CRITERIA FOR VICE-PRINCIPALS

Educational Leadership

The Saanich School District normally requires its vice-principals to have a Master’s degree in an appropriate educational field. However, for short-term assignments (less than one year), postings for vice-principal positions will include a preference rather than a requirement for a Master’s degree or progress toward a Master’s degree.

A vice-principal will have demonstrated during their career in Education:

• commitment to supporting the interests of the Board and District;
• proven examples of a collaborative, consensus seeking leadership style;
• highly effective and respectful interpersonal, communication and conflict resolution skills;
• attributes that demonstrate friendliness, good humour, flexibility, enthusiasm, accessibility, forthrightness, openness and honesty;
• proven record of positive working relationships with students, parents, PACs, employee groups and the broader community;
• demonstrated understanding and respect for Indigenous learning and learners as well as knowledge of the W̱SÁNEĆ First Nations;
• demonstrated excellence as a teacher and as an instructional leader at the school or district level;
• evidenced leadership in the supervision of learning;
• leadership promoting curriculum and current teaching pedagogy including the use of appropriate educational technology;
• creation of innovative practices within an inquiry-based teaching and learning environment;
• successful support of students with special needs within their classroom or program;
• thorough understanding of effective assessment and evaluation practices
• evidenced leadership of commitment to the value of inclusive schools; and,
• demonstrated strong parent engagement and community building.

Management Skills

A vice-principal will have demonstrated during their career in education:

• strong organizational skills including any operational or financial issues dealing with their classroom or program;
• skill in dealing with personnel issues including an understanding of collective agreement language;
• attributes that demonstrate good judgement in assessing the strengths and needs of a school’s organization and operation; and,
• effective leadership during critical incidents and other stressful conditions.