Plan 2022: Bermuda’s Strategic Plan for Public Education Strategic Bermuda Plan 2022_Copy.pdf · Plan 2022: Bermuda’s Strategic Plan for Public Education Table of Contents

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Plan 2022: Bermuda’s Strategic

Plan for Public Education

Table of Contents

LETTER FROM THE MINISTER OF EDUCATION 3

LETTER FROM THE CHAIRMAN OF THE BOARD OF EDUCATION 3

LETTER FROM THE COMMISSIONER OF EDUCATION 3

ABOUT THE SYSTEM (DEMOGRAPHICS) 3

ABOUT THE CONSULTATION PROCESS 3

BERMUDA’S GOAL FOR STUDENT SUCCESS 5

WHAT BERMUDIANS WANT FOR STUDENTS 5 HOW BERMUDIAN’S WILL BUILD UPON THEIR STRENGTHS 5 HOW WILL BERMUDIANS ACHIEVE THIS ASPIRATION 5

THE VISION, MISSION, AND BELIEFS THAT GUIDE OUR STRATEGY 6

OUR VISION, MISSION, AND BELIEFS 6 VISION 6 MISSION 6 BELIEFS 6

THE STRATEGIC PRIORITIES 7

HOW TO READ THE PRIORITY AREAS 7

INCREASING ACADEMIC RIGOR AND STUDENT ENGAGEMENT 8

OVERVIEW OF THE PRIORITY AREA 8 AREAS OF ACTION 8 DIFFERENTIATED LEARNING OPPORTUNITIES 8 COMPREHENSIVE STUDENT SUPPORTS 9 CULTURE OF TRUST AND TRANSPARENCY 10

ENSURING CAREER, COLLEGE, AND WORKFORCE READINESS 10

OVERVIEW OF THE PRIORITY AREA 11 AREAS OF ACTION 11 EARLY-CHILDHOOD READINESS 11 CAREER READINESS 12 COLLEGE READINESS 13

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ENHANCING THE QUALITY OF TEACHER PRACTICE AND PRINCIPAL LEADERSHIP 14

OVERVIEW OF THE PRIORITY AREA 14 AREAS OF ACTION 14 ENHANCE EDUCATOR CERTIFICATION 14 IMPROVE PROFESSIONAL DEVELOPMENT AND SUPPORT 15 STRENGTHEN EDUCATOR EVALUATION AND PERFORMANCE MANAGEMENT 17

IMPROVING INFRASTRUCTURE AND INSTRUCTIONAL RESOURCES 18

OVERVIEW OF THE PRIORITY AREA 18 AREAS OF ACTION 18 ADEQUATE FUNDING 18 INSTRUCTIONAL RESOURCES 19 UPDATED FACILITIES 20

ENSURING SYSTEM SUCCESS 20

OVERVIEW OF THE PRIORITY AREA 21 AREAS OF ACTION 21 POLICY BEST PRACTICES 21 GOVERNANCE REALIGNMENT 22 INCREASED OPERATIONAL EFFECTIVENESS AND EFFICIENCY 22

ACKNOWLEDGEMENTS 23

GLOSSARY OF TERMS 23

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Letter from the Minister of Education

Letter from the Chairman of the Board of Education

Letter from the Commissioner of Education

About the System (Demographics)

About the Consultation Process

Goal: To produce a transformative public education strategy extending

from 2017-2022 that is locally developed and internationally relevant.

Overview: Guided by the core values of transparency, inclusivity,

engagement, and community-driven, this strategic plan provides the

sustained direction and support needed to create transformational

outcomes for Bermuda’s public education system.

Core Elements of the Approach:

Authentic Community Engagement: Unlike many community

engagement efforts that are based upon marketing ideas to the

public, this strategic planning effort has been based upon truly

hearing the voices and aspirations of the community through small

group, community-held conversations on the future of public

education in Bermuda.

Diverse team of strategic planning writers: Rather than having

leaders of the public education department to write the strategic

plan, this approach recruited a diverse group of 34 stakeholders to

write the strategic plan. Called the Ambassador Design Team, this

team included students, parents, business representatives,

community representatives, teachers, principals, and department

representatives from various backgrounds and from across the

country. These individuals represented the many different

perspectives and voices of education in the country and embodied

the values of curiosity, empathy, and optimism to produce a

strategic plan that is truly reflective of Bermuda.

Use of design thinking: The strategic planning process utilized

design thinking principles that included (1) listening to the voices of

stakeholders, (2) developing drafts of sections of the plan as

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prototypes, (3) sharing these prototypes back to stakeholders and

collecting their feedback, and (4) improving the prototypes based

upon feedback. This iterative design-thinking process ensured the

elements of the strategic planning process had the benefit of many

perspectives helping to shape and improve the product over time.

Research-informed Practice: The members of the Ambassador

Design Team were exposed to cutting-edge best practices from

across the globe and explored the applicability of these practices

in the Bermudian context. They also reviewed a plethora of data

sources from across the Bermuda Public School System to identify

what is working, what needs to be improved, and how those

improvements might be best implemented to meet Bermuda’s

needs.

Bermuda’s Strategic Planning Consultation process followed four phases

of engagement.

Phase 1: National Education Survey

• 1,309 Bermudians participated in the National Education Survey to identify the priorities for education.

Phase 2: Community Conversations

• 1,444 Bermudians participated in 109 Community Conversations held across the country. These conversations provided the further detail needed to refine the strategic priorities.

Phase 3: Prototype Release and Feedback

Opportunities

• The Ambassador Design Team, a 34 member diverse group of community members, parents, educators, and students, produced five prototypes of strategic ideas and received feedback from 276 participants.

• The Strategy Review Team, a group of 48 diverse community members, parents, educators, and students, provide expert feedback on the five prototypes produced by the Ambassador Design Team.

Phase 4: Feedback on Draft Strategic

Plan Copy

• Stakeholder groups provided electronic feedback and in-person feedback on the final strategic plan draft.

Altogether, more than 3,000 Bermudian voices

helped shape the focus and strategy of Plan

2022.

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Bermuda’s Goal for Student Success

What Bermudians Want for Students

Bermuda’s graduates must be well prepared socially, emotionally, and

academically for postsecondary success. They should matriculate with the

knowledge and skills to navigate adulthood, acquire good jobs, and

provide for themselves both in Bermuda’s economy and globally.

How Bermudian’s Will Build Upon Their Strengths

Since the release of the Hopkins Report (2007) and subsequent Blueprint

for Education Reform (2010), Bermuda’s public schools have been

focused on raising educational standards and expectations for its

graduates through the internationally recognized Cambridge Curriculum.

It has developed an educational system dedicated to helping youth

graduate ready for college. Plan 2022 seeks to build upon this emphasis

by also including a more comprehensive and inclusive strategy that

ensures all students are successful.

How Will Bermudians Achieve This Aspiration

Through Plan 2022, all students will have diverse and engaging learning

opportunities. Furthermore, students will not just be exposed to a college-

focused curriculum. They will also have access to career-focused training.

The standards and training for educators will continue to increase to

responds to the diverse needs of students, and school facilities will need to

be modernized to ensure an engaging and relevant learning

environment. Taken together, Plan 2022 will ensure every child is on an

individualized pathway to personal success, a pathway that truly takes

into account personal needs and interests.

Bermudians together demand a consistent, high quality, community-

focused, well-resourced public school system led by talented, well-

trained, and publically accountable professionals.

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The Vision, Mission, and Beliefs That Guide Our Strategy

The vision, mission and beliefs answer the “why” of Plan 2022. They form

the foundation of the strategic plan and are intended to be visible in

every priority and strategy throughout the plan.

Our Vision, Mission, and Beliefs

Vision

All students are educated to lead personally and professionally,

contribute locally, and compete globally.

Mission

To provide all students with equitable access to holistic, high quality

instruction that is culturally relevant and empowers students to reach their

full potential

Beliefs

All students have the right to

Find joy in their learning;

Be valued, respected, and heard by having voice and choice in

their learning;

Be prepared to be successful citizens in education, careers, and life;

Be prepared with critical thinking and problem solving skills;

Have access to caring, nurturing, and encouraging adults;

And have access to a safe, clean, well-maintained, and modern

school facility.

Schools must be places where

Educators are passionate, highly skilled and work to create a

positive learning environment;

Students are put first;

Educators are valued;

Students feel safe to express themselves and learn;

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Students can pursue their interests and maximize their potential;

There is cultural and global relevance to develop tomorrow’s

productive citizens and learners;

Students are in innovative, dynamic, and relevant environments

where they feel safe, valued, and nurtured – both physically,

emotionally, and intellectually;

And all stakeholders are both supported and held accountable for

fostering the development and education of our youth.

The Strategic Priorities

The following five priority areas focus and organize Bermuda’s strategic

plan for education over the next five years.

1. Increasing Academic Rigor and Student Engagement

2. Ensuring Career, College, and Workforce Readiness

3. Enhancing the Quality of Teacher Practice and Principal Leadership

4. Improving Infrastructure and Instructional Resources

5. Ensuring System Success

How to Read the Priority Areas

Each priority area will include the following components:

Overview of the Priority Area: Outlines the scope of the priority and

what success will look like by 2022

Areas of Action: Lists the major areas of work within each priority

area

Key Outcomes: Describes what impact looks like when the plan has

met its goals, including both measurable outcomes and qualitative

outcomes

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The Strategies: The “how” of the strategy, which outlines the

specific actions the Department of Education will take to

accomplish its strategy

Increasing Academic Rigor and Student Engagement “Providing challenging instruction aligned to student interests”

Overview of the Priority Area International research reveals that students grow academically when

they are both challenged and also instructed in a way that connects to

their interests and motivation. Bermuda will ensure students reach their

fullest potential by providing a diverse and differentiated curriculum that

pushes students to their learning edges and also connects to their many

and varied interests.

Areas of Action

Differentiated Learning Opportunities

Key Outcomes: By 2022, The Department will accomplish the following

outcomes:

75% of students will earn a college entrance SAT/ACT score or

higher

Differentiated Learning

Opportunities

Comprehensive Student Supports

Culture of Trust and

Transparency

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70% of students taking GCSE’s/ A-Levels, AP, or IB courses will pass

them with a college-entry score

70% of students will be proficient or advanced on Cambridge

checkpoints

75% of students will be proficient on common summative

assessments aligned to standards

75% of students will be proficient in reading and mathematics by P3,

P5, M1, M3, and S2

The Strategies: The Department of Education, in collaboration with

partners, will accomplish the following:

Deliver high quality, differentiated instruction that is individually

challenging, taking into account students’ abilities and

exceptionalities.

o Instructional strategies to include:

Problem, Project and Inquiry based learning, design

thinking, and Science, Technology, Engineering,

Arts, and Math (STEAM);

Culturally relevant, experiential learning; and

Grade appropriate numeracy and literacy skills

based on internationally recognized curriculum

standards

o Assessment of knowledge, application, communication

and critical & creative thinking

Prioritize the implementation of trans-disciplinary educational

opportunities by expanding and creating opportunities for students

in performing arts, technology, sports, trade skills and e-learning

through personalized learning opportunities based on the diverse

needs and interests of students.

Comprehensive Student Supports


outcomes:

90% of students in need of learning supports are identified and

served annually

25% reduction in students who are chronically absent

25% reduction in discipline referrals

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The Strategy: The Department of Education, in collaboration with partners,

will accomplish the following:

Deliver effective, comprehensive, coordinated support services

necessary to address the diverse challenges of students by funding

service programs adequately, expanding partnerships with other

service providers (government and private), and delivering

effective early intervention for at-risk students consistent with and in

response to student needs (this should include afterschool

programs).

Culture of Trust and Transparency

Key Outcome: By 2022, The Department will accomplish the following

outcome:

80% of students report their learning is engaging and experience a

feeling of safety and trust in the school community (measured

through student survey)



Foster a culture of trust, transparency and safety within the entire

school community to enable innovation and risk-taking through the

following:

o Utilizing high engagement strategies for at-risk students

o Collecting school climate survey data from students and staff

and acting upon those findings

o Utilizing School Improvement Plans based upon school-specific

data and sharing the plans and results with stakeholders.

o Creating a supportive classroom environment (i.e. smaller class

size, reduced noise level, increased teacher skills)

o Funding progressive and innovative proposals submitted by

parents, schools, other stakeholders; while collaborating and

partnering with community organizations.

Ensuring Career, College, and Workforce Readiness “Preparing Bermudians for Work, College, and Life”

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Overview of the Priority Area International research reveals high-quality education systems balance

both college and vocational preparation. This equilibrium is achieved best

by integrating academic and vocational training into a comprehensive

and seamless system of training and support, which begins early in the

educational careers of youth. This preparation is most effective when it is

augmented by workplace exposure through internships and

apprenticeships.

Areas of Action

Early-Childhood Readiness


outcome:

75% of preschool students entering primary school from Department

Early Childhood programs will meet P1 screening benchmarks



Expand access to high quality pre-school programs and change

legislation to require school attendance by age 4.

Early-Childhood Readiness

Career Readiness

College Readiness

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Career Readiness


outcomes:

85% of students will graduate high school on-time (measured by S1

and graduating S4, four years later)

60% of students will graduate with an industry recognized credential

75% of students will graduate having completed an internship or

apprenticeship



Implement comprehensive modern and high quality

technical/vocation programmes beginning in M1

o M1 – introduce students to technical/vocational programmes

option

o M2 – Select area of concentration to expand on M1 experience

and introduce City & guilds curriculum (Math and English) in an

integrated approach

o M3-introduce students to technical/vocation work experiences

o Train teachers in industrial experience (min of City and Guilds

and NCCER)

o Prioritize STEAM instructional strategies and learning opportunities

Provide meaningful mentoring to all students for career and

postsecondary learning

o Link students with industry partners for internships and real career

experiences

o Students should be mentored by successful industry personnel

o Provide funding based on mentor evaluation

o Utilize experiential learning/field trips

o Involve parents in mentorship’

Provide a relevant early pathway of support for post-secondary and

career success for Learning Support Students (BSD/BASD)

Provide coursework to ensure all students exit school prepared for

postsecondary and/or employment through career pathways

o Allow a greater variety of exam boards for graduation

requirements to support student success at different levels

o Continue employability skills in S1 and continue to S3

o Develop and ensure that a Life Skills Programme is delivered to

all 3 levels

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o Continue interest inventory assessment with integrity at the

Middle Level (Career Crusing- Choices) M2 or M1

o Share employment opportunities and data for Bermuda

(Employment survey) in conjunction with interest and inventory

assessment administered

College Readiness


outcomes:

75% of graduates will achieve a college level acceptance score on

the SAT/ACT

70% of graduates will be accepted in two or four year college



Develop well-articulated, individualized pathways to college and

careers with deadlines and expectations conveyed to students

beginning in S1

o Ensure that SAT can be taken at public schools

o Mandate student participation in taking SAT

o Offer SAT/ACT test preparation courses

o Create a calendar/agenda for college application and

admission

o Students required to create portfolio (website) of academic

achievement and extracurricular activities

o Train counselors in college application process for US,

Canada, UK, and Caribbean

o Increase number of IGCSE, “A” Level, and Advanced

Placement courses

o Broaden dual enrollment to include diverse programmes

(strengthen technical programmes in middle/high school)

o Emphasize effective interventions and support systems for

students at all levels by expanding evidence based models

(such as LLI to math)

o Ensure better alignment of achievement reporting to

curriculum standards so that appropriate interventions,

supports, and opportunities can be identified (build on the

standards-based graded initiative)

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Enhancing the Quality of Teacher Practice and Principal

Leadership “High quality instruction and school leadership have the single greatest

school-based impact on student success.”

Overview of the Priority Area The effect that teachers and principals have on student achievement is

well documented across the globe. Improving the skills and leadership of

educators can have a sustained and transformative impact on the

academic achievement of young people. Bermuda must focus on

ensuring educators are recruited from high quality training programs, are

mentored and supported to improve their practice in the classroom, and

are provided an evaluation system that focuses on growing skills and

remediating professionals in need of targeted support.

Areas of Action

Enhance Educator Certification


outcomes:

90% of teachers are certified in their assigned field

90% of principals are certified in school leadership

Enhance Certification

Improve Professional

Development and Support

Strengthen Evaluation

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60% of teachers reach the highly-qualified designation



Establish recruitment guidelines for teachers and principals by including

testing and maintaining certification in the area of instruction

o Establish the standards of a quality teacher and quality leader

o The teachers/leaders must be qualified in their subject area.

o Ensure that all schools where teachers earned degrees were

accredited at the time of their matriculation

o The recruitment process should involve an interview, basket

scenarios (in box), temperament testing and an observation (in-

person or via video), wherever possible

o Give all principals/vice-principals the autonomy/power to recruit

and hire the best teachers/leaders for their schools in alignment

with established system-wide guidelines and qualifications

o Adhere to transfer policies already established (re: transfer

dates)

Develop a Highly Qualified Teacher Designation program to ensure

calibration of the basic skills and pedagogical practices of a Bermuda

Public School educator.

o Mandate that all educators complete the program based on all

4 domains of the Danielson Framework to ensure a competent

standard required to provide a quality education.

o The program must be developed in the 1st year and teachers

enroll in years 2 – 5. With the requirement that by the end year 5,

all educators would have completed the initial programme.

o To maintain certification and to ensure modern instructional

practices, educators must complete this program every 5 years.

o The professional development hours completed during this

designation will be counted toward BEC hours.

o Educators who fail to complete the designation within 5 years will

not be certified by the BEC.

Improve Professional Development and Support


outcomes:

70% % of students passing annually using standards-based grading

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40% of principals and teacher leaders who complete advanced

training through fellowship programs/institutes

50% increase in funds allocated to targeted professional

development



Utilize master teachers to aid their peers in improving their skills

o Create structured instructional coaching roles consistently (e.g.

have non-teaching deputy principal in the Primary schools who

could serve in the role of instructional coach

o Ensure that the appropriate and sustained training of coaching is

provided

Provide effective support personnel to assist teachers in the classroom

environment such as paraprofessionals, co-teachers, graduate

assistants, and student mentors from national service programs (etc.)

Review and revise the job descriptions and qualifications of a

paraprofessional

Ensure that all teachers who are new to the system undergo an

orientation process and are provided a mentor in their area of

teaching for a minimum of one term

Require more rigorous standards in new teacher programmes by

o Minimizing the current mentor to teacher ratios to 8:1

o Continuing the BTIP programme but ensuring the mentors are

paired with teachers in their area of certification

Provide meaningful and sustainable professional development by

aligning with system and school goals

o Conduct needs assessments to identify priorities and align with

the strategic plan and system and school goals

o Funding needs to be allocated to sufficiently sustain ongoing

professionals development for principals, deputy principals,

teachers, paraprofessionals, mentors, instructional coaches, etc.

o Implement teacher institutes to target PD areas

o Reinstituting a qualified professional development officer with

appropriate funding to provide meaningful, needs-based

professional development.

Implement sustained leadership development, training and placement

programmes

o Conduct ongoing professional development programmes for

current and aspiring school leaders

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o Ensure master degree qualifications include educational

leadership courses and leadership experience

o Promote oversees leadership partnerships/exchanges

o Grow leaders through succession planning

o Design and implement new principal mentorship/support system

o Ensure there is a school-wide system in place for transitioning

principals

Equip teachers and administrators to adequately maximize the use of

Powerschool by providing professional development, accessibility, and

populate Powerschool to its full capacity with data features

Strengthen Educator Evaluation and Performance Management


outcomes:

75% of teachers/school leaders/principals perform at the advanced

levels on their performance evaluation rubric



Create sustainable teacher, deputy principal and principal

development by:

o Using the Danielson Framework as a developmental tool to

provide a common language and understanding to promote

quality teaching and create an evaluation tool aligned with the

Danielson Framework

o All observers/ evaluators must be certified Danielson observers.

Software such as Teachscape should be used to provide

feedback and appropriate remediation.

o Continuing training and implementation of McRel’s Principal

Evaluation system

o Principals must be effectively and consistently evaluated,

monitored and supported by their administrative superiors.

o Ensure that principals are supported in their growth areas

identified through the McCrel Evaluation Tool

o Ensuring principals and deputy principals complete instructional

rounds and monitor data around teaching and learning

o Establish a salary schedule for deputy principals that is consistent,

regardless of the amount of students enrolled based on years of

service in that position.

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Enhance role of HR Department to include personnel to assist in the

development of job forward planning and to assist educators with

professional growth and/or implementation of a progressive discipline

process

Improving Infrastructure and Instructional Resources “Modernizing the Learning Environment”

Overview of the Priority Area To ensure Bermuda’s youth are prepared to participate in a global

economy, students must be exposed to cutting-edge technological tools.

Additionally, they must learn in facilities that are well maintained, clean,

healthy, and modern.

Areas of Action

Adequate Funding


outcomes:

30% increase in funding for public education

Funding Instructional Resources

Updated Facilities

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50% increase in private sector support (in-kind/monetary) for public

education



Ensure adequate funding and budgeting

o Provide an adequate and fair budget to each school every year

to ensure the needs of students are met.

o Ensure budgets are developed by December for the next school

year and provided to school leaders.

o Ensure school leaders and Parent Councils have input to the

school budget process.

o Partner with the private sector and donors to provide meaningful

support to schools for instructional resources, technology and

other programmes.

o Partner with private experts to donate civil/structural/

environmental expert advice

o Improve communications to the public regarding ways they can

support schools

o Develop a system which enables the private sector / private

citizens to donate to individual schools

Instructional Resources


outcomes:

75% of schools have updated IT infrastructure that is adequate for

purpose



Implement a Comprehensive Technology Policy

o Ensure all students have equitable access to modern and

appropriate technology resources.

o Provide regular training for educators on technology teaching

and assessment

o Regular reporting on effectiveness of technology education.

o Identify specific IT needs at each school

o Continuation / discontinuation of effective or ineffective aspects

of technology education

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Increase quality instructional resources

o Ensure all schools are provided with appropriate and equitable

instructional resources to meet the needs of all students.

o Ensure all schools have resources that are consistent with

academic and learning goals.

Conduct an annual inventory, establish effective utilization, move

towards cloud-based infrastructure, and keep track of equipment and

software costs by school

Updated Facilities


outcomes:

70% of schools with modernized/updated facilities that are fit for

purpose

100% of schools meet national health and safety standards



Ensure on-going facilities management

o Implement protocols for proper cleaning and maintenance

including for electrical, HVAC, network closets, plumbing, , and

security

o Ensure Department of Education has authority to certify, train

and manage custodians/facilities management

o Ensure there are adequate support staff for IT, facilities, finance

and HR

o Improve access, distribution and speed of internet in all schools

o Make classrooms environmentally comfortable for learning and

effective for modern teaching

o Establish a green policy for each school and reinvest green

savings into school

o Ensure compliance with national health and safety legislation

Ensuring System Success “Creating the enabling conditions for transformational student results”

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Overview of the Priority Area Lessons from high performing international educational systems suggest

that Bermuda must look beyond teaching and learning to focus on

ensuring the policy, governance, and operational systems are in place to

enable the success of both students and teachers.

Areas of Action

Policy Best Practices


outcome:

80% of policy targets are passed and enacted by the Government



Adopt comprehensive MOE and DOE policy frameworks that ensure the

following:

All youth, but especially those most vulnerable, receive supports

needed to be successful.

Efficient and effective administrative decision making

Specifically, develop policies to address:

Policy Governance

Operational Efficiency

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o Standards: Adopting macro level academic standards for all

grade levels that align to national curriculum and to

international definitions of college and career readiness

o Accountability: Developing system performance frameworks

focused on positive student educational experience and

outcomes. Frameworks will be publicly reported annually and

used regularly for overall analysis and continuous quality

improvement of the school, DOE and MOE.

o Students with Disabilities: Strengthening the policy and practice

framework to ensure students with disabilities are afforded the

rights and procedures commensurate with other high quality

international systems

o Funding: To ensure the strategic objectives of the system are

implemented with integrity

Governance Realignment


outcome:

Department of Education governance structure is modified to

balance accountability and autonomy



Develop a governance structure that both holds the Department of

Education directly accountable to citizens through an elected

board of education and that provides the Department greater

autonomy for fiscal, human, and operational decisions.

Increased Operational Effectiveness and Efficiency


outcomes:

90% of system strategic indicators are met on the respective

performance frameworks

20% reduction in non-instructional costs as a result of efficiency

measures

100% completion of short term master facilities plan

50% completion of long-term master facilities plan

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Reorganize the Department/schools to ensure effective school

performance at every level through the following strategies:

o Strengthen External Communication and Engagement: Increase

high quality communication and public relations to all

stakeholders, with a focus on ensuring parents are connected

and informed to their schools

o Strengthen Internal Communication and Data Systems: Create

cross coordination department/ministries communication and

integrated data systems to inform efficient and effective

decision making and increase responsiveness to stakeholder

needs

o Improve Service Delivery: Develop a culture of data-driven,

equity-focused decision-making by

o Collecting and reflecting regularly upon data to provide

evidence and rationale for investments

o Focusing on accountability by outlining delivery plans with

clear timelines and identification of persons responsible

o Operating with planned, organized, and holistic

vision/purpose, rather than consistently reacting to

immediate needs

o Streamline Expenses: Identify cost inefficiencies and relocate

dollars to focus on student needs

o Grade-Level Structure: To ensure college and career readiness,

review the current structure of schools (primary, middle, senior)

and revise for maximum student success

o Master Facilities Plan:

Develop a short term facilities plan for immediate

remediation of crisis level health and safety conditions

Develop and implement a long-term infrastructure renewal

plan with building designs based upon 21st Century

pedagogical standards. This plan should outline a thoughtful

strategy for renovating, rebuilding, and/or consolidating

school facilities.

Acknowledgements

Glossary of Terms

Documents

Plan 2022: Bermuda’s Strategic Plan for Public Education Strategic Bermuda Plan 2022_Copy.pdf · Plan 2022: Bermuda’s Strategic Plan for Public Education Table of Contents