ASSISTANT PRINCIPAL
GUIDELINES FOR DEVELOPING ANNUAL ROLE DESCRIPTIONS
IN SYSTEMIC SCHOOLS
CORE ROLE PURPOSE
The Assistant Principal shares with the Principal in all aspects of the school’s leadership and management and
takes responsibility for the school in the Principal’s absence. As a key member of the Executive Team, the
Assistant Principal shares responsibility for leadership of the school’s vision, mission, School Review and
Improvement agenda and Strategic Leadership and Management Plan. The Assistant Principal contributes in a
significant way to the Catholic life of the school, the development of a professional learning community, the
overall management of the school and compliance requirements in all areas.
ROLE EXPECTATIONS
1.0
2.0
Exercises Religious Leadership in developing the Catholic life of the school by:
1.1
Giving leadership to the Catholic identity, life and culture of the school within the evangelising
Mission of the Church;
1.2
Working with staff in facilitating the school’s liturgical life and opportunities for community
celebrations and in promoting social justice initiatives and community service;
1.3
Supporting and promoting the initiatives and work of the Religious Education Coordinator in
liturgy and curriculum;
1.4
Giving leadership to the integration of Catholic Values across the Curriculum;
1.5
Facilitating and promoting opportunities for the spiritual growth and development of staff in
collaboration with the Executive Team and Pastors;
1.6
Facilitating and leading opportunities for regular student prayer and reflection, retreats and
opportunities for faith development;
1.7
Encouraging the development of effective relationships between school and parish/es through
communication and support for their shared ministry;
1.8
Taking a leadership role in the development, implementation and monitoring of the school’s
pastoral care policy and practices.
Exercises Leadership for Learning in developing a culture, policies, pedagogy and practices that
enhance outcomes for students by:
2.1
Promoting and giving leadership to the development and maintenance of a learning culture, values
and school environment based on the key elements of the Learning Framework (CEO 2005);
2.2
Promoting an understanding of the nature of the learner and the learning process and their
implications for the various stages of schooling;
2.3
Taking a leadership role in the development of school-wide effective pedagogy, strategies and
interventions that enhance student achievement;
2.4
Facilitating the ongoing development of contemporary pedagogy which is informed by research,
evidence- based approaches and critical reflection;
2.5
Working with a nominated group of teachers in planning and supervising programs, teaching
practice and student outcomes;
2.6
Modelling and giving leadership to effective teaching practice and classroom management
strategies;
2.7
Giving leadership to curriculum planning, implementation and evaluation;
2.8
Promoting the use of sound assessment processes and the analysis and skilled use of data to inform
learning and support planning and teaching practice;
2.9
Ensuring that reporting on student achievement is consistent with sound principles, policies and
practices, meets the needs of all stakeholders and complies with CEO, BOS and Australian
Government requirements;
2.10
Providing direction, guidance and support to teacher leaders as they undertake initiatives in
curriculum and instructional matters.
3.0
Exercises Human Resources Leadership in the management of employment and workplace related
processes by:
3.1
Promoting and supporting the spirit, values and principles of Workplace Realities in the Catholic
School (SACS Board 2002) and related practices;
3.2
Taking a leadership role in employment processes, including the selection, orientation, induction,
and on-going performance management of staff;
3.3
Facilitating the implementation of processes related to the NSW Institute of Teachers;
3.4
Leading the PPPR process with nominated teachers, including support for professional
development goals and integrated career path planning;
3.5
Leading staff development initiatives and mentoring staff in their leadership of particular
improvement processes;
3.6
Identifying and encouraging staff with leadership potential and taking initiatives to develop
distributive leadership practices and build leadership capacity across the school;
3.7
Facilitating effective employment relations and supporting the Principal in related processes and
negotiations;
3.8
Initiating processes and strategies that support teacher professionalism and team building and
enhance staff morale.
4.0
Exercises Strategic Leadership in implementing the school’s Strategic Leadership and Management
Cycle and the School Review and Improvement process by:
4.1
Giving leadership to the development of a culture and practice of continual improvement and the
implementation and evaluation of the school’s improvement processes;
4.2
Supporting the Principal in ensuring compliance with legislative and policy requirements of the
SACS Board and Catholic Education Office, BOS and government legislation;
4.3
Taking a key leadership role in the development, implementation and evaluation of the Annual
Development Plan and the development of the Annual Report;
4.4
Ensuring the inclusion of the school’s vision, mission and strategic goals in the development of
policies and school documentation;
4.5
Promoting and supporting consultation, dialogue and partnership with parents at all levels;
4.6
Promoting the school and implementing appropriate marketing strategies.
5.0
Exercises Organisational Leadership to ensure the effective and efficient administration of the
school by:
5.1
Ensuring due process in facilitating the implementation of and compliance with government
legislation and school and system policies and procedures;
5.2
Establishing and maintaining effective lines of communication and follow-up processes to support
the information needs of the Principal, Leadership Team, colleagues, and school community;
5.3
Supporting the development, implementation and integration of ICT systems and structures that
serve student learning needs, teaching and administration requirements;
5.4
Facilitating and supporting effective procedures for the development, maintenance of and access to
school records;
5.5
Collaborating with the Principal in the development of sound facilities and financial policy,
management and practices including their relationship to staffing and educational issues.
6.0
The Personal Dimensions of Leadership are exercised in the development of relationships and community
by:
6.1
Giving personal witness to the teachings of the Gospel and to Catholic values in personal
interactions and in carrying out the day-to-day duties of the position;
6.2
Taking a leadership role in creating an environment that is welcoming, hospitable, life-giving and
just;
6.3
Giving priority to the development of relationships and facilitating collaborative processes that
promote shared commitment, partnership and a sense of achievement;
6.4
Facilitating dialogue with and the appropriate involvement of stakeholders in decision–making
processes;
6.5
Facilitating the effective management of conflict situations and response to complaints and ensuring
procedural fairness in resolving complex issues;
6.6
Continuing to develop personal, professional and leadership capabilities in all six Foundations with
priority given to scripture, theology, spirituality and Religious Education.
ASSISTANT PRINCIPAL
FIXED TERM APPOINTMENTS
This managerial position is for fixed terms: initial appointment, 2 years and subsequent appointments,
3 years, dependent upon effective performance in the role.
ANNUAL ACTIVE ROLE DESCRIPTIONS
While all leadership positions are based in a generic system role description, an ANNUAL Active Role
Description is negotiated each year as part of the PPPR process. This active role description needs to take into
account a number of factors, including the following:

CEO Vision Statement and Towards 2010 Strategic Leadership and Management Plan

the School Review and Improvement agenda

the school’s Strategic Management Plan, stage in the cycle and Annual Development Plan goals

the amount of release time provided

the structure of the school’s Executive Team and the total number of leadership positions

the type of school – primary, secondary

history of the school, current stage in development and particular needs of the local community

the number of years of experience of the incumbent (eg first year or tenth year)

the Assistant Principal’s experience/strengths/perceived areas for development

feedback available from Personnel Performance Planning and Review (PPPR)

the active role descriptions of the other members of the Leadership Team, particularly the Principal
(and Curriculum Coordinator).
In any particular year the Annual Active Role Description would encompass responsibilities from each section
of the generic role description. Over the period of the appointment, it would be expected that the Assistant
Principal meets the broad system expectations of the role. It is vital for purposes of development and
continuity in this leadership position that the role includes significant leadership responsibilities as opposed to
simply administrative tasks.
KEY DOCUMENTS
The following key documents are relevant to the Assistant Principal’s role:
Sydney Catholic Schools Towards 2010 Strategic Leadership
and Management Plan (CEO Sydney and SACS Board,
October 2005)
Workplace Realities in the Catholic School: A Framework
for those Employed in Catholic Education (SACS
Board, 2002)
School Review and Improvement Framework for Catholic
Schools (CEO Sydney, October 2005)
Procedures for Addressing Performance Related Matters
and Professional Competence (CEO Sydney,
NSW/ACT Independent Education Union, 2000)
A Self-Review Instrument for Catholic Schools (CEO Sydney,
October 2005)
How Effective is Our Catholic School? (CEO Sydney,
September 2006)
Catholic Schools Leadership Framework: Core Competencies
and Key Elements. Number 2, Leadership Succession Series.
(CEO Sydney, April 2001)
Learning Framework (CEO Sydney October 2005)
Professional Learning in Sydney Catholic Schools (2008)
A Vision Statement for Catholic Schools (SACS Board 1998)
Registration and Accreditation Compliance Workbook (2006)
Building Capacity to Lead in Catholic Schools: A Succession
Planning Resource for Principals. Number 6, Leadership
Succession Series. (CEO Sydney, May 2006)
Career Paths for Teachers within the Mission of Catholic
Education. Number 7, Leadership Succession Series. (CEO
Sydney, 2007)
Personnel Performance Planning & Review – Principals,
Assistant Principals, RECs and Coordinators (2006)
and related documents.
Conditions of Appointment and Employment: assistant
Principals (Green document) (2002)
A Resource for the Induction of Assistant Principals
(CEO Sydney 2002)
Catholic Schools at a Crossroads: Pastoral Letter of the
Bishops of NSW and the ACT - Catholic Education
Office Sydney, 2007
The Holy See’s Teaching on Catholic Schools –
Archbishop J. Michael Miller, CSB, Secretary,
Congregation for Catholic Education, 2007
Circular to Schools – published monthly. SAO Office
of the Executive Director/Circular to Schools
HR Online Handbook for Systemic Schools
HR Online Employment Relations