OVERVIEW

 

ERDISTON TEACHERS’ TRAINING COLLEGE

POSTGRADUATE DIPLOMA IN EDUCATIONAL LEADERSHIP

DEL 108- ADMINISTRATORS’ CLINICAL INTERNSHIP

OVERVIEW

The Princess Margaret Secondary School, located in Six Roads, St. Philip, was named in honour of Her Royal Highness, Princess Margaret of Great Britain. Officially opened on February 9, 1955, this co-educational institution serves approximately 900 students, aged 11 to 18.

The school's mission is to “produce self-disciplined individuals, equipped with the knowledge, skills, and attitudes necessary for productive citizenship.” In line with this mission, the school offers a variety of educational programs tailored to meet the diverse learning needs of its students.

The school’s motto, “Sublimiora Petamus”—Latin for “Let us seek higher things”—inspires students to aim for meaningful and significant achievements in life. This aspirational message is further reinforced through the official school song, “Seek Higher Things,” written by Dr. Wismore Butcher, a former principal and past student, and arranged by Kenneth Barker, also a past student. The song encourages students to stand firm, achieve with dignity, and approach life with pride and determination.

As we navigate the post-COVID era, the guiding principles embedded in the school’s mission, motto, and song must be revisited and actively promoted. They serve as powerful reminders to recharge and revitalize our collective spirit, helping us all to rise to the challenges of today with renewed purpose and ambition.

Over the years, I have observed several challenges at the Princess Margaret Secondary School that have impacted its growth as a learning institution. One of the major issues has been student indiscipline. A relatively small percentage of students often create disturbances that consume a disproportionately large amount of the staff's time, energy, and attention.

Compounding this challenge are internal differences and unresolved issues among staff, which can disrupt or hinder collective efforts to address the school’s challenges effectively. Another critical concern is the tendency among both staff and students to focus predominantly on the negative aspects of their experiences at the school. This focus can shape expectations in ways that are detrimental to morale and progress.

I firmly believe there is a need to shift this narrative by emphasizing the strengths, abilities, and talents of both staff and students. Redirecting attention to these positive aspects can foster a sense of hope and purpose. It encourages a belief that, with a determined investment of time and energy into areas of strength, success becomes not just possible but inevitable. Such an approach can also have significant positive implications for the mental health and well-being of staff, offering hope and renewed purpose in their professional journey.

As part of my Postgraduate Diploma in Educational Leadership, I aim to provide meaningful support to the school’s existing Positive Behavioural Management Program. This program is built around the slogan, "Positive Mindset Supports Success," and it will serve as the foundation for cultivating a school culture that prioritizes social well-being and success.

Key components of the initiative include:

1. Positive Reinforcement:
• Implement strategies to encourage and reward positive behaviours among students and staff.
• Consistently recognize and celebrate positive actions to create a culture of acknowledgment and encouragement.
2. Restorative Practices:
• Introduce restorative approaches for addressing conflicts and disciplinary issues.
• Focus on repairing relationships and fostering understanding rather than relying solely on punitive measures.
3. Equipping Students and Teachers with Tools for Positive Behaviours:
• Provide training, resources, and strategies to support the development and maintenance of positive behaviours in the area of conflict resolution.
4. Self-Esteem Building and Motivation:
• Design programs and activities aimed at enhancing students’  and staff's self-esteem and motivation by focusing on their inner strengths.
• Empower students to take ownership of their actions and learning, reinforcing a sense of accountability and purpose.

Alignment with Competency Standards

These initiatives will be carefully designed to align with the six Internship Competency-Based Standards outlined in the Internship Handbook 2024. Each program will have clearly defined objectives, ensuring a structured and purposeful approach to fostering a positive school culture.

As we navigate the post-COVID era, the guiding principles embedded in the school’s mission, motto, and song must be revisited and actively promoted. They serve as powerful reminders to recharge and revitalize our collective spirit, helping us all to rise to the challenges of today with renewed purpose and ambition. By focusing on positive reinforcement, restorative practices, and equipping both students and staff with the necessary tools, this initiative seeks to create a brighter and more hopeful environment at Princess Margaret School. This approach not only addresses existing challenges but also lays the groundwork for sustained success and well-being within the school community.

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