Background: As part of the Education and Social Justice Project, in May 2023 undergraduate student Molly May (C’24) interviewed Roxanna Encalada, the vice principal at St. Martin de Porres Primary School in Belize City, Belize. In this interview, Encalada discusses the challenges the school faces, including the pandemic's impact on student behavior and academic progress, as well as the need for more resources.
So can you tell me a little bit about yourself and your role at St. Martin's?
Okay. So my name is Roxanna Encalada, and I'm the vice principal here at St. Martins. It is my third year being the vice principal. But I have been in the education system for 21 years. My role here at St. Martins is also to serve as a literacy coach. So I also work with Project Heal, and I am their literacy coach where we conduct assessments, reading assessments in specific, to be able to help our children at St. Martins on how to read. So right here at St. Martin's, I am in charge of the lower division, which is infant 1 to standard 2, which is grade one, two, three and four. And those are the same levels that are part of the literacy program.
So you said you've been in education a lot longer than just three years. Can I ask, were you involved with St. Martin's for longer than three years, or what was your experience before?
I have been here at St. Martin's for 18 years, and then the other part of the years at another school.
Were you teaching?
Yes, I was teaching. And then when I got married, I asked for a transfer from the Cayes to the city. So that is why I left the Cayes, because I got married, and then I got a position as a teacher here at St. Martins. So I've been here for eighteen years.
So that's a long time to be here. So I'd love to hear from you what kind of changes you've seen at St. Martin's over that time, whether it's positive or negative.
Yeah, like any other school, we have our advantages, we have our benefits in the school, and we also have our challenges. Um, what I have seen progressing here at St. Martins is that different administrators, including the present one, we have been in the system for so long. And we have realized that there were a lot of changes that have to take place. So we try our best to work together to make sure that we make those changes happen. Due to the pandemic, unfortunately, we lost a lot of enrollment in our school. And also we are struggling academically when it comes to the progress of the children learning. This is our first year having a full complete year of teaching after the pandemic.
So we are learning - because it's a learning process - about how we can make the changes because it comes with a lot of challenges whereby we have poor involvement of the parents. You know, that is one of our biggest challenges. Parental support. Parental support is core. Another challenge is the area where the children are situated - or the part where they live. It is highly seen as a violent community. Most of these kids, the parents are part of a gang or maybe they have went through trauma of one of their family members being killed due to violence. And most of our children, also because of their poor socioeconomic background, mostly come to school hungry. They don't have the resources to be well-sustained for an education. Nevertheless, we as a team, we try our best to identify all these factors that influence the education system for our school.
I am happy to say that one of the benefits of the present administration is that we are trying to cater for the needs of the children. Another challenge would be that many times the schools are run by the Ministry of Education and then it's like you need to follow directives from them. So what we try to do is have evidence or collect data on the present circumstances of our children so that we can meet them using a holistic approach. Because academics is just one part of a child's education. We need to focus on other areas.
Fortunately, we have Project Heal working with us, and they are offering the counseling part of it, which is very beneficial for the school because St. Martin's is one of the many schools in the country that have a personal counselor. And it's just because of the support that we have at Project Heal. If we didn't have Project Heal under our wings, we wouldn't be able to offer that aspect, which is also important for the children. So, you know, I always think about that and I say it's a blessing for us to have that support from Project Heal working with us because they get the counseling and also, like I mentioned to you, I am the literacy coach. Project Heal provides me with all the resources that I need to ensure that the children have resources when it comes to learning, reading in the classroom, when it comes to getting some of the school supplies that they need, because the children come to school without school supplies, right? So Project Heal, with the grants that they get, they're able to put in some money on the side to buy resources for the kids, which allows them to make it easier.
Before, the children use to come to school without an exercise book, without a pen, without a pencil, without a ball. With the resources that we get, we ensure that we provide that for the kids. And it's easier. It's like an easier transition. Also learning where the children are in their reading level allows the teacher to cater or plan lessons to meet them where they are. And also with the help of the program, we're able to identify children that might have a learning disability. Because the way how we track reading progress is we assess them at the beginning of the year. We identify their reading levels. The teachers are then exposed to different reading strategies to help them to assist the kids in the classroom, to learn reading. Then at the end of the year, we assess them again.
So we are able to compare assessment reading levels to see if there was progress or not. Because like I always tell the teachers, even if it's just one reading level, it's still progress, you know? So tracking that and having that as records for our school, we are then able to tell the Ministry of Education, we cannot teach from this curriculum that they're giving us. Not because it's not good, but maybe it's not where our children are. We need to give them what they need, because then we are defeating the purpose of the educators. So I really like that. I am very vocal when it comes to that. I'm not a rebel, but I just feel that sometimes my voice needs to be heard so that I can be able to make a difference.
My passion is teaching. I really love teaching. I really love teaching reading. I guess that is one of the reasons that they took me out of the classroom, because even before I was vice principal, I was just a literacy coach for the school. And then I was just helping teachers to go in the classroom, model reading lessons and stuff like that. And I believe that that is important. Like I told you, the only levels that are part of the reading program are grade one, two, three and four. But due to the pandemic, we realized that we needed to see more. So what we're doing now, I have assessed the whole school. So right now we have reading levels for the entire school, and the tools that we use for reading assessment is an online tool. It is called the A to Z reading tool. Again, thanks to Project Heal, with the resources and grants that they get, we are able to buy that tool online.
That was a lot that you just covered, and you clarified some of my questions, especially about changes due to COVID. I'm just going to circle back to that. So you said that you expanded the reading assessments after COVID. Can I ask about - since you've been here for so long - any other changes that you've seen, maybe caused by COVID? How is the situation now different than the years before COVID?
Most of the changes would be, like I mentioned, the academic is the main challenge. Children going on without food is another challenge. And we also have most of our children come to school without a uniform because they do not have the resources right now. what the pandemic cause is that many of the parents, which they already didn't have like a good job - they were hired from whatever they were doing. So mostly what they are doing right now is just what to call like, "hustling," like just to make a living so that they can provide for their families. And it's really hard. It's not easy. Sometimes what we take as responsibilities of taking care of the children is a lot. We need to cater for them in many ways. And sometimes we have the resources, but sometimes we don't. So a big challenge would be that, providing for the children fully. And also, like I mentioned, the parental support, it went really down. Some parents don't care. And due to the pandemic as well, a big challenge that we have is behavior. The children were exposed too much to the streets. And some of them come to school and they are already part of gangs, especially the upper kids. The way how these kids have been exposed to the world at this point. It's unbelievable.
And you've seen this change during COVID?
Yes. This happened during COVID, because before it wasn't like that. We had behavioral issues. But right now, the behavioral issues are different. Gangs, cyberbullying, children already exposed to violence because of joining gangs, because of all this while they were out of school, not being busy in a school or a classroom. And definitely their attention span has changed. The way how they used to learn before is totally different right now. It's a challenge because then we are conducting research as well, in finding ways, how the snap of a finger of a virus coming to the world, is allowing us to find different ways of helping each children or even ourselves. Because it's totally different. Many of these children, yes, they were exposed out there. But what about those ones that were all hooked to a tablet playing games? Their attention span is low. All they want to do is just gaze in the classroom. And it was really hard. And adjusting, it's not easy, but we are trying to get there.
Also, one of the challenges because of the changes we went through, the teachers' morale in teaching, right? They get tired. They get tired. And, you know, it's like I am doing this, but they are not reasoning. They're not comprehending. I repeat myself so many times. It's like they're not getting, what should I do? And there was a time that they got really frustrated. But it's important that as an administration, we have these discussions with them. So we learn, and we also try our best to be patient, be patient, with patient with them, so that we are able to see how to gradually make the changes. But I know for a fact that our kids lost like three years, almost three years of education. So I feel that it's gonna be like forever, like they will be forever backwards for some time. Even when they go to high school, even when they go to a university, if they're not consistent with the support of their parents, it's not gonna be easy for them. We just have to be real about where our children come from. Because other schools - I could speak like that for St. Martins, but other schools would say, "Oh no, we are back on track," because they do have the resources and they do have parental support.
So kind of thinking about - what's that missing piece? What is it that other schools have, or what is it that St. Martins needs?
The other schools have resources, like they don't even have to provide something for their children because the parents do it for them. The parents are there doing assignments with their kids, bringing in projects or something. We have to try to do projects here at school because if we send it home - we can ask for $0.25 of support and they don't donate. It's challenging, but the teachers try to accommodate. We try to accommodate that. We give them the Bristol boards. We give them the little art supplies that they might need. But like I said, it's gradually progressing, so that we can make the changes. But awareness is important. Being on the ground and being aware of your surroundings is vital. That's the only way that you'll be able to make a change.
Yeah, I think you're right that all sorts of change like this is going to be very slow and very gradual. Can I ask about any specific initiatives that St. Martins has tried to incorporate since COVID to kind of deal with these learning problems?
Yeah. So what we're doing is - what we started like, um, in January, we started the clubs, so we opened different clubs. It's not as successful as I would want, but I also feel that it's the beginning. So we have music club, we have sports club, we have dance club, we have gardening, and we also have drawing club and also table tennis. Yeah, we started this in January. So we have that going on right now. So like I said, it's just an initiative, because we do not have all the resources to run these clubs because the same teachers are doing them. So we said, "okay, you are good at sports. Let me put you to be the sports coordinator for the club." But we are hoping that we are going to make it better next year. So this year is just a trial, but it's okay. It's not - but I wish it could have been better.
Are these after school programs?
No. We have like Monday, Tuesday, Wednesday, Thursday, Friday, the second week of the month, they meet by levels. So for example, infant 1, infant 2 is Mondays. And its done during class time. We take the last class period to run the clubs.
So does that replace time that previously was a different class?
No, it's like we just take the time from our same schedule as "expressive arts." So we don't try to take it out from the kids themselves. Instead of them planning for expressive arts, a lesson, they use the time to have the children in different clubs.
That sounds great, I didn't know about that. So what would you like to see from these clubs, maybe next year?
What I would want for the clubs to be? I would want it to be more different. I would want the resources to be readily available when it comes to, for example, arts. I would want to see like a variety of different things. You know with Pinterest the teachers are trying to Google some stuff because said, they're not experts in that area, but they're trying. I would want to see that if they want to decide to do a flower, it's easier for them to just go to a room and just pick up everything that they need rather than trying to see from their own pockets, hope to get that flower done. Like a big area just having so much things for arts. Also when it comes to sports, we do have some. So I will not say that we do not have some resources. We do have like footballs and basketballs. But again, it requires a lot more to have different nets. A net for volleyball or - we need to have more things in our school for children to play so that they can get out a little bit of mischief. The few balls we have at school, they even come to borrow it for break, and they're all fighting for a ball because sometimes the teacher will just give it to this child to take care of the ball. And I feel that if we guide them well, they do take care of it, you know? So I think that it just requires more resources in a room. For teachers just to have.
So what would have to happen to get more of these resources?
I think Father Andres will need to ask for more donations, or he will be the one who asks for whatever else is needed or whatever.
That would go through the Ministry?
No, no, it's directly to us because it's our initiative. So we have to find the resources. The school has to find the resources. It has nothing to do with the ministry. The ministry doesn't provide anything like that for us. The only thing that the ministry provides is that they offer a campaign with textbooks, the textbooks for the children offer the school, and they provide those textbooks to the children. And that's the only thing that the ministry gives us.
Okay. So tell me a little bit more about that budgeting process. If you feel like there are resources you need, how would you go about asking for them?
For those things? Everything has to go through our local manager or our general manager. Like, for example, we have a general manager, we have a local manager, we have an assistant local manager. Then we have the principals, right? And each school is run differently. In some schools you will have the principals doing all of it. Some schools, you have the managers doing everything and it has to go through the chain of command. Here at St. Martins, it goes through the local manager, so he's the one that would ask for the grants, and he will be the one that will decide where to buy or whatever, or he will give the directive to the principal to find out where she can find those resources and produce her a check with the money to buy whatever resources.
Do you feel like there's open communication with the administration, in terms of advocating for things that you need? Or do you see any tensions there?
Yeah. Yeah, I feel that. I feel that the administration should have more autonomy in making decisions like that, because we are on the grounds and we know what our needs are, and we know how to give it to the teachers and students.
So is there something that you would like to see in terms of a way that it would be easier for you to advocate for the students? Or something that you wish St. Martin's had in terms of communication?
Yeah, I would. I would really like to see better communication among the managers and administration. This is where I feel there's a gap between the managers and the administrations. I feel that we need to work better in building trust, in building ways for how we are able to express ourselves better as a team.
So to that point, I know that there was recently a discernment planning team started. Is that a pretty new initiative?
Okay. So another challenge that the administration has faced is that, for the past three or four years, we have been changing managers like this. So first we had one, and we had another one, then we had another, and now we have a third.
Those are the pastors?
Yes. So the pastors are the local managers. And because everyone has a different leadership style, everyone comes with different ideas of how they feel they should run a school. But at the same time, it causes frustration, because then we as admin, we are trying to find ways of how to try to fit the different leadership skills of what these local managers are bringing. The discernment plan? We have been discerning from the previous priest, we have been discerning from the previous admin. This process is a little different. But I also feel that the progress is slow. The progress is very slow. But I also feel that maybe that's the way how it's supposed to go, cause its a discerning process. But again, I just feel that sometimes it's just important to deal with the issue instead of going through a process. But again, different people deal things differently. I am the voice of my admin team. So I would prefer things to be dealt immediately instead of just running it around.
Well, can you give me an example?
For example, decisions, they have the process of discerning what are the challenges or what are the strengths of our school, what are going to be some priorities you want to focus on. We are guided to go through a process. In my mind, I already know what I want. I don't have to be sitting down in hours of meetings trying to figure it out because I already know it in my head. But I obey, and I and make sure that I am part of the decision making. But sometimes our job description is full. And attending so many meetings, it's really tiring.
So would you like more autonomy over direct decision making?
Definitely. Definitely
You really have a lot of experience here, you know?
And I feel like I am able to work with my team, with the principal and the other vice principal, and like, as soon as something is here just deal with it, instead of just coming to the manager and asking permission to make a decision. I don't think that that makes sense.
Okay. I kind of want to shift gears a little bit and talk about - if you have time, do you have somewhere to be?
I have a meeting at 10.
Okay, I'll keep that in mind. But I'd love to touch on the Jesuit identity of the school and how that comes into it. So I'd love to hear from you - what does a Jesuit identity mean to you, for the school?
Well a Jesuit identity, we have worked diligently in creating a beautiful mission and vision statement that we try to cater it in the spiritual aspect, the physical aspect, of providing - like I mentioned at the beginning - a holistic education for children. Under the Jesuit education, I will be honest in saying that it makes us a different school, because then the support that we get from other places when it comes to helping a Jesuit school, for example, it's faster and easier. But I also like that they stress a lot on the spiritual aspect of ourselves and also in embedding that to the lives of the children, because then, in the Jesuit education, they want to create an impact in the lives of our children. You know? It's not just providing an education. It's making sure that we are taking care of their well-being as citizens and also as children of God.
So, again, that's my view because my spirituality, I journey very high when it comes to a spiritual process in my life. So combining your spiritual way of seeing life and also the way that you would normally be. It makes a difference because then I as an administrator, would have a high level of - or a bridge of compassion and empathy, something that it's really important to have in a Jesuit school. But then I am not sure if my teachers are going to be able. So sharing and guiding them and teaching them and being a role model, it's very important for a Jesuit school to be prosperous. Because then it's like, I strongly believe that we need to walk the talk, you know, and there, we are not there yet. As a Jesuit school.
what parts of the Jesuit education do you feel are working, and what parts do you feel need to be improved?
The spiritual aspect has to be advanced a little bit more, and I will not blame the church for it or blame the parish for it or blame the manager for it. It's a journey that needs to be emphasized and also taught. And even though it's been there to a certain level, there are some teachers that need extra work on it because then - the same way we have a chain of command with the roles and responsibilities - is the same way that it needs to flow, so that we can create an impact in the lives of the children that we are dealing with.
So for example, like I said, consistency in carrying the education is important. So let's say you are in my class, and I am this dedicated teacher, and I guide you through using a holistic approach so that you can become that child that I want to - I want you to graduate from St. Martins being a child that was educated through the Jesuit teachings. Like I said, the holistic approach is important. Not only the academic, not only the spirituality. Having confidence, building him or herself, not having the fear to be out there, being someone, you know. So you come to me, I provide. I try my best to provide you with all this. Next year you go to another teacher, and it's totally different. So to me, that's a challenge. We need to hire more people that will have the same vision and follow the mission and the vision of our school for it to flow. It has to have a flow. And we don't have it here. We don't have the flow. There are many teachers that have the passion, but many as well are just here for a paycheck. The reality.
Do you feel that teacher training and professional development kind of play into that in terms of the consistency?
Okay. So I will be honest. When it comes to teacher training, that is something - a part of our culture here - that teachers attend trainings provided by the Ministry of Education, because in order for us to have a teacher's license, we have to accumulate 120 credit hours from training. But I'll be honest, some of those trainings don't make sense. And what it has created that those teachers heat about training - it's not like they're driven about it. You could count the workshops or trainings that we have attended that you would really come from there and say, "Wow, this was impactful, and I think that I'm going to do it." Due to COVID, most of them are zoom now. So it has advantages and disadvantages, and I would also put that extra pressure on the facilitator.
So are those trainings all run by the ministry or are those specific at St. Martins?
We can, but again, you will need to have the resources to pay someone to come and give it and teach it. And that's way out our control. We can ask for it, but we're not sure if we're going to get the resources. I cannot just look at my level a day and say, "I think this group is struggling with classroom management," and next week I will just have them stay in the afternoons and bring someone in to give them that class because then, nobody works for free. I will need to have a stipend to give that person to come and help my teachers. So again, I do not have that power. I would love to do it though, be able to identify where the weaknesses are and what teachers and just be able to - don't come for permission and just do it.
So you'd like to see more direct professional development implemented by you?
Yes.
Well, that's useful to know. You know, all of your suggestions. I know we're a little bit short on time, so let me see if there's anything else I want to get to, or is there anything else that we haven't talked about that you want to add? Anything you think is important?
Oh, not really. Um, I think that we have covered.
Yeah, we covered a lot. It was very - it was great to hear, you know, with all of your experience - what you see for the school and everything like that.
