Significant change in the education system will depend not just on policy, but on people working together with purpose and conviction, one of the newest education leaders said on Wednesday.
In a top students’ pre-graduation interview session at the Erdiston Teachers’ Training College, valedictorian Thonya Joseph-Devonish pointed to collaboration, research-driven practice and strong leadership as central to shaping the future of education.
“As a tutor at Erdiston College I champion the work of the college as the principal teachers’ training institution,” she said, underscoring its role in preparing educators for a rapidly evolving classroom environment.
Joseph-Devonish, who is graduating with a Postgraduate Diploma in Educational Leadership, stressed that the college’s partnership with the Ministry of Education Transformation was key to national development. “A goal is to ensure teachers have the skills and dispositions necessary to be effective in the transformation initiative,” she said.
Her own experience in the programme reflected that focus on both theory and practice. “The programme is structured through a lot of work, research… we were exposed to technology as leaders, varying leadership [approaches] and pedagogy,” she explained, adding that the internship component stood out as a defining feature.
“A key component of the programme is the internship, where at our respective schools, we would be working closely with administration to build out programmes in the school, and support the organisation and administration of the school.”
That process, however, was not without its challenges. Joseph-Devonish revealed that a mid-programme transition from classroom teacher at Springer Memorial to tutor required her to rethink her approach entirely.
“I pivoted to Erdiston Teachers’ Training College mid-programme… so that in itself was a little challenging because at the beginning I would have had some ideas as to how I would have created my internship. But in the transition, I had to really rethink that process.”
Despite that adjustment, she credited strong institutional support for helping her succeed. “I can say that I received great support from the tutors here at the college. I got a lot of support,” she said. “I also do want to say thanks to all those at the college who would have assisted in showing that the internship process was [a] manageable process, considering my transition mid-programme.”
Beyond structure and support, Joseph-Devonish emphasised that meaningful education reform depends on collective effort. She highlighted the importance of professional learning communities and inclusive engagement across the system.
“Stakeholders at all levels, including management, teachers, students, parents, and the community, must work closely together,” she said. “Building a community is essential for making education transformation a success.”
Her personal philosophy extends beyond institutional frameworks. When asked about her long-term ambitions, Joseph-Devonish spoke candidly about purpose and faith guiding her journey.
“To be honest, I want to go as far as the Lord allows me to go. Wherever He sees His vision for my life, I freely step into that position,” she said.
Reflecting on her path, she added: “There was a time where teaching at the Erdiston Teachers’ Training College was on my vision board… it was something that I wanted to do because I knew that I could be an asset to teachers.”
That aspiration has already become reality as she can now mentor the teachers and watch them grow.
“My greatest aspiration is to continue to walk with Him and to authentically and passionately be present in any space that He allows me to walk into going forward.”
(LE)
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