Principal Facilitators

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

Expressions of Interest (EOI) from experienced principals who wish to support aspiring school leaders will open early 2022 for the mid-year intake.

What is the commitment of Principal Facilitators?

  • Participate in the selection panel for Cohort 7 (early Term 4 2021)
  • Attend facilitator training (February 2022, date TBA)
  • Attend 9 Leadership Seminar days across the 12 month Senior Leadership - Aspiring Principals Leadership Program
  • Engage in on-line learning activities as part of the training and preparation for each session
  • Facilitate Professional Learning Teams of approximately 1:5 ratio with ongoing communication.

What is the role of Principal Facilitators?

  • Support the learning of aspiring leaders through small group facilitation and individual guidance
  • Participate in quality professional learning delivered by experts in leadership development
  • Examine research regarding adult learning and effective collaborative professional learning
  • Engage in collaborative networks with other school leaders, system leaders and university partners.

When will the training occur?

If successful, Principal Facilitators will be required to attend training workshops as well as participate in additional online activities throughout the program.

Principal Facilitator training to support the seventh cohort will be held in February 2022.

Applying to be a Principal Facilitator

  • Complete an EOI 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.
Download the EOI form (PDF 573KB)
Fill in the registration form. You must be signed into your DoE account to access the form.

2021-22 process and key dates

  • 23 August: All applications submitted to the School Leadership Institute
  • Early September: Selection process
  • Mid-September: Successful applicants notified via email
  • 6 October: Selection Panel training for Cohort 7 participants
  • Mid October: Selection Panel convenes for Cohort 7 participants

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.

To find out more about how the role of Principal Facilitator can deepen your leadership practice and contribute to leadership capacity across the system, read our Principal Facilitator stories.

Return to top of page Back to top