Virtual Instructional Leadership course (Jamaica)

Context

When the COVID-19 pandemic forced the suspension of in-person classes in Jamaica in March 2020, school leaders were tasked with ensuring the continuation of quality learning and teaching through online platforms. This rapid shift exposed gaps in digital readiness, particularly in instructional leadership, as principals had to manage digital content delivery, staff engagement, student participation, and family communication in unfamiliar virtual environments. The need to equip educational leaders with the skills to navigate remote learning effectively became urgent, especially given Jamaica’s existing digital divide and the varied technological capacity of schools and households.

Solution

The Virtual Instructional Leadership (VIL) course was launched in April 2020 to enable school leaders of early childhood, primary, and secondary institutions to gain exposure to relevant technology and improve their knowledge of various tools, resources, platforms, and practices of leading remotely.The free online course aimed to enhance school leaders’ ICT competencies, capacity to deliver quality student-centered educational services, and ability to manage teaching and learning in e-learning platforms. The program focused on developing competencies in remote supervision, instructional planning, digital tool adoption, and e-infrastructure sustainability. It also emphasized child-centered approaches, linking virtual teaching strategies to national standards and equipping school heads to support both staff and students in adapting to remote modalities.

Impact

2,428 school leaders across Jamaica completed the VIL course by September 2021, gaining confidence in using digital platforms and leading school-based digital initiatives. At Little Bay All Age and Infant School, for example, leadership cascaded training to all staff, expanded outreach through WhatsApp and Google Classroom, and implemented creative methods such as motorbike lesson delivery to ensure learning continuity. While formal evaluation data is limited, early results suggest improved management and supervision of teachers using e-learning platforms, better school-level digital strategies, and stronger teacher-student engagement in remote settings. Long-term outcomes depend on continued support, infrastructure expansion, and integration of digital leadership into systemic education reforms.

Analysis

The VIL course demonstrates strong potential for replication in education systems aiming to strengthen remote learning leadership, particularly where digital infrastructure and institutional support are in place. Its low cost, strong alignment with national ICT priorities, and sustainability through the NCEL’s learning platform make it both scalable and replicable across similar contexts. For sustained impact, further investment in infrastructure, follow-up training, and systemic integration of digital leadership competencies is essential, especially in low-connectivity or resource-constrained contexts.

However, localized content is lacking, and more local content reflecting the best local practices would improve contextual relevance. Moreover, the absence of independent or longitudinal evaluation means its long-term impact on learning outcomes or instructional quality is unclear.