The Teaching Service Commission (TSC) was established under the Constitution of the Republic of Trinidad and Tobago (Section 124) and is charged with the responsibility under Section 125 as follows:

Subject to the provisions of this Constitution, power to appoint persons to hold or act in public offices in the Teaching Service established under the Education Act, including power to make appointments on promotions and transfer and to confirm appointments, and to remove and exercise disciplinary control over persons holding or acting in such offices and to enforce standards of conduct on such officers shall vest in the Teaching Service Commission.


The Teaching Service Commission (TSC) was established under the Constitution of the Republic of Trinidad and Tobago (Section 124) and is charged with the responsibility under Section 125 as follows:

Subject to the provisions of this Constitution, power to appoint persons to hold or act in public offices in the Teaching Service established under the Education Act, including power to make appointments on promotions and transfer and to confirm appointments, and to remove and exercise disciplinary control over persons holding or acting in such offices and to enforce standards of conduct on such officers shall vest in the Teaching Service Commission.


The members of the Commission are appointed for a three-year term by the President of the Republic, after consultation with the Prime Minister and Leader of Opposition.  The current members of the Commission are:

Mrs. Elizabeth Crouch        - Chairman

Dr. Martha Des Vignes        - Member

Dr. Olabisi Kuboni               - Member

Mrs. Clair Brathwaite-Alexander - Member 

Mr. Inshan Mohamed          - Member

The Director of Personnel Administration (DPA) and the Teaching Service Secretariat provide administrative and advisory services (in particular, legal and regulatory services) which enables the TSC to effective discharge its mandate.

The constitutional mandate of the TSC – appointing, promoting, transferring, confirming appointments, and exercising disciplinary control over the officers with the Teaching Service – are core human resource management functions.  In this regard, it is to be noted that authority and responsibility for discharging many aspects of these functions reside in diverse agencies of the Public Service.  In its 2011 – 2015 Strategic Plan, the Commission has placed specific emphasis on strengthening its relationships with relevant agencies and stakeholder groups – through both formal and informal mechanisms – as a key strategy for improving the effectiveness and the efficiency of its operations.

Member Profile




Mrs. Elizabeth Crouch is an educator with forty-eight (48) years of working experience in education with twenty-eight (28) of those as working experience as Principal at both the primary and secondary levels. She is a former Principal of St Joseph Convent, POS. Mrs. Crouch was awarded the TT Public Service Medal of Merit (Gold) 2007 and the Excellence in Education Award, Ministry of Education 2012.

She is a graduate of Hollins College, USA, with a B.A (Honors) History; the UWI with a Diploma in Education and the University of Toronto, with a Masters in Education.




Dr. Martha Des Vignes, an attorney-at-law, has been an educator in higher education for 21 years. She is the current Course Director for Civil Procedure and Practice I at the Hugh Wooding Law School and a member of the Mediation Board of Trinidad and Tobago. 

Dr. Des Vignes is graduate of Nova Southeastern University, Florida and holds a Doctoral Degree in Conflict Analysis and Resolution. 



Dr. Olabisi Kuboni is a retired senior lecturer of the University of the West Indies (UWI). She is a holder of Ph.D from the University, Milton Keynes, United Kingdom, a Masters in Educational Technology from Concordia University, Montreal, Canada and a Diploma in Education and B.A Modern Languages both from the UWI, St. Augustine, Trinidad.  



Mrs. Claire Brathwaite-Alexander is a past Principal of Bishop's High School, Tobago and Assistant Education Coordinator, School Supervision Division of Education, Innovation & Energy. She is a graduate of The University of Western Ontario with a Masters in Education and the UWI with Post Graduate Diplomas in Education and Library Science and a B.A in English. 




Mr. Inshan Mohammed is a current Chairman and executive member of several ASJA committees. He is a former tutor of The University of the West Indies (UWI), Department of Economics.  Mr. Mohammed holds a MSc. Degree in Economics from the UWI. 



Update on appointments for 2011

The Commission made major strides between 2005 and 2010 in reducing the backlog of vacancies in the Teaching Service, especially those related to appointments for school leadership positions.  From a historic high of 2,132 vacancies in 2005, the Commission has been able to reduce the number of vacancies for teaching positions in 2011 to 728, which represents 4.4% of the 17,000 offices of the approximate establishment for the Teaching Service.  This figure included seventy-eight (78) delinked offices which the Commission was able to fill in 2011.

Update on Disciplinary Matters

As at December 31, 2011, the Commission was treating with 71 disciplinary matters and court charges (See Table 2).  Improving discipline within the Teaching Service has been identified as a priority goal for the Commission which has intensified its efforts to treat expeditiously with disciplinary matters.  To the end, the Discipline Section of the Service Commissions Department is now required to submit quarterly reports on the status of disciplinary matters.  These reports have brought to the fore the high number of adjournments which are causing inordinate delays in bringing disciplinary matters to a timely resolution.  In this regard, the Director of Personnel Administration has been asked to use her good office to ensure that disciplinary tribunals give these long outstanding disciplinary matters their urgent attention.

The Commission wrote to the Chief Justice to seek his intervention in having the hearing of the matters pending before the court expedited.  In addition, the Director of Public Prosecutions (DPP) was also requested to assist in expediting the conclusion of matters pending before the courts in which counsel has been appointed from the office of the DPP.

Table 2 – Disciplinary Matters Before the TSC



Policy Guidelines for Discipline – In 2011, the Commission noted with concern increasing levels of unpunctuality and absenteeism in the Teaching Service and in this regard, requested the Ministry of Education to submit reports of late-coming and early leaving by teachers during the school term ending April 11, 2011. 

The data was received and the Commission requested that the Permanent Secretary, Ministry of Education investigate further the officers who have exceeded one thousand (1000) minutes late for the year and the officers who were absent without leave or valid excuse to determine whether allegations of misconduct could be made against them.

Disciplinary Matters – Plans for 2012

At present, a disciplinary charge cannot be preferred against an officer of the Teaching Service who is charged before the courts until the matter has been resolved.  Notwithstanding previously-mentioned efforts to expedite this process, the Commission has also undertaken to amend its regulations to allow for simultaneous deliberations by the courts and the Commission’s disciplinary tribunals, as currently obtains with the Public Service Commission.

Plans and Programmes 2012

A. The Regulatory Framework

The work of the Commission is guided by a complex regulatory framework which includes public service regulations (as adopted by the Teaching Service Commission) that are not specific to the requirements for effective governance of the Teaching Service; the provisions of the Concordat which pre-date the Constitution and prescribe the relationship between the Ministry of Education and the denominational boards; and the Education Act which is dated and is currently under consideration for amendment by the Ministry of Education.

A major activity of the TSC in 2011 has therefore been to review this regulatory framework and to make such recommendations as would conduct to improved administration, decision-making and outcomes for the functions under its purview.

TSC Regulation – The Commission agreed to the formation of a sub-committee, headed by Professor Ramesh Deosaran, to review the Public Service Commission Regulations (1966) Chapter 1:01 of the Laws of Trinidad and Tobago, as adopted by the Teaching Service Commission, in order to make them more relevant to the Teaching Service.

TSC Regulations – Planned Activities for 2012

The sub-committee is well aware that any amendments to the Education Act will have an impact on the Teaching Service Commission Regulations and therefore intends to hold discussions with the Ministry in order to ensure that the legislation is in harmony with the Commission’s Regulations.

B. The Selection Process

In 2011, the Teaching Service Commission introduced several key initiatives which resulted in significant improvements to the selection process.  These include:

a. accelerating the pace of the filling of vacancies by increasing the number of interview panels;

b. delegating authority for the conduct of interviews for the offices of Dean, Head of Department (Secondary and Primary) and Senior Teacher (Primary) to interview panels comprising experienced public officers;

c. auditing of the delegated function of appointments of primary school teachers;

d. revising the selection instruments for the offices of Principal, Vice Principal, Teacher I (Primary) and Assistant Teacher (Primary) to ensure closer alignment to the job descriptions and requirements;

e. revising the selection process for some of the delinked offices; and

f. revising the special report used in the selection of persons for the offices of Principal and Vice Principal.

The Selection Process – Plans for 2012

The TSC proposes to further enhance both the effectiveness and the efficiency of the selection process in 2012.  The critical issue “fit” between candidates and offices will be addressed.  This will call for closer collaboration with and more in-depth information from the Ministry of Education to inform decisions on appointments, promotions and transfers.

Selecting the Right Candidate – The incidents of teacher misconduct which are brought before the Commission have underscored the urgent need to introduce a more rigorous screening process for entry into the profession.  To this end, the Commission will explore the use of additional assessment options such as psychometric testing to screen for the basic competencies and dispositions that have been identified as requirements for effective teachers.  The use of psychometric testing and more behavioural interviews will also be introduced to get a better insight into a candidate’s readiness to take on the complexity of school leadership responsibilities.

With respect to promotions to the offices of Principal and Vice Principal, the Commission revised the special report which must be completed by the relevant school supervisor at the Ministry of Education.  However, the Ministry’s own performance appraisal process for teachers should be a critical input into the Commission’s decision-making on appointments, promotions and transfers.  The introduction of performance management system is an issue which should be expedited by the Ministry of Education.

Understanding the Office – Ideally, information on school profiles should also inform the selection process and enable the TSC to determine whether a candidate’s competencies are well-matched to a particular school environment.  The Commission has requested school profiles from the Ministry of Education, but several of these remain outstanding.  Up-to-date information on the Ministry’s Academic Performance Index (API) should also be considered.  To this end, the Commission proposes to work with the Ministry of Education to review and agree upon key indicators which should be included in the school’s profile and be taken onto account in securing the best fit between candidate and office.  This is particularly important for school leadership positions.

Efficiency of the Process – The Commission is of the view that greater use should be made of information and communication technologies at both the Teaching Service Secretariat and the Ministry of Education to expedite some of the processes involved in the selection process and to enhance monitoring and evaluation of deliverables and reporting.  Business process analysis of the selection process; identification of logjams, and use of ICT’s to enhance productivity and efficiency in the process will be prioritized in 2012.

C. Stakeholder Relations

In 2011, the Commission pursued a proactive outreach agenda in order to build closer relationships with is key stakeholder groups.  Meetings were held with the Ministry of Education, TTUTA and representatives of the denomination boards.  In addition, a workshop was held for school supervisors on August 17, 2011 to share with the work of the Commission and to get their feedback on how the TSC could better serve the needs of the schools.

Stakeholder Relations – Plans for 2012

In 2012, the Commission plans to continue its meetings with the above-mentioned stakeholder groups, and to extend its outreach efforts to meetings with school principals in the various educational districts, visits to schools and meetings with representatives of the National Parent Teachers Association (NPTA).

Appointments / Promotions

For the period January to 25 October, 2017 the number of vacancies filled:

Appointments - 763

Promotions - 132


The table below shows a breakdown of the Appointments and Promotions in the Teaching Service for January to 25 October, 2017 





Schools Supervisor III



Schools Supervisor II



Schools Supervisor I



Principal (Secondary)



Principal (Primary)



Vice Principal (Primary)



Teacher III (Secondary)



Teacher II (Secondary)



Teacher I (Secondary)



Teacher I (Primary)



Technical Vocational Teacher I



Technical Vocational Teacher II



Technical Vocational Teacher III



Technical Vocational Teacher IV



Dean (Secondary)



Head of Department (Primary)



Senior Teacher (Primary)



Curriculum Coordinator



Curriculum Officer



Director of Educational Planning