School inspection, the inspectorate and educational practice in Trinidad and Tobago

Abstract

The article investigates the language and rhetoric used by school inspectors as leverage in determining the direction for professional practice among teachers in colonial Trinidad and Tobago. The approach is ethnohistorical, and the database comprises major evaluation reports of the inspectors in question in respect of one school over a 20-year period. The research reveals that the rhetoric employed in reporting was a major vehicle in transmitting important messages about professional practice which local teachers could not afford to ignore. The practice adopted imparted distinctiveness to the schooling system at the time, and a significant observation in the process is that the rhetoric used was laced with the language of "performativity" spawned and justified within a technical rationalism constructed and put to work in the colonial period". Technical rhetoric, the paper argues however, is not the type of medium required to do justice to education, generally recognized as a social practice enterprise.

Intermediate and Senior Phase Mathematics Teachers’ Perceptions of Curriculum Advisors

“…Many of the views expressed point towards an unclear understanding regarding the role of the CA, as well as a lack of transparency within the advisory system, which is experienced as essentially top-down (London, 2004) in the way it operates. Any future plans to make meaningful changes to the curriculum advisory services in South Africa needs to involve the teachers since they could make a significant contribution in planning and streamlining an effectively operated advisory service or inspectorate.…”

“…From interactions with mathematics teachers and from perspectives and findings reported in previous research (Chapman, 2001;Dilotsothle, Smit & Vreken, 2001;London, 2004), it is evident that the practice of school inspectorates or school advisory services is, to a large extent, top-down in its implementation and management. Ehren and Visscher (2006, p. 51), however, speak of a dichotomy of inspection strategies, being either directive or in-directive.…”

“…305). Similarly, in Trinidad and Tobago, the preferred descriptive term for such a service after independence was school supervision rather than school inspection (London 2004) since this service was orientated towards collegiality and transparency in approach, as well as generating increasing confidence in teachers.…”

“…Research over the past 15 years has reported extensively on the positive effects of academic leadership in implementing academic programmes and improving academic prowess in schools internationally (Bushher & Harris, 1999;Kaur, Ferrucci & Carter, 2004;& London, 2004). In this article the spotlight is on the academic leadership role of the subject advisor as mentor of mathematics teachers in implementing the National Curriculum Statement (DoE, 2003).…”

“…The use of school inspection in an effort to improve the quality of education in general is an issue of public debate in South Africa (DoE, 2009a) This debate is, however, not unique to South Africa. According to London (2004,) nationally and internationally, the conceptualization of school inspection over the years, has undergone radical changes. In many instances this change has been linked to political and/or ideological forces operative within the public domain.…”