Course image ERAs Training in Assets Management System
Leadership and Management
ERAs Training in Assets Management System

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
Action Research for In-service Educators (ARISE)

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
Facilitator Development Program

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
Managing My Performance Appraisal: Instruments and Documents


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
Lead Teacher Training

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
PD LEADership for Teacher Growth


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.