Dear Editor,

Talk about the Jamaica Teaching Council (JTC) Bill has dominated conversations among teachers across the country.

As one of my colleagues recently put it, “Salaries cannot be the selling point of the JTA [Jamaica Teachers’ Association] candidates’ campaign — the JTC Bill has to be.”

As a teacher with over 15 years of classroom experience, I have seen the triumphs and challenges of our education system first-hand. I’ve taught students who rise above difficult circumstances, collaborated with passionate and selfless colleagues, and navigated numerous fads and so-called reforms over the years. Now, with the JTC Bill before us, I find myself reflecting deeply on its implications.

At its core, the Bill proposes to professionalise teaching in a way similar to how doctors and lawyers are governed. It promises mandatory registration and licensing, a formal code of ethics, and greater accountability through disciplinary procedures. As a teacher who takes pride in her craft, I support the idea of elevating our profession. I want teaching to be respected again and I want our students to benefit from high-quality instruction. This is something for which I have always been an advocate. But I also believe that we deserve a real voice in shaping the rules that govern us.

One of my concerns, and one that is shared by many of my colleagues, is that the current draft of the Bill gives significant disciplinary powers to the JTC without enough clarity on how teachers will be represented in decision-making processes. We have all seen how vague policies can be interpreted in Jamaica. If the council can revoke a teacher’s licence based on a misconduct investigation, what safeguards will ensure fairness and due process? Who will advocate for us in those critical moments? Who will be responsible for seeking and funding legal representation?

Furthermore, the Bill also places significant emphasis on continuous professional development, which, in principle, I welcome. However, teacher professional development in Jamaica is often repetitive and inconsistent in quality. The concept of stackable credentials is not yet fully embraced locally, which limits how our learning and certifications translate into career advancement. I have personally participated in numerous training initiatives — some paid, some free — and earned many certificates, yet these rarely lead to upward mobility. Too often a formal degree is still seen as the only path to advancement.

Many of us already pay out of pocket for workshops, seminars, and postgraduate studies to improve our skills. If continuous professional development becomes mandatory for licence renewal, will the Government ensure that quality, accessible, and relevant opportunities are provided, especially for teachers in the early childhood and primary sectors?

This discussion cannot be divorced from the broader realities we face. Jamaican teachers already contend with overcrowded classrooms, outdated infrastructure, limited resources, and, yes, inadequate compensation. We continue to teach because we care deeply about the future of our children and our country. But if not carefully implemented, new layers of regulation could burden us further instead of empowering us. Let me be clear: I am not opposed to accountability. Teachers shape lives, and we should indeed be held to high standards. But accountability must walk hand in hand with fairness, respect, and transparency.

As Parliament continues its review of the Bill, I urge them to broaden the conversation and engage more voices from the classroom. Teachers must not merely be subjects of regulation, we should be co-creators of the standards that define our profession.

In the end, we all want the same thing: an education system in which every Jamaican child can learn, and does learn. A strong, well-supported teaching profession is key to realising this vision. Let us build a system that uplifts teachers, values their expertise, and listens to their experiences. That is how we achieve lasting change.

Shellon Samuels-White

Student assessment officer

shellon.samuels.white@themico.edu.jm