Available courses

Course image Copy - Return to Happiness
Psychosocial Support

Return to Happiness (RTH) is a psychosocial recovery program developed by UNICEF for children who have experienced trauma from disaster, conflict or violence. This course incorporates a five day lesson delivery provides guidelines for its institutionalization in schools. The programme targets lessons for children in the 0-5, 6-12 and 14-18 age groups. A guide is also provided for they can incorporate Return to Happiness methodology into day-to-day classroom activities so that the building of resilience can continue after the 5day recovery lessons has ended. 

Course image Return to Happiness Classroom Delivery
Psychosocial Support

Return to Happiness (RTH) is a psychosocial recovery program developed by UNICEF for children who have experienced trauma from disaster, conflict or violence. This course incorporates a five day lesson delivery provides guidelines for its institutionalization in schools. The programme targets lessons for children in the 0-5, 6-12 and 14-18 age groups. A guide is also provided for they can incorporate Return to Happiness methodology into day-to-day classroom activities so that the building of resilience can continue after the 5day recovery lessons has ended. 

Course image Teaching to Reach Boys - Phase 2
St Lucia

The course, Teaching to Reach Boys, exposes participants to instructional approaches that encourage boys to learn and effective strategies for building the confidence of boys. The course provides concrete examples of pedagogy and instructional strategies that have been proven to be effective at engaging boys. Participants in the course will identify underlying principles to be observed when designing lessons for boys and will use these principles to develop and examine boy-friendly lessons and learning activities.

The course is opened to all teachers, though those who teach at the upper primary or secondary level are particularly encouraged to participate. The course will adopt a task-based or a collaborative learning approach - participants will work in small groups to develop authentic learning activities that could be used to engage boys. The major learning from the course will be derived from the process of developing, reviewing and reflecting on these boy-friendly tasks.

Participants will be expected to complete all aspects of the course assessment in order to receive a certificate of competence. Teachers who complete the course will be invited to implement an Action Research in their school/classroom for an additional certification. 

Throughout the course, we will: 
  1. Examine the differences between boys and girls and what these mean for teachers.
  2. Explore teaching strategies that can be used to engage boys effectively.
  3. Identify activities and opportunities to enrich the curriculum that boys experience.
  4. Look at the nature of the classroom environment that enables the optimal engagement of boys.


Course image Inclusive Early Childhood Development
Student Outcomes

This course is designed to provide pre-school practitioners and teachers with the knowledge, skills and
competencies that would allow for inclusive early childhood development to be advanced in Jamaican
pre-schools, and in pre-schools throughout the Caribbean and elsewhere.

Covering 9 modules, participants will be exposed to content covering:
  1. Developmental disabilities,
  2. Early Intervention and Special Education
  3. Managing behaviour in inclusive pre-learning environments.
  4. Psycho-social aspects of Disabilities
On completion of the course, participants will be able to:
  1.  Demonstrate knowledge of the laws, policies and practices that support children with disabilities and special educational needs.
  2. Hone their skills and competencies in identifying, monitoring and supporting children with disabilities and special educational needs in the pre-
    school learning environment.
Duration: 
Participants: Early Childhood Practitioners
Certificate: Competence

Course image Teaching Civics with Character Education through Enrichment & Creative Expressions
Student Outcomes

This course is designed for in-service teachers at the secondary level of the education system who will be delivering the National Standards Curriculum (NSC) Civics to students at the Grades 7-9 level.
Teachers will explore the content, skills and attitudes needed to deliver NSC Civics. The NSC Civics course explores Jamaican culture and heritage as the context for developing informed, creative, confident and productive Jamaican citizens. 
Teachers will be exposed to NSC Civics JamWay methodology which allows for a multidisciplinary and inclusive approach. This course will also help teachers to integrate entrepreneurial skills, character education, and climate resilience (green skills) into the delivery of NSC Civics.
Modality: Mixed
Date: August 12-23, 2024
Duration 15 hours
Certification: Competence
Participants: Grades 7-9 registered teachers

Course image The Heart of Teaching (HoT)
Student Outcomes

This course exposes teachers to strategies that value diversity and promote inclusivity. The course will provide strategies for teachers to transform their physical school environments and classrooms to encourage positive relationships; inculcate the dispositions needed in the promotion of positive, inclusive, gender sensitive classroom communities; promote strategies to elevate students’ confidence levels through creative thinking and expression: and build a classroom of trust.
Modality: Self-Paced
Date: August 19, 2024
Duration 18 hours
Certification: Competence
Participants: All registered teacher

Course image Back to Basics: Engaging Gen Z - Alpha Students
Student Outcomes

This course is designed for teachers to connect with and inspire the latest generations of students. The course provides practical strategies for creating engaging and meaningful learning experiences that motivate learners. This exploration will empower teachers to enhance their instructional practices to meet the expectations of today's students. 
Modality: Mixed
Date: August 12-23, 2024
Duration 10 hours
Certification: Competence
Participants: All registered teacher

Course image Lesson Evaluation 2
Student Outcomes

In response to the findings of the National Education Inspectorate, Lesson Evaluation 2 is structured as a 10-hour asynchronous course that aims to support teachers at all levels of the education system in developing strategies for enhancing their lesson evaluation skills. The course activities have been carefully crafted to offer educators practical, hands-on experiences that will help them deepen their understanding of the lesson evaluation process and ultimately improve their instructional practices.
Modality: Mixed
Date: August 12-23, 2024
Duration 10 hours
Certification: Competence
Participants: All registered teacher

Course image The Autism Spectrum: A Special Education Focus for All Teachers
Student Outcomes

This course provides an exploration of strategies and techniques for effectively supporting students on the autism spectrum within inclusive classroom settings. 
Through a blend of theory and practical application, educators will gain valuable insights into fostering an inclusive learning environment that meets the diverse needs of all learners.
Modality: Mixed
Date: July 15- 26, 2024
Duration 10 hours: 
Certification: Competence
Participants: All registered teachers

Course image Inclusive STEAM Integration
Student Outcomes

This course offers a comprehensive insight into the exciting world of STEAM education and

its practical application in Jamaican teaching/learning contexts. Teachers will explore the

foundations of STEM/STEAM, aligning key principles with Jamaica’s National Standards

Curriculum. The course delves into Design Thinking and Authentic Learning, providing

frameworks to create engaging, real-world learning experiences.

Course image Environmental Science in the NSC (NEPA)
Student Outcomes

This course is offered through the National Environment and Planning Agency (NEPA). The course exposes teachers at Grades 4 - 6 to the teaching of environmental science in the National Standards Curriculum (NSC). Participants will learn about the natural environment be exposed to tools and strategies for planning and delivering the content associated with environmental science.

Course image Teaching to Reach Boys - Jamaica
Student Outcomes

The course, Teaching to Reach Boys, exposes participants to instructional approaches that encourage boys to learn and effective strategies for building the confidence of boys. The course provides concrete examples of pedagogy and instructional strategies that have been proven to be effective at engaging boys. Participants in the course will identify underlying principles to be observed when designing lessons for boys and will use these principles to develop and examine boy-friendly lessons and learning activities.

The course is opened to all teachers, though those who teach at the upper primary or secondary level are particularly encouraged to participate. The course will adopt a task-based or a collaborative learning approach - participants will work in small groups to develop authentic learning activities that could be used to engage boys. The major learning from the course will be derived from the process of developing, reviewing and reflecting on these boy-friendly tasks.

Participants will be expected to complete all aspects of the course assessment in order to receive a certificate of competence. Teachers who complete the course will be invited to implement an Action Research in their school/classroom for an additional certification. 

Throughout the course, we will: 
  1. Examine the differences between boys and girls and what these mean for teachers.
  2. Explore teaching strategies that can be used to engage boys effectively.
  3. Identify activities and opportunities to enrich the curriculum that boys experience.
  4. Look at the nature of the classroom environment that enables the optimal engagement of boys.


Course image Sustainable Differentiation Strategies for the Modern Classroom
Student Outcomes

The diversity of skills, talents, and interests of students that we serve in our schools requires a remarkable range of teachers’ time, resources and competence.

In order to accommodate the needs of students across many different levels of academic achievement, teachers have been encouraged to make an effort to differentiate their instruction.

However, teachers often struggle to implement differentiation in a sustainable manner – the effort to facilitate differentiation for one day is hard to routinize across multiple lessons. This course looks at easy-to-use strategies to acknowledge and accommodate student differences.

During the course, we will:

  • Examine different strategies for making differentiation sustainable
  • Identify and exploit entry points for differentiating instruction
  • Develop and apply 'look fors' in effective differentiation.


Course image Meeting the Needs of Reluctant Learners
Student Outcomes

Reluctant learners have the capacity to achieve more but lack either the confidence, interest, motivation or organizational skills to make the effort. 

This course has been designed to help teachers develop and implement strategies, classroom structures and systems to improve reluctant learners' levels of academic interest, motivational drive and success orientation.

The design of the course is consistent with the view that "The students are not the problem. They are struggling with the problem." There are 3 core beliefs that drive the course: 

  1. Every reluctant learner is struggling with an underlying challenge. They are not simply 'rude and disobedient' or 'lazy and talkative'.
  2. Students become victims of the challenges they cannot properly navigate. Failure to navigate personal, social and academic challenges cause students to become reluctant learners.
  3. How we see reluctant learners - whether as 'rude and disobedient' or as 'victims' of the challenges they cannot navigate will determine how we plan for them.

This 4-module course is offered primarily asynchronously (10 hours) with 2 hours of synchronous engagement. 

Course image ERAs Training in Assets Management System
Leadership and Management

MoEY's Assets Management System is designed to enhance the management of educational resources and infrastructure within the Ministry of Education and Youth (MoEY). This system is crucial in maintaining detailed records of assets and equipment, scheduling maintenance, and managing requests efficiently across schools.

Key Features of MoEY's Assets Management System

  • Asset Tracking: The system allows for comprehensive tracking of educational assets, ensuring that all equipment and resources are accounted for.
  • Maintenance Scheduling: It facilitates the scheduling of regular maintenance visits, which is essential for prolonging the life of educational facilities and equipment.
  • Efficiency Management: By effectively managing maintenance requests, the system helps to identify inefficiencies within the MoEY structure and operations, thereby improving overall service delivery in the education sector.

Purpose and Benefits

The primary purpose of MoEY's Assets Management System is to ensure that schools are well-maintained and equipped to provide quality education. This involves:
  • Improved Record-Keeping: The system provides an organized approach to managing asset records, which can help avoid losses and mismanagement.
  • Enhanced Decision-Making: By analyzing asset usage and condition data, MoEY can make informed decisions about resource allocation and infrastructure investment.
  • Support for Educational Goals: Ultimately, the system aims to support the broader goals of improving educational outcomes by ensuring that schools have the necessary tools and facilities

Course image Action Research for In-service Educators (ARISE)
Leadership and Management

ARISE is  an action research support activity geared towards helping teachers to effectively implement their Statements of Intent based on their participation in PD empowerment activities. In this space, teachers can peer review each other's work; work collaboratively on one research topic; and get feedback from PD Matrix course developers, facilitators, Mentors, Lead Teachers and Master Teachers with regards to their selected content. The aim is to have teachers completing an action research poster or an article by the end of April each year. Teachers who successfully complete the ARISE activity will be able to produce evidence for their final appraisals and will be invited to share in a research day activity.

Duration: September - May
Participants: Teachers who have completed PD Matrix Statements of Intent noting an interest in doing an Action Research.
Certification: Completion

Course image Facilitator Development Program
Leadership and Management

A comprehensive training program designed to equip trainers with the skills and knowledge to deliver effective training sessions offered by the Jamaica Teaching Council and its training partners.  Delivered over a two weeks period, participants will deep dive into practical activities relating to:

  1. Engaging adult learners
  2. Managing classroom dynamics
  3. Navigating the LMS
  4. Reporting and Evaluation
  5. Ethics

Target Audience: In-service educators who have served in the capacity  of course facilitators,  course presenters, table markers, lesson inspectors and content developers have been selected to hone their facilitation skills and become more effective in delivering high-quality teacher empowerment sessions.

Modality:  Mixed modality

Course Duration: June 17-28, 2024

Prerequisite: Must be recommended by a training partner.

Certification:  Certificate of Competence.



Course image Managing My Performance Appraisal: Instruments and Documents
Leadership and Management


In this intensive course, teachers get acquainted with the appraisal instruments being used to manage teacher performance. Course participants explore the purpose of the document, learn about the elements of the instrument and examine the supporting documents for completing the appraisal. 

All course participants should have: 

  1. A teacher registration number. 
  2. Be able to monitor self in the asynchronous learning space. 
  3. Possess a willingness to reflect and to pivot so as to gain positive learning outcomes.

Course image Lead Teacher Training
Leadership and Management

The Jamaica Teaching Council (JTC) created the Lead Teacher programme to provide teachers with opportunities to collaborate and support each other. The Lead Teacher Programme encourages the creation and provision of professional development opportunities (PDOs) that are targeted at the specific needs of teachers. Through the Lead Teacher Programme, teachers create and execute PDOs with and for other teachers.

Lead teachers are full time members of staff in schools. They volunteer to start, promote and sustain PLCs. It is the voluntary work of the Lead Teachers that makes the Lead Teacher Programme possible.

This training has been developed to:

  1. Empower Lead Teachers to create and sustain learning communities aligned to their area of interest and that are supportive of the teacher development work being undertaken in their QECs.
  2. Challenge and refine Lead Teachers' understanding of teacher development and, as a result, identify suitable professional development opportunities in which teachers can be engaged. 
  3. Initiate Lead Teachers into the protocols of working as teacher leaders within their local space 

Course image PD LEADership for Teacher Growth
Leadership and Management


The Teaching Council has developed this course to empower teachers who serve as Chairpersons for their schools’ PD Committees. Teachers who participate in the course learn how to plan effective, collaborative and collegial PD activities.

All course participants should have: 

1. A teacher registration number. 

2. Experience supporting professional development activities at their school as verified by the principal’s submission to the Council. 

3. Knowledge of the teacher appraisal procedures that are implemented at their respective schools. 

 4. An understanding of the purpose and expectations for teacher professional development. 

5. A positive disposition towards supporting and collaborating with peers.