o Principals,, Deputy Prrincipals, Chairpersons of o Boards oof Managem
ment and In 20111 a group of represen
ntatives of TTrustees working with thee JMB identified the follo
owing key coompetencies as being essentiaal for the efffective perfformance of f the role an
nd function of (Deputy)) Principal in
n a faith school: ∙ Leadership in a Faaith School
∙ Organisational an
nd Administtrative Skillss ∙ Strategic Develop
pment & Maanagement ∙ Relatio
onship Man
nagement &
& Interperso
onal Skills ∙ Self‐aw
wareness &
& Self‐managgement Skills Each off these competencies iss defined inn a school co
ontext below, where thhe all‐round
d develop
pment of th
he student iss the key foocus. 1. Leadership
p in a Faith School Definition: Promo
otes educatio
onal leadershhip that reacches for the highest acaddemic standa
ards and me time buildding the scho
ool communiity in a cultu re and religio
ous tradition
n achievvement whille at the sam
that iss in accordan
nce with the school’s fouunding intenttion, the valu
ues of its misssion statem
ment and its expreessed philoso
ophy. It focusses on improoving instruction to enab
ble teachers tto teach at their best and
d studeents to learn at their utmost. It fosterrs a climate o
of trust that motivates annd inspires o
others to comm
mit to ongoin
ng development that will support the
e educational and spirituaal goals/obje
ectives of thee schoo
ol. It ensures that results are achievedd in a caring and compasssionate envvironment. This ccompetency will include tthe ability too articulate cclear objectivves for faith ddevelopmen
nt in the scho
ool, placin
ng faith deveelopment app
propriately w
within the whole school p
planning andd review process. ded within th
his competen
ncy is the ex pectation that the successful candidaate would: Includ
• Be a reflective practitioner in regaard to faith d
developmentt and to show
w commitme
ent to the on and transm
mission of G ospel valuess through the
e curriculum;; integratio
o establish a schoolwide vision of com
mmitment to
o high standaards and the
e success of aall • Be able to
students, based on cle
ear articulateed standardss; o focus on bu
uilding a sen se of school community encouragingg teacher colllaboration aand • Be able to
self‐evalu
uation; nally familiarr with what iss required to
o improve the quality of tteaching and
d learning. • Be person
2. Organnisational an
nd Administrative Skills Definition: Uses aa range of syystem supporrts and proce
esses to esta
ablish a systeematic coursse of action ffor accomplishm
ment of objecctives. Sets p
priorities, goaals and timetables to self and/or otherss to ensure a
use of time and all resourrces. ensurre effective u
© JMB/A
AMCSS 2012 1 Included within this competency is the expectation that the successful candidate would: • Manage people, data and processes to foster school improvement; • Manage the allocation of finances and maintain accurate records for all financial information; • Prioritise issues and activities according to importance and urgency; • Create action plans for achieving performance expectations. 3. Strategic Development & Management Definition: Demonstrates the ability to take a broad and long term view of the needs of the school’s purpose and objectives. Included within this competency is the expectation that the successful candidate would: • Demonstrate an understanding of how to develop and lead a strategic plan for the school, with the Board of Management and the Patron/Trustees; • Demonstrate personal pedagogical excellence and apply these personal standards in creating a community of learning; • Know how to develop a culture of self‐evaluation in the school; • Develop strategies for the future and thinks through the consequences of actions taken. 4. Relationship Management & Interpersonal Skills Definition: Involve using a range of communication skills to build and sustain constructive and supportive relationships with all key partners. Included within this competency is the expectation that the successful candidate would: • Demonstrate an understanding of the key relationship that exists between the Deputy Principal, the Board of Management and the Patron/Trustees; • Builds and maintains strong relations with staff, students, parents and others by using a range of communication skills to influence and persuade them; • Demonstrate the ability to continue with a course of action despite setbacks; maintains an optimistic approach; • Manage conflict situations effectively. 5. Self‐awareness & Self‐management Skills Definition: These refer to the ability to be aware of and to understand one’s own emotions and to manage them in one’s dealings with others. It includes the ability to receive and act on feedback. Included within this competency is the expectation that the successful candidate would: • Demonstrate an ability to perceive emotions e.g. recognise non‐verbal signals;. • Demonstrate a high degree of self‐awareness e.g. being able to read one’s emotions and recognise their impact on others; • Show both confidence and humility where/when appropriate. © JMB/AMCSS 2012 2