Browsing by Author "Williams, Janine"

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    Perceptions of the Challenges and Support Experienced by New and Acting Secondary School Principals in an Educational District in Trinidad and Tobago
    (2017) Williams, Janine
    This study explores the challenges experienced by new and acting principals at a secondary school in Trinidad and Tobago. The participants in the study were four principals (three male and one female). Data were obtained through interviews. The findings revealed that the principals faced challenges such as the lack of support from the Ministry of Education and unsupportive or uncooperative staff. It was also found that the principals employed various coping mechanisms to address the challenges they encountered. Mechanisms included their formal preparation programmes, previous school leadership positions, and informal mentors. Another finding was that the participants in the district under study received support from their district office via social media and social gatherings.
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    Transforming Teachers’ Instructional Practices Through Clinical Supervision: An Action Research Study
    (School of Education, UWI, 2018) Williams, Janine; Baksh, Tariq Ali; James, Freddy
    The current research being reported on, employed a Clinical Supervision (CS) model as a conceptual framework to design and implement CS interventions to develop teachers’ pedagogical and instructional skills, with three teachers in two secondary schools in Trinidad and Tobago over a six-month period. Data collection methods included: classroom observations, questionnaires, interviews and journals. The findings showed that the CS intervention that focused on building a collaborative and collegial relationship with the teachers, to develop their skills, attitudes and competencies, enabled them to learn and improve their pedagogical and instructional practices within the complex classroom environments. Teachers indicated that the collaborative process allowed them to reflect and improve their practice with assistance and guidance from their supervisors, whom they regarded as mentors. The study is significant as it validates CS as a viable and sustainable teacher CPD strategy.