Capability Framework
for selection of
School Leader B & C Officers
Shapes educational strategic thinking
School Leader A
School Leader B
Behavioural Descriptors
School Leader C
Envisages the future
Plans for the future
Creates a plan of action to support the school
community
Uses analytical thinking
Uses analytical thinking
Analyses information to initiate effective responses
Considers the whole system
Interprets system priorities
Connects school and system policies
Develops an informed view
Analyses issues to inform decision making
Identifies issues to inform decision-making
Positions self to contribute to the
broader educational debate
Contributes to the broader educational
debate
Builds awareness of the broader educational
debate
Provides educational leadership to deliver quality outcomes for students/Provides educational leadership*
School Leader A
Inspires a sense of purpose and direction
relevant to the school/section
School Leader B
Behavioural Descriptors
Inspires and supports staff to realise
purpose and direction
Supports staff to improve teaching and learning
outcomes
Communicates effectively
Communicates effectively
Communicates effectively
Facilitates ownership
Empowers staff by encouraging initiative
and leadership
Facilitates change, deals with uncertainty
and shows resilience
Supports the principal in educational
decision-making
Develops a sense of shared purpose in a team
Steers and implements change, deals with
uncertainty and shows resilience
Creates confidence in educational decision
making
* Office based position
School Leader C
Prepares people for change, responds effectively
to uncertainty and shows resilience
Establishes confidence in educational decisionmaking
Manages (the school) with integrity and achieves results/ Manages with integrity and achieves results
School Leader A
Demonstrates public sector
professionalism and probity
School Leader B
Behavioural Descriptors
Demonstrates public sector
professionalism and probity
School Leader C
Demonstrates public sector professionalism and
probity
Exercises sound judgement
Exercises sound judgement
Exercises sound judgement
Commits to action, delivers on intended
results and ensures closure
Commits to action, delivers on intended
results and ensures closure
Commits to action, delivers on intended results and
ensures closure
Manages school resources effectively
Supports the principal/manager in
managing school/section resources
effectively
Supports the principal/manager in managing
school/section resources effectively
Develops the capacity of the school as a learning community/Develops the capacity of the section as a learning
community
School Leader A
Is self aware and committed to personal
and professional learning
School Leader B
Behavioural Descriptors
Develops self-awareness and commits to
personal and professional learning
School Leader C
Commits to personal and professional learning
Leads and supervises staff
Acts as a guide and mentor and supports
the development of all staff
Leads and supervises staff
Guides, mentors and develops staff
Leads and supervises staff
Guides, mentors and develops staff
Works effectively with the school
community
Works effectively with school
communities
Works effectively with the school
community
Works effectively with the school community
Actively encourages a supportive
performance culture
Builds a supportive performance culture
Implements a supportive performance culture
Cultivates productive working relationships across the school community/Cultivates productive working
relationships
School Leader A
Creates a cohesive staff team
School Leader B
Behavioural Descriptors
Builds professional relationships amongst
staff
School Leader C
Fosters professional team relationships
Encourages and is responsive to staff and
student feedback
Encourages and is responsive to staff,
student and client feedback
Encourages and is responsive to staff and
student (and client) feedback to inform
decisions
Uses student and staff (and client) views to inform
decisions
Maintains effective organisational and
professional networks
Develops effective organisational and
professional networks
Encourages links with other schools/sections to
exchange ideas and resources to support students
Engages with the community
Fosters partnerships with the community
Promotes and supports involvement in communitybased opportunities and projects
Projects a positive image of the
school/section and public education in the
community
Promotes a positive image of the
school/section and public education in the
community
Promotes a positive image of the school/section
and public education in the community
Position Profile and Responsibilities – SLB & SLC
School/Section:
Web address:
Principal/Manager:
Position No:
School/Section
Information:
Key programs/structures
School Improvement
Cycle
(Delete for office)
Generic School Leader
B/School Leader C
capabilities
Position responsibilities:
 Minimum executive structure
 School enrolment
 Size of team, management structure
For example:
 Subschools
 International Baccalaureate
 Student Services model
 Behaviour management programs
 Learning Support Unit
 Futures program
 LEAP
 Year 1
 Year 2
 Year 3
Shapes educational strategic thinking
Provides educational leadership to deliver quality
outcomes for students
 Manages with integrity and achieves results
 Develops the capacity of the school/section as a learning
community
 Cultivates productive working relationships across the
school community/communities
For details of the elements comprising each
capability, applicants are advised to consult the full
SLB / SLC Capabilities Framework at [insert weblink]
 Support the principal/manager in developing and
implementing an effective school/section plan.
 Provide ethical and well-informed leadership,
development, management and supervision of staff.
 Promote improved student outcomes through evidencebased practice.
 Manage the resources of the school with integrity;
provide administrative support and act in senior
leadership roles as required.
 School responsibility 1
 School responsibility 2
 School responsibility 3


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