Q: What will staffing look like in September 2008?

A: The organisational chart will follow the three functions (academic, business, standards & accountability) outlined in the update presentations made to various stakeholders.

Q: When will the full spectrum of changes be implemented (is there a roll-out schedule?).

A: Expected changes, or timelines for changes, are scheduled to be in place no later than September 2008.

Q: Will the curriculum be audited before 2008?

A: Evaluation of Bermuda standards compared to selected other standards will be completed during the Summer 2008. The review of delivery (teaching the curriculum standards) will occur in the Fall of 2008.

Q: Why have new mathematics texts been purchased at the primary level before the curriculum audit?

A: The text books are related to the current curriculum. Any changes in the curriculum as a result of the audit would not occur prior to the beginning of next school year.

Q: Teachers' concern[s] include, but [are] not limited to curriculum implementation (new texts, new resources etc., with which teachers are unfamiliar).

A: Orientation has already begun, with more to follow. Math instructional contacts at each school have already been provided orientation to the new materials. Additional training is planned for teachers in June.

Q: Can teachers expect consistency across the system, including a yearly planner?

A: CIL [Curriculum Instructional Leadership] is working on a pacing guide for teachers. Consistency is determined by fidelity to content standards by teachers and monitoring by principals.

Q: What confidence can we have in the same Ministry personnel (Hopkins Report re: disbanding of Ministry)?

A: Some current staff will remain, some will not. Many who remain will likely be in different roles. The most important issue is that new leadership will be in place for most of the top positions.

Q: Where will students who would/should be suspended be housed and what staffing will be provided?

A: Students will be housed in both the in-school and out of school setting based on the response from stakeholders in the alternative to out of school suspension survey. The actual locale for these settings is yet to be determined. Staffing proposed include[s] up to two ETs [educational therapists] at each site. Additional counsellors for each alternative, as well as a psychiatrist and psychologists — all of whom would be dedicated to this population of students are proposed. The rationale is to have intense wrap-around services before behaviours escalate and intensify.

Q: What plans and/or programmes are there for supporting and disciplining students in a non-punitive environment?

A: Data to date from stakeholders and international data support: a. Intervention (behavioural) from ETs; b. Mentoring in the form of relationship building with one individual, at least, that extends over time; c. Parental involvement and engagement; d. Academic support; e. Counselling, career exploration, community service; f. Therapy from ETs, psychologists & psychiatrists.

This current thinking is based on input from local stakeholders and international data. As more information is received, changes could be made.

Q: Raising the school leaving age can create more problems. What plans are in place to address this new situation?

A: There will be expanded alternative programmes to address this situation, similar to the programmes mentioned in the previous response. The effective date for implementing this change is September 2009 for the entering S3 students.

Q: How do we identify remedial and gifted students?

A: A battery of assessments and other data are used to determine eligibility for these services, including teacher assigned grades, test scores, intellectual assessments, staff recommendations, among other tools.

Q: Can we expect an early childhood curriculum that is developmentally appropriate?

A: Yes. In additional [sic] to any other work done, a committee of early childhood teachers and others will work on this issue.

Q: What is the role of the parents in the education of each child?

A: As you know, parents are a child's first teacher. There are several initiatives proposed by the IEB [interim education board] working group designed to increase both the amount of parental involvement and the quality of that involvement. For example, the development of parent resource guides, school websites, virtual PTA meetings, data collection via surveys, parent resource room, parent advisory committee, etc.

Q: What role does the Literacy Collaborative play in the reform?

A: The collaborative is part of our emphasis on improving student literacy and will continue. How we get the training may be modified.

Q: Where is the component of the proposal which deals with things which are out of the control of teachers i.e., social climate, economic situations of some families, mental health issues, drugs and violence in our society?

A: Additional pathways for students to be successful are proposed, as in the increased emphasis on technical/vocational education, increased alternative programmes and more emphasis on early childhood education and parental involvement. However, we cannot use these difficult issues as an excuse for poor performance.

Q: Will we receive a written document concerning all of the proposed changes in the Ministry's reform of the Public School System?

A: Proposed changes will be made available after the Cabinet reviews the recommendations.

l We want your views on what is happening in education. Do you share the BUT's concerns? Do you think the Minister's responses are adequate? Write to our internet address at letters@royalgazette.bm