schools have arrived, because some still have some way to go, I must point out that the gains they have made are commendable. In the past five years all six schools have:

Doubled the number of students sitting CSEC Increased passes in English and Mathematics by 39% and 44% respectively Reduced disciplinary infractions by some 65% percent... Improved the school culture by 80%, as more students, and many parents, are confident and express pride

in their schools; as most schools are now attracting more students with higher GSAT scores...which did not pertain prior to the Centre of Excellence programme.

2

LEADING for a better Jamaica

3

The COE Commitment to Improving Leadership The COE Project Team recognizes the importance of the development and support of leaders

who are empowered to lead their schools to excellence. The leadership development pro-

gramme for the 6 project schools was designed and delivered in three distinct tiers:

Tier One – 5 day Leadership development programme for Principals and Vice Principals and

other specially selected senior members of staff

Delivered over 5 separate days in modular fashion during the course of one month

Designed to develop the leadership skills of the Principals in order to help them run

their schools like a business

Raised the awareness of Principals that their job functions are extremely similar to that

of a Chief Executive Officer (CEO) in a corporate-type setting

Tier Two – Members of the Senior Management Team (SMT)

2 day leadership programme

Designed at developing their leadership skills in order to help them run their schools

like a business

Tier Three – Ongoing leadership development

Two other one day leadership seminars as part of the Principals continuing develop-

ment

Ongoing individual and group coaching support

The principals and school leaders involved in the project have become more focused on im-

proving student achievement and raising standards in their schools.

“The Centres of Excellence programme has transformed the culture of Green Pond High

School far beyond our wildest imaginations and expectations. Apart from instilling a “We ex-

pect Success” attitude in all, we have had great gains in teaching and learning, managing data

and using same to inform decision making. We have built our capacity in leadership, motivat-

ing students for success and celebrating their success. As Principal I have learned new skills

in strategic planning, school transformation and development, branding, among other things ”

Michael Ellis - Principal, Green Pond High School—Most Outstanding COE School

4

TEACHING for a better Jamaica

5

The COE Teaching Model Staff in the Centres of Excellence programme have received support in teaching aimed at im-

proving the performance of students. Significant changes have taken place in all the schools.

Staff is motivated to teach to the needs of ALL students and to find out how best students

learn so that they can fulfill their needs. Training provided by the COE has been focused pri-

marily on Mathematics, Language and Science.

The expectations of a COE school as it pertains to teaching and learning are extremely high:

Teachers are prepared, on time for lessons and focused on maximizing teaching contact

time.

Every teacher can explain what his/her students are learning and why and describe how

his/her teaching will get students to proficiency in core academic subjects.

The principal and teachers meet regularly in teams to talk about instructional practice.

Department meetings are held every two weeks and all discussions are recorded in min-

utes and submitted to the Principal.

The principal spends time in classrooms every day, observing and discussing work with

teachers and students.

The principal models learning by observing classroom practice, leading walk-throughs,

and discussing his/her own learning with staff.

Current, exemplary student work is posted throughout the school.

The Guidance Department supports the teaching staff in monitoring student progress

and identifying students that are at risk and in need of intervention.

“The Centres of Excellence Project has had a

great impact in terms of how we approach

teaching and learning and how we manage as

leaders. Teachers are setting targets and ana-

lyzing data as individuals and as departments.

They are appling more incentives to increase

academic output and celebrating students’ and

teachers’ successes.”

Michael Stewart- Principal, Porus High School

6

LEARNING for a better Jamaica

7

In all COE schools it is expected that…

Students have begun to take responsibility for their own learning

Students engage in problem solving and use an inquiry-based approach in lessons that

involve a combination of independent learning and group work.

Students and teachers engage in a high level of discourse that goes beyond right/wrong

and yes/no answers to an emphasis on evidence, which demonstrates student compre-

hension of the content.

Teachers assign meaningful, productive homework that reinforces the curriculum and

strengthens students’ understanding.

Students’ varied needs and learning styles are considered when designing lessons.

8

A MODEL SCHOOL SYSTEM for a better Jamaica

9

The COE School Improvement Model

There exists within our education system in Jamaica, numerous and significant barriers to ex-

cellence. There are less than acceptable levels of achievement and progress at all levels of the

system, particularly in the core subject areas of Mathematics, English Language and Science;

resulting in students entering at Grade 7, performing below their grade level and subse-

quently leaving secondary school unprepared for the workforce.

Findings of the National Education Inspectorate:

Ineffective leadership and governance in too many schools

Poor teaching methods

Poor assessment practices

Limited use of data to aid in decision-making

Limited challenge provided for students

Low expectations of students

Limited support and targeted professional development

THE COE Model sought to break this cycle. It has:

Developed leaders who support teaching and demand excellence

Maintained a consistent focus on improving teaching

Used data to strategically improve teaching

Made visible improvements to the school culture using “quick wins”

Built a committed and competent staff focused on student achievement

Encouraged shared accountability

Strengthened home-school-community partnerships

“The Centres of Excellence Programme reminded me as a leader how

impactful our influence is on students and what that can mean for students

in the future. This Programme was a blessing for Mile Gully High School.

The enthusiasm and inspirational techniques used by the programme

manager and various presenters has filtered down to all of us”

Harthan Foster, School Board Chairman,

Mile Guly High School

10

IMPROVING EDUCATION for a better Jamaica

11

Here is a summary of some of the key elements in the COE programme that we believe

should obtain in every successful school in Jamaica:

Commitment - In our achievement-oriented culture, it is cool to be smart, and all students

work hard along the pathway to EXCELLENCE. School leaders and teachers are committed

to doing whatever it takes to help students succeed.

Collaboration - Many Minds, One Mission! Together with parents, partners and supporters,

Centres of Excellence serve to improve the communities in which we work.

Creativity - Great education should be rigorous AND fun, challenging AND engaging, struc-

tured AND joyful. The J-Factor (the JOY factor) is high in every class and dominates regular

school-wide celebrations.

Consistency - Sweat the small stuff - we believe that details are the difference between medi-

ocrity and magnificent.

Collective Responsibility - We are a team. Everyone shares in successes and makes an effort

to improve.

High Expectations - No excuses! Only the best is good enough! We never settle for “so-so”

from students or team members

The successes of our Centres of Excellence schools, are not simply for a report that must be

prepared and shelved. We believe that the stories of what they accomplished in five

years...and where they plan to go...must be shared to influence others.

12

BETTER DATA . . .

. . . BETTER DECISIONS

English

Math

Integrated Science

Increase in number of students sitting CSEC

2008-09

2009-10

2010-11

2011-12

2012-13

54

39# students Attaining a Grade of I - III in CSEC

English

39% Average Improvement in CSEC ENGLISH Passes

2007-08 AVERAGE 2009-2013

13

English

Math

Integrated Science

Increase in number of students passing CSEC

2008-092009-10

2010-112011-12

2012-13

The Centres of Excellence (COE) initiative, has achieved increasing success, based on

the progress made by the administrators, educators and students in all the participating

rural high schools. But, how do you measure this success? How do you turn a school

into “a centre of excellence”? Looking at the quantitative test score data is only a part

of the picture; there are other characteristics that exist in measuring the success of the

COE initiative and the quality of the schools. In looking at the whole picture of success,

the Project Team asked 5 essential questions:

1. Have we developed leaders to increase the capacity of COE schools?

2. Have we served the students by facilitating “highly-effective” assessment driven

instruction?

3. Have our students progressed and achieved academically?

4. Are our home-school-community partnerships strong?

5. Have we built a sustainable model?

14

1 HAVE WE DEVELOPED LEADERS TO INCREASE THE CAPACITY OF COE SCHOOLS?

E ffective school leadership is a priority for a school to be successful. Studies offer strong evi-

dence that improving school leadership policy and practice can improve school outcomes. The COE Project sought to: (Re)define school leadership responsibilities,

focusing on roles that could improve school results

Engage team leaders and hold them accountable

Develop skills for effective school leadership In order to achieve the Project’s goal for improving organizational effectiveness, the school lead-ership teams were involved in the following activities:

The response was tremendous. Principals and their Senior Management Teams embraced the slogan ‘WE EXPECT SUCCESS . . . NOTHING LESS” and thus began the transformation process. The outcomes included:

Clarity in the Vision, Mission and Core Values of each school Better understanding of individual and collective roles and responsibilities in executing the

strategy of the schools Enhanced communication mechanisms in place at each school such as more regular de-

partmental meetings and team-solving approaches to issues such as timetabling. Senior

LEADERSHIP ACTIVITIES Creation of School Improvement Teams

Leadership coaching for Principals

Leadership coaching for Senior Management Teams Development of School Improvement Plans

Board Training on Roles and Responsibilities Maintenance of School Management System (SMS)

Workshops for Senior Management Team dealing with school culture/climate issues

Principals tour of UK Schools and Action Research Project Leadership Exchange Programme

(with traditional schools)

COE LEADERSHIP MODEL

15

HAVE WE DEVELOPED LEADERS TO INCREASE THE CAPACITY OF COE SCHOOLS?

management of the school understands much better the correlation between issues of management and supervision and the role of the HOD as an example of this.

Organizational and cultural change in most of the schools. An example of this is the enthu-

siasm of persons in buying into the vision of their schools becoming Centres of Excellence. Most Principals and Vice Principals have made recognizable progress in the development

of their leadership skills. This is substantiated by comments made by the principals them-selves, their direct reports and other evaluation type exercises engaged in over an ex-tended period. Exercises such as a Situation Analysis of each school, discussions regarding weak leadership situations and how they should be dealt with help to support this.

Recognition of the role of the Principal as the CEO in addressing specific issues that had

been previously overlooked is a noticeable improvement.

In most of the schools, micromanaging is being carried out to a lesser degree. This is evi-denced by the implementation of some accountability mechanisms such as more planning meetings and reference to the school strategic plans. This will be implemented on a wider scale in the coming year.

“Through the Centres of Excellence Programme, I

have been allowed the opportunity to participate in

various workshops which have all helped to hone my

leadership skills. I have gained a better understanding

of my role as HOD and am now more equipped to

conduct the business of the department. I have also

gained valuable insights into my roles and

responsibilities as a member of the School’s Senior

Management Team (SMT). Data collection and

analysis, preparing departmental plans, conducting

lesson observations and employing the use of varied

teaching strategies in lesson delivery are some of the

main areas in which I have improved.”

Weinophia Chin-Quee –

H.O.D Mathematics Department, Mile Gully High

16

I n the Centres of Excellence Model, principals are accountable for the achievement of their stu-

dents. The project supported principals in leading their school’s improvement efforts through

data-driven instructional decisions. Principals, and Heads of Departments were assisted in devel-

oping certain competencies in order to use the data effectively to improve student achievement.

The COE Team knows that effective instruction is key to improved academic success. Much em-

phasis was placed on improving instruction in Mathematics and English.

MATHEMATICS INTERVENTION

Under the direction of Dr. Tamika Benjamin, the mathematics programme in all six schools has

been enhanced. The intervention began with a thorough examination of the mathematics de-

partments in an effort to identify their strengths and weaknesses and the provision of training

opportunities aimed at improving

the quality of leadership and manage-

ment of the departments

the content knowledge of the teach-

ers

the pedagogical or delivery skills used

to support learning

Human Resource

Of significance is the drive by all principals to pay much more attention to the qualifications and

competences of the individuals they are employing or assigning to the mathematics depart-

ments. A full overhaul was done at Green Pond which moved from one of the weakest depart-

2 HAVE WE SERVED THE STUDENTS BY FACILITATING “HIGHLY-EFFECTIVE” ASSESSMENT DRIVEN INSTRUCTION?

“The Centres of Excellence Project has impacted the institution in a remarkable way. This project has

brought an organized, goal oriented, data driven, success perspective to the institution. Our teaching staff

are now more aufait with best practices and trends which are assured to bring success to the teaching

learning environment. Our leadership teams continue to learn how to communicate and get results from all

spheres of the school components. ”

Theobold Fearon –

Principal, Godfrey Stewart High School

17

ments to the strongest with the Principal using every opportunity he received to change staff.

Management of the Departments

The management of the departments in all of the schools has improved. Greater attention is paid

to deployment, managing lesson planning processes and assessment – some of the areas identi-

fied in the early report as needing attention. Commendation must be made to the HOD of Porus

who has championed significant initiatives aimed at improving the performance of the depart-

ment. These include securing a computer for

the department and using it to support the

development of a lesson plan archive. Con-

sistently organizing competitions and other

opportunities for students to use their

mathematical skills and being the only de-

partment to make some headway as it re-

lates to the provision of support for students

at Grades 7 – 9 who needed remedial atten-

tion. Michael Ellis, Principal at Green Pond

must also be commended for taking a strategic decision to manage the mathematics department

until he was able to identify a suitable person to take over the responsibilities. His efforts have

borne much fruit.

Curriculum Management

All schools have begun to use the NCB Scope and Sequence and in most cases implementation

has significantly improved. This therefore means that much more of the curriculum is being cov-

ered during the expected period

Lesson Delivery

While there is still room for growth, there has been improvement in the methods being used to

develop concepts. The resources purchased for the schools are in regular use as teachers be-

come more comfortable integrating them in the delivery of their lessons.

Improved Teacher Quality & Effectiveness

Math & Literacy programmes and interventions established

Lesson observations

Use of data

SMS used for reporting and panning/informing practice

Curriculum outlines (Math & English)

HAVE WE SERVED THE STUDENTS BY FACILITATING “HIGHLY-EFFECTIVE” ASSESSMENT DRIVEN INSTRUCTION?

18

Student Performance

Monitoring of student performance is being done by

An examination of the CSEC data and

The analysis of data being gathered from the examinations administered at Grades 7

– 10 at the end of the 2011 – 2012 school year.

All schools recorded an increase in the percentage of the cohort registered to sit the CSEC

mathematics examination.

Increasing the sitting cohort puts the school on the pathway to improving performance as

over time students should stop seeing the subject as optional and this should with the imple-

mentation of other strategies impact the attitude they have towards the subject and the level

of attention that they will pay to mastering the concepts taught in the earlier grades.

2 HAVE WE SERVED THE STUDENTS BY FACILITATING “HIGHLY-EFFECTIVE” ASSESSMENT DRIVEN INSTRUCTION?

Godfrey Stewart

Green Pond McGrath Mile Gully Porus Seaforth

2009-10 27% 25% 30% 44% 30% 33%

2010-11 31% 44% 69% 48% 17% 23%

2011-12 56% 56% 88% 64% 60% 39%

2012-13 51% 58% 67% 49% 55%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% o

f C

oh

ort

Percentage of Cohort sitting CSEC Math

19

HAVE WE SERVED THE STUDENTS BY FACILITATING “HIGHLY-EFFECTIVE” ASSESSMENT DRIVEN INSTRUCTION?

LITERACY INTERVENTION

Under the direction of consultant, Joan Ernandez, all English Departments set out to, among

other things, increase the number of students sitting CSEC English A. Figure 1 indicates that

all schools achieved this objective with McGrath showing the greatest movement from 25% of

the cohort sitting in 2010 to 90% in 2012. Porus continues to record the lowest percentage of

their cohort sitting the exam.

Figure 1: Percentage of Cohort Sitting CSEC English A

Objectives of Literacy Initiative

To provide in–service training in literacy development for principals, teachers, and read-

ing specialists.

To build the capacity of Principals, Heads of English Departments and Reading Specialists

to effectively train and monitor subject teachers’ performance in the development and

implementation of effective strategies to teach literacy skills across the content areas.

To use data collected from diagnostic tests and other sources on the literacy status of

Grades 7 – 10 students to monitor their progress

To provide guidance in the preparation of intervention plans for students in Grades 7 –

10.

Godfrey Stewart

Green Pond McGrath Mile Gully Porus Seaforth

2009-10 25% 18% 25% 51% 25% 47%

2010-11 27% 48% 88% 49% 24% 37%

2011-12 57% 67% 90% 51% 50% 54%

2012-13 47% 52% 81% 77% 49%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% o

f C

oh

ort

Percentage of Cohort sitting CSEC English

20

3 HAVE OUR STUDENTS PROGRESSED AND ACHIEVED?

I n its fifth and final year of operation, the Centres of Excellence programme, has left the six non-

traditional high schools across rural Jamaica in a much better position than they were half a

decade ago. The schools have all benefited tremendously from a series of targeted interventions

that have resulted in significant improvements in the quality of teaching, leadership and admini-

stration. In the same vein, the schools have also experienced dramatic transformations in cul-

ture as students, staff, parents and communities have become attuned to the mantra “We expect

success and nothing less.”

From day one, every student is treated as an individual. The schools also get to know each child

before s/he arrives in Grade 7 through relationships with primary feeder schools. Learning and

teaching are tailored to each student’s abilities and progress is evaluated against a clear set of

expectations. High expectations are set for students and an environment is created where they

can feel safe and respected.

All students will learn - no excuses are accepted. Students participate in their own learning and

track their progress in lessons and at the end of each term, using their very own Student Per-

sonal Development Plan. The COE network is committed to helping all its students achieve per-

sonal development, academic excellence and key skills for life and citizenship.

Over the five-year period, all six schools

have increased, by some 40 percent, the

number of students sitting five core sub-

ject areas, including Mathematics, English

Language and Integrated Science in the

Caribbean Secondary Education Certificate

Examinations (CSEC); while all schools

have experienced a 22 percent increase in

the number of students passing at least

one subject at the CSEC level.

The Centres of Excellence programme also sought to develop students by conducting annual Di-

agnostic Testing; implementing literacy and numeracy remedial programmes and peer mediation.

In addition to the improved performance at the academic level, the MBSF, through a partnership

with Digicel Foundation, has helped to foster innovation among students under the Young Entre-

preneurs ‘I am the Change’ initiative, creating a platform for them to go beyond traditional em-

41% 39%

85%

44%

65%

97%

0%

20%

40%

60%

80%

100%

120%

% INCREASE IN # SITTING

% INCREASE IN # PASSING

IMPROVEMENT IN CSEC PERFORMANCE

ENGLISH

MATH

SCIENCE

21

HAVE OUR STUDENTS PROGRESSED AND ACHIEVED?

ployment into not only starting and managing their own businesses, but to become innovators

who will help to grow the island’s knowledge economy.

Students presenting business ideas at Entrepreneurship Camp 2013

Business ideas poster from Entrepreneurship Camp

Mile Gully High School claimed the “Best Business Award” in the Young Entrepreneurs “I am the Change” programme, for two consecutive years

Member of Green Pond High’s Business Club, partici-pants in the “I am the Change” programme

Earl Jarrett, MBSF Director, Lisa Lewis, Chair Digicel Foundation and Gordon Swaby, Edufocal chat with students from Mile Gully at Expo

22

Parents as partners:

In Centre of Excellence schools, parents, students and school leaders are urged to sign a

contract that outlines our shared commitment to hard work and consistent support of one

another. While this contract is not legally binding, it is an important symbolic commitment

and plays an important role in strengthening the relationship between parents and the

school.

Teachers call, write and/or meet with students’ parents at least once per term to share

progress and suggestions about helping students learn.

Community Links:

School staff reaches out to show that they value all students and welcome families and

community members as partners and contributors to the teaching and learning process.

Civic groups, local businesses and the wider community are present and active in the

school and in school activities.

Mentorship is a key activity in Centre of Excellence Schools. Students/Student Groups are

paired with mentors who are members of the JNBS and VMBS staff. Mentors are to meet

with their mentees twice per month and build supportive relationships with them.

All six businesses in Entrepreneurship Programme made profit

4 ARE OUR HOME-SCHOOL-COMMUNITY PARTNERSHIPS STRONG?

23

ARE OUR HOME-SCHOOL-COMMUNITY PARTNERSHIPS STRONG?

Godfrey

Stewart

High

Town Hall

Meeting

Town Hall Meeting at Seaforth High

Town Hall Meeting at Godfrey Stewart High

Community supports Porus’ Labour Day Project

Mrs. Joan

Anderson,

PTA President

– Mile Gully

High School

“As PTA President the Centres of Ex-

cellence taught me how to help parents

connect with their children and the

teachers. I was also afforded the op-

portunity to meet other PTA presi-

dents from the five project schools to

share best practices. I have benefitted

tremendously.”

24

5 HAVE WE BUILT A SUSTAINABLE MODEL?

A fter five years under the Centres of Excellence programme our school leaders have

come to realize that “Transformation” is less about resources, and more about build-

ing competencies to lead and manage the change process. And, in that regard, changes

must be communicated to the wider community, and successes shared regularly.

The COE team has developed several templates that will support the participating schools

in carrying on its work. It has also trained a sufficient number of leaders and community

members within each school to carry on the work that has begun.

It is the hope of the MBSF Board and COE Project Team that other schools, will be embold-

ened by the stories we have told; and, develop a common language—and that is...that

“Excellence is not impossible.”

All schools can achieve excellence and we can all rise above the limitations of the single

stories that are told about us, as we start to pen histories about schools that are indeed

non-traditional… in their approach to education, and focused on their efforts to become

Centres of Excellence.

The Ministry of Education will receive a manual that outlines the COE model as soon as

the project has been thoroughly evaluated and the findings identified. It is expected that

the Ministry of Education will use aspects of this programme, particularly the focus on

leadership coaching and support, accountability, teaching and learning and data manage-

ment, as it seeks to improve our nation’s schools.

26

ACADEMIC PROGRESS

G odfrey Stewart High has become a school of choice in Westmoreland. The principal, Mr. Theobold Fearon and his team have successfully rebranded the institution as one that is com-

mitted to delivering high quality teaching and learning tailored to each student’s needs. The new Godfrey Stewart High is an orderly and productive environment where students and staff come pre-pared to give of their best. The corridors of the school have been given names such as “Discipline Avenue”, “Excellence Path” and “Success Drive”, signalling to all who enter the school that it is no longer business as usual, but that it is time to focus and work hard. Since the start of the Centres of Excellence Project, the leadership of the school has instituted nu-merous programmes that have greatly improved student achievement. Among them, is a Grade 7 Literacy Intervention programme that gives struggling students the opportunity to improve their reading. In addition, the students are exposed to research methods and literature connections. As a

result there has been a 50% increase in the number of Grade 7-9 students receiving 60% or more on internal Reading Examina-tions. The Mathematics Intervention Programme continues to reap rewards. Redeployment of Mathematics teachers has resulted in a considerable degree of success in the delivery of the content in this subject. Grade 7-9 Mathematics students scoring below 50% are engaged in after-school support classes while Grade 10 and 11 students sitting examinations are engaged in practice

THEOBOLD FEARON

Principal

0

50

100

150

200

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC ENGLISH

Sitting Passing

0

50

100

150

200

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC MATH

Sitting Passing

58

24# students Attaining a Grade of I - III in CSEC English


2007-08 AVERAGE 2009-2013

18

10# students Attaining a Grade of I - III in CSEC Math

80% Average Improvement in CSEC MATH Passes

2007-08 AVERAGE 2009-2013

SCHOOL INFORMATION

27

Greatest Academic Gains in Mathematics Greatest Academic Gains in Information Technology

ACADEMIC PROGRESS

sessions on weekends. The Centres of Excellence project team pro-vided refreshments for these classes. The Guidance and Counselling Department conducts a number of activities geared towards students’ social adjustment. These activi-ties include Male and Female Empowerment Days, A Values and At-titude programme and Courtesy Week. Parents have been extremely pleased with the school’s improve-ment and endorse the school’s activities with their presence, tele-phone calls, advocacy and advertisement. Students now show more respect for their peers and teachers and in the main, they adhere to the rules and guidelines that are in place to maintain discipline. Teachers now demonstrate a sense of urgency and treat teaching-contact time as sacred. Teacher attendance to school and classes has improved considerably, so too have their interactions with both students and colleagues. Godfrey Stewart High School received the following awards from the Centres of Excellence: Greatest Academic Gains in Language Arts Greatest Improvement in Discipline/Culture

2012 - 13 TOTAL ENROLMENT: 1423 ENROLMENT BY GRADE

Grade7 Grade 8 Grade 9 Grade10 Grade11

273 285 316 445 355

AVERAGE CLASS SIZE


35 40 37 45 50

ATTENDANCE 2012-13

School Average Daily Attendance 99.85%

Students on PATH 52%

0

50

100

150

200

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC SOCIAL STUDIES

Sitting Passing

0%

10%

20%

30%

40%

50%

60%

2008-09 2009-10 2010-11 2011-12 2012-13

Pe

rce

nta

ge o

f st

ud

en

ts p

assi

ng

(ab

ove

50

%)

Grade 9 Achievement Tests

English Language

Mathematics

Linear (English Language)

Linear (Mathematics)

58



2007-08 AVERAGE 2009-2013

18



2007-08 AVERAGE 2009-2013

0

50

100

150

2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

HUMAN & SOCIAL BIOLOGY

Sitting Passing

SCHOOL INFORMATION

28

G reen Pond High School was selected the MOST OUTSTANDING of the six participating schools in the Centres of Excellence project. The Principal, Mr. Michael Ellis and his dynamic team have

been passionate about transforming their school into an environment where learning is optimized and students thrive. There is a positive ethos at Green Pond High School. According to Principal Ellis, “many persons see the school as an emerging powerhouse in academics and sports”. In a school sur-vey of the students, parents and teachers, 93% percent of students and over 80% of the parents indi-cated that they are satisfied with the offerings of the school.

During the past four years under the Centres of Excellence Project, several changes were made that influenced the improvements now being experienced. Teaching and learning was given special focus

with the appointment of an Academic Dean whose primary role is to support, guide, coach and provide feedback on teaching to all teachers. Teachers are regularly observed and given tools to support their delivery in the classroom. Obser-vations are geared towards improving student engagement and workshops are held to assist teachers where gaps are identified. At Green Pond High School decisions are not made without adequate analysis of data. For example, a monitoring instru-ment was used in grades 7-9 to determine the trends in attendance and punctuality of each teacher. An assessment was also done to determine how frequently technology was being used by teachers and with added intervention an increasing

MICHAEL ELLIS

Principal

0

50

100

150

200

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC MATH

Sitting Passing

ACADEMIC PROGRESS

0

50

100

150

200

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC ENGLISH

Sitting Passing52



2009-10 AVERAGE 2011-2013

26



2009-10 AVERAGE 2011-2013

SCHOOL INFORMATION

29

number of teachers have been integrating technology in their lessons, us-ing novel strategies to engage students. The leadership of the school, from the level of the School Board to the Middle Management and teachers, are held accountable for what hap-pens in classrooms and are responsible for how students achieve. Stu-dents too are expected to take ownership of their learning and to do their part to produce work of the highest quality. A monthly staff and student recognition system was implemented school wide to encourage excellent work habits and to build morale. Green Pond High School received the following awards from the Centres of Excellence: Greatest Improvement in Number of Students sitting External Exams Most outstanding Mathematics Department Greatest Improvement in Use of Data Most Efficient and Organized Leadership Team Most Parent/Community Partnerships Formed

ACADEMIC PROGRESS

0

50

100

2008-09 2009-10 2010-11 2011-12

# o

f St

ud

en

ts

CSEC INTEGRATED SCIENCE

Sitting Passing

0

50

100

150

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC SOCIAL STUDIES

Sitting Passing

0%

5%

10%

15%

20%

25%

30%

2008-09 2009-10 2010-11 2011-12 2012-13

Pe

rce

nta

ge o

f st

ud

en

ts p

assi

ng

(ab

ove

50

%)


English Language

Mathematics



52



2009-10 AVERAGE 2011-2013

26



2009-10 AVERAGE 2011-2013

SCHOOL INFORMATION



273 264 476 325 330

AVERAGE CLASS SIZE


45 44 68 46 47

ATTENDANCE 2010-11

School Average Daily Attendance 74%


30

S ince the start of the Centres of Excellence (COE) project McGrath High has seen marked improvement in the organization and leadership of the

school. It was one of the first two schools to join the COE project in 2008, McGrath has developed a robust plan for improvement and all stakeholders are committed to achieving the targets that have been set. Numerous programmes have been implemented to improve student outcomes and the impact is gradual but evident. Math and English tutorials for students in Grades 7 – 10 who are performing at or below a 49% average is a recent ad-dition to the McGrath programme and there is a mentorship programme for

students on academic probation. The school has also enforced early morning and selected week-end classes for struggling students who are preparing to sit CSEC examinations. The school, through its continued partnership with HEART, offers preparation for NCTVET Examinations. Incentive programmes have been developed, such as the “Excellence Everytime Campaign” to en-courage students and staff alike to work hard and to be good citizens. Students are also motivated

CLAUDEEN PANTON

Principal

ACADEMIC PROGRESS

0

100

200

300

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC ENGLISH

Sitting Passing

0

100

200

300

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC MATH

Sitting Passing

72


-6% Average Improvement in CSEC ENGLISH Passes

2007-08 AVERAGE 2009-2013

19



2007-08 AVERAGE 2009-2013

SCHOOL INFORMATION

31

to take care of and to maintain a clean and orderly school environment through activities such as the ‘Best Kept Classroom’ competition. The school has a vibrant relationship with its surrounding community through its student-run businesses: McG’s Coconut water and McG’s Media Zone. The school prides itself in producing and bottling its own coconut water and publishing a newspaper. Both of these businesses are supported heavily by the wider community.

McGrath was awarded the “Most Effective School Improvement Planning” Award from the Cen-tres of Excellence.

ACADEMIC PROGRESS

0%

5%

10%

15%

20%

25%

30%

2008-09 2009-10 2010-11 2011-12 2012-13

Pe

rce

nta

ge o

f st

ud

en

ts p

assi

ng

(ab

ove

50

%)


English Language

Mathematics



0

50

100

150

200

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC SOCIAL STUDIES

Sitting Passing

0

20

40

60

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts


Sitting Passing

72


-6% Average Improvement in CSEC ENGLISH Passes

2007-08 AVERAGE 2009-2013

19



2007-08 AVERAGE 2009-2013



230 224 236 224 245

AVERAGE CLASS SIZE


46 45 47 44 49

ATTENDANCE 2010-11



SCHOOL INFORMATION

32

SCHOOL INFORMATION

ACADEMIC PROGRESS

M ile Gully High School, one of the first two of six rural high schools to become a part of the Cen-tres of Excellence programme, today stands a tower of pride in North West Manchester. Mile

Gully students are drawn from a wide cross section of the constituency spanning over 40 communi-ties. Mile Gully High is the only institution of its kind in the constituency and strives for “Excellence through Effort” which they hope to achieve with the co-operation of their stakeholders chief of which are parents. After five years of targeted management and academic interventions, Mile Gully High maintains a trajectory that will soon guarantee its position as a Centre of Excellence.

The school has strategically used the resources available to its management and academic teams to improve the learning environment and consequently the quality of student performance. The leader-

ship of Mile Gully as part of the School Development Plan implemented the following initiatives since the start of the Cen-tres of Excellence Project:

Set up an Executive Management Team to direct the operations of the school Administered differentiated learning workshops for all teachers Administered reading in the content area workshops for all teachers Instituted an Academic Performance Committee to review academic performance of students on a termly basis

and provide interventions for failing students.

LAWRENCE ROWE

Principal

0

50

100

150

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC ENGLISH

Sitting Passing

0

50

100

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC MATH

Sitting Passing

41



2007-08 AVERAGE 2009-2013

12



2007-08 AVERAGE 2009-2013

33

SCHOOL INFORMATION

ACADEMIC PROGRESS

As a result, more students not only sit and pass examinations at the Caribbean Secondary Education Certificate (CSEC), but have demon-strated improved performance in core subject areas, particularly, Eng-lish Language and Social Studies, in which it has achieved a 237 per-cent increase in passes over the course of programme. Mile Gully students display leadership and take pride in their achieve-ments, demonstrating their will to succeed. This new attitude to suc-cess is also evident in the entrepreneurial skills of the students, who have claimed the “Best Business Award” in the Young Entrepreneurs “I am the Change” programme, for two consecutive years, 2012 and 2013. Students at Mile Gully perform much better in the vocational areas than their core subjects. Over the period 2009 - 2011 passes in Business Education averaged 98% while in Building Technology the average was 95%. In the area of Information Technology the passes averaged 87% over a three year period (2009-2011). Mile Gully was given the following awards by the Centres of Excellence: Best Business Club Greatest Academic Gains in Social Studies

Most Outstanding Language Arts Department

41



2007-08 AVERAGE 2009-2013

12



2007-08 AVERAGE 2009-2013

0

20

40

60

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts


Sitting Passing

0

50

100

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC SOCIAL STUDIES

Sitting Passing

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2008-09 2009-10 2010-11 2011-12 2012-13

Pe

rce

nta

ge o

f st

ud

en

ts p

assi

ng

(ab

ove

50

%)


English Language

Mathematics





144 123 153 130 130

AVERAGE CLASS SIZE


36 31 38 33 33

ATTENDANCE 2010-11



34

SCHOOL INFORMATION

ACADEMIC PROGRESS

D riven by the philosophy Learning for Living, The Porus High School is on a mission vigorously pursuing programmes to achieve its goals. All stakeholders are now integral in the planning

and implementing of the school’s programme of activities to transform the institution into one of the finest high schools in central Jamaica. Porus has, since 2009, adopted an approach to educa-tion that fosters a culture of high expectations and achievement among the administrators, aca-demic staff, students, their parents, and members of the wider community in Porus. The school, its management team and students have worked consistently to improve standards and imple-ment policies to become a first grade institution. During the period, there has been a steady increase in the cohort of students sitting and perform-

ing admirably in core Caribbean Secondary Examination Council subjects, particularly Mathematics and Integrated Sci-ence; and the quality of teaching and leadership has been enhanced, resulting in tangible improvements in the school environment and its overall performance.

There has been tremendous growth in teaching and learning, as teachers are held to a higher level of accountability and a culture of “We Expect Success”. Teaching and learning is led by an Academic Dean who collects data from depart-ments. Detailed lesson plans that cater to the different types of learners are required from all teachers. More teachers are using the technology to enhance teaching and learning and to engage students resulting in greater student interest.

MICHAEL STEWART

Principal

0

50

100

150

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC ENGLISH

Sitting Passing

0

50

100

150

200

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC MATH

Sitting Passing

45



2007-08 AVERAGE 2009-2013

15



2007-08 AVERAGE 2009-2013

35

SCHOOL INFORMATION

ACADEMIC PROGRESS

Incentives are given to students throughout the academic year and there is a Values and Attitude Programme. Porus’ literacy intervention programme has been working well as evi-denced by the number of students who started school in September reading below their grade level and are now performing at or above their grade levels. As part of the Centres of Excellence Programme, the school administra-tion uses the School Management System (SMS) for data on the per-formance of each class, subject and subject teacher. The data garnered enables school leaders to give direct feedback to teachers about stu-dent and teacher performance thereby allowing for strategies for improvement to be put in place. Teachers have im-proved their overall approaches to students’ performance by setting targets and giving feedback to those who they su-pervise. Porus High School received the award for the Greatest Academic Gains in Integrated Science from the Centres of Excel-lence for attaining a 245 percent increase in passes over the past five years.



181 172 197 248 196

AVERAGE CLASS SIZE


36 34 39 41 33

ATTENDANCE 2012-13



45



2007-08 AVERAGE 2009-2013

15



2007-08 AVERAGE 2009-2013

0

20

40

60

80

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts


Sitting Passing

0

50

100

150

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC SOCIAL STUDIES

Sitting Passing

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008-09 2009-10 2010-11 2011-12 2012-13

Pe

rce

nta

ge o

f st

ud

en

ts p

assi

ng

(ab

ove

50

%)


English Language

Mathematics



36

SCHOOL INFORMATION

ACADEMIC PROGRESS

S eaforth High School, continues to face external challenges based on its rural

location, as the quality of roads impact transportation; and, the supply of

water to the institution needs to be improved.

However, despite the challenges, the high school’s team of dedicated adminis-

trators and academic staff, have valiantly embraced the Centres of Excellence

programme, and are now experiencing an increase in the overall performance of

students. Seaforth High has adopted new management and educational ap-

proaches, which have steadily led to the achievement of positive results. These

new approaches include the acceptance of new management principles and academic interventions,

which Seaforth High’s academic team has used to implement strategies to improve the literacy lev-

els of students; and introduce them to contexts that provide the nurturing, needed to meet their

DRUSILLA MARRIOTT

Acting Principal

0

100

200

300

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC ENGLISH

Sitting Passing

0

100

200

300

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC MATH

Sitting Passing

70



2007-08 AVERAGE 2009-2013

17



2007-08 AVERAGE 2009-2013

37

SCHOOL INFORMATION

ACADEMIC PROGRESS

educational objectives and goals.

In this regard, Seaforth High School has been able to

increase the number of students sitting the Caribbean

Secondary Education Certificate (CSEC) over the past

four years and has achieved a 26 percent improve-

ment in the number of passes at the CSEC level, as

students become adept in taking responsibility for

their learning; and parents, community members and teachers become more attuned to

strategies that can strengthen their supportive role in the education process.

0

20

40

60

80

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts


Sitting Passing

0

100

200

300

2008-09 2009-10 2010-11 2011-12 2012-13

# o

f St

ud

en

ts

CSEC SOCIAL STUDIES

Sitting Passing

0%

10%

20%

30%

40%

50%

60%

2008-09 2009-10 2010-11 2011-12 2012-13

Pe

rce

nta

ge o

f st

ud

en

ts p

assi

ng

(ab

ove

50

%)


English Language Mathematics

70



2007-08 AVERAGE 2009-2013

17



2007-08 AVERAGE 2009-2013



273 264 476 325 330

AVERAGE CLASS SIZE


45 44 68 46 47

ATTENDANCE 2010-11



38

COMMUNICATIONS

REPORT The Mutual Building Societies Foundation, and particularly its Centres of Excellence

programme has benefited from tremendous publicity over the five-year period, through the

efforts and support of the combined communication teams of the two building societies.

The team developed and implemented yearly communication programmes to drive the

promotion and publicity of the Centres of Excellence and the MBSF using a variety of tools

and strategies, including, preparing speeches, scripts and messages for the programme

manager and other persons representing the MBSF; preparing news stories from the capacity

building sessions with teachers and principals and from reports and other general information

about the programme; planning events in tandem with the MBSF’s other partners to

showcase the efforts of students in the Foundation’s entrepreneurial programme and other

events; initiating and organising interviews, fora and other news events to generate publicity.

39

Summary of highlights

Over 69 news stories and features

prepared and disseminated about the

Centres of Excellence

A total of 135 news stories carried in

the print media over the five year period

(up to October 31, 2013)

More than 77 stories and interviews

broadcast on television and radio

Over 200 stories carried on the web

Nearly 2000 Facebook likes

Creation of the Centres of Excellence website, to provide a site where persons could

retrieve information and learn more about the work of the programme. The site to date

has received more than xxx hits.

Development of the six-month bi-weekly radio feature Creating Centres of Excellence

produced by the Jamaica Information Service, which aired on Thursdays and was

broadcast on all radio stations in time allotted for Government broadcast

News fora with prominent media houses, including The Gleaner and The Observer to

promote the successes and findings of the programme to date

Stories published by the media about the Centres of Excellence

40

FINANCIAL REPORT Administrative

Leadership14%

Instructional Leadership

29%

Student Achievement &

Performance

19%

Parent/Community Partnerships

9%

Professional Fees9%

Operations3%

Public Relations4% Schools

13%

2008 - 13 Budget Allocation

TOTAL ACTUAL EXPENDITURE as at September 30, 2013

2009 2010 2011 2012 2013 TOTAL

Administrative Leadership $2,667,614 $1,383,976 $4,092,025 $3,230,358 $2,283,039 $13,657,012

Instructional Leadership $2,667,614 $593,991 $8,327,899 $12,700,239 $4,453,480 $28,743,223

Student Achievement & Performance $2,298,458 $564,359 $8,757,306 $7,415,300 $19,035,423

Parent/Community Partnerships $89,763 $4,527,083 $4,364,892 $8,981,738

Professional Fees $2,540,463 $681,874 $562,021 $2,975,185 $1,576,132 $8,335,675

Operations $234,217 $814,192 $240,656 $657,933 $1,304,498 $3,251,496

Public Relations $70,303 $132,000 $624,485 $812,564 $2,074,076 $3,713,428

Schools $754,555 $5,828,269 $712,181 $4,527,083 $1,605,523 $13,427,611

TOTAL $8,934,766 $11,732,760 $15,213,389 $38,187,751 $25,076,940 $99,145,606

$15,107,404.00

$6,339,264.00

$21,932,055.00

$37,899,037.00

$19,714,560.00

$0.00

$20,000,000.00

$40,000,000.00

$60,000,000.00

$80,000,000.00

$100,000,000.00

$120,000,000.00

MBSF ACTUAL

Income Summary as at Sep. 30, 2013

YEAR 5 (2012 -13) Income



YEAR 2 (2009 - 10) - Income

YEAR 1 (2008 - 09) - Income

TOTAL ACTUAL INCOME 2008 - 13

Contribution Income $100,000,000

Interest Earned/Other $992,320

TOTAL $100,992,320

41

Earl Jarrett General Manager, JNBS

Oliver Clarke Chairman, JNBS

Dorothy Pine McLarty Director, JNBS

Jeanne Robinson-Foster Chairman Director, VMBS

Richard K. Powell President & CEO, VMBS

BOARD OF DIRECTORS

PROJECT ADVISORY COMMITTEE Maxine Henry-Wilson (Chairman)

Vivienne Bayley-Hay

Saffrey Brown

Prof. Hyacinth Evans

Elaine Foster-Allen

Dave Myrie

Michele Meredith

Maurice Smith

PROJECT TEAM PROJECT ADVISOR Llewelyn Bailey PROGRAMME MANAGER Dr. Renee Rattray PROJECT OFFICER Cathy Rattray ADMINISTRATIVE ASSISTANT Nashalee Lue-Harriott

coe 2013 project report

Documents

rural schools

sustainable rural development

rural high schools

nation building

rural communities

national targets

coe initiative

teacher quality