Principal Facilitators

This page outlines the role and application process for becoming a Principal Facilitator for the Aspiring Principals Leadership Program. It also provides feedback from the three selection processes that have already occurred for the role.

Role of a Principal Facilitator

The Principal Facilitator’s role is to support the learning of aspiring leaders through small group facilitation and individual guidance. They will participate in quality professional learning delivered by experts in leadership development and examine research regarding adult learning and effective, collaborative, professional learning. In addition, they will engage in collaborative networks with other school leaders, system leaders and university partners.

Applying to be a Principal Facilitator

  • Applications for the role of Principal Facilitator are now open
  • Complete the application form (PDF 538.55KB) in response to the criteria (no more than 3 pages)
  • Include a CV outlining your career history (1 page) Gain endorsement (using the template) from your Director, Educational Leadership (DEL) and provide their contact details as they will be your referee
  • A panel consisting of an Executive Director; Director,Educational Leadership; Director, School Leadership Institute and a current primary and secondary principal will assess applications and make recommendations
  • A leadership conversation will be conducted via Microsoft Teams if required.

2020 process and key dates

  • 17 February: applications submitted to School Leadership Institute via email:
  • 19-25 February: selection process
  • 26 February: successful applicants notified via email
  • 12 March: Principal Facilitator training.

Qualities of an effective Principal Facilitator

Highly effective Principal Facilitators have a genuine interest in developing others by being good listeners who can set aside their own beliefs and biographies. They value experience, ideas and opinions of others and can respectfully challenge ideas by exploring and surfacing assumptions. They are skilled at guiding others to set achievable and realistic goals and actively seek feedback about their own facilitation.

Attributes of successful applicants

All applications were assessed by a panel of experienced principals representing the NSW Primary Principals Association and the NSW Secondary Principals Council; and representatives from the School Operations and Performance Division, including a Director, Educational Leadership and an Executive Director, School Performance.

Successful applicants showed a deep understanding of the impact of their leadership on teacher and student learning. This was demonstrated in a variety of ways, including specific examples of strategic, evidence-informed processes and strategies that focus on how practices are linked to sustained impact on student learning outcomes. A systematic, comprehensive approach to evaluating and measuring impact of their educational leadership was a feature of these applications.

These applicants were knowledgeable about current research informing best practice in facilitating the leadership development of colleagues. They clearly linked this research with their own practice and demonstrated a differentiated approach to supporting leadership development commensurate with the individual needs of their staff.

Successful applicants also shared deep insights about their interpersonal qualities that support the growth of teacher leaders. They demonstrated a practice of seeking, analysing and acting on feedback and described how this practice has impacted their own learning and supported the learning of others.

System leadership was clearly demonstrated with examples of the impact of their significant contribution and commitment to the learning of teachers and leaders beyond their individual setting in the NSW public education system.

A soft copy of the feedback on this page is available here - Feedback Package (PDF 46.33KB).

Return to top of page Back to top