School Vice Principal

Pay Band 12 ($107,166 - $133,958 annually as of August 1, 2025)

For Permanent NSTU and PSAANS members currently employed with the Halifax Regional Centre for Education ONLY.

School Vice Principals are members of the Public School Administrators Association of Nova Scotia (PSAANS).

Qualifications

• A valid Nova Scotia Teacher’s Certificate;
• Master’s Degree in Education or equivalent, or enrolled in a Master’s Degree;
• Minimum of five (5) years successful teaching experience in the education field.

This position is classified on the Education Entities Non-Union Compensation Framework, Bands 11 and 12. The default Pay Band for Vice Principals is Band 11. Vice Principals will be placed in Band 12 where their assigned school(s) has greater than 36.1 teaching and non‑teaching FTEs and one of the following criteria apply:

• The total number of teaching and non‑teaching FTEs is equal to or greater than 50;
• EA/TA to student ratio is greater than 2.99 per 100 students;
• The span of grades is from pre‑primary to grade 12.

PSAANS terms and conditions of employment can be found on SharePoint.

Role Overview

The Vice‑Principal is an educational leader of the school and will assist in ensuring that the Nova Scotia Public School Programs and all provincial education policies and curricula are implemented in order to maximize student learning experiences. The Vice‑Principal, as a member of the school administrative team, assumes the responsibility of school leader in the absence of the Principal and supports the team by performing any duties assigned by the Principal. Consistent with Department of Education and Early Childhood Development and Halifax Regional Centre for Education policies, the Vice‑Principal will be responsible for supporting an accountability framework to ensure students are receiving educational programs and services as required under the Public School Programs. The Vice‑Principal will also assist with oversight for the Pre‑Primary Program and staff, as applicable. Working collaboratively with a team of educational professionals, the Vice‑Principal will demonstrate a strong commitment to improving student achievement and well‑being, and reports directly to the School Principal.

Leadership Competencies

• The ability to articulate and support the philosophy and direction of the Public Schools Program to meet the needs of all learners.
• The ability to articulate and support the philosophy and direction of the Provincial Inclusive Education Policy and the Provincial Special Education Policy.
• The ability to assist in the implementation of Program initiatives and support existing Programs through appropriate professional learning for staff.
• The ability to provide instructional leadership in current inclusive instruction and assessment practices.
• The ability to apply knowledge, experience and commitment in the areas of race relations, cross cultural understanding, human rights, diversity and culturally relevant pedagogy.
• The ability to assist in implementing policies established by the Centre.
• The ability to lead effectively within a team environment.
• The ability to communicate effectively with staff, students, parents/guardians, community, private partners and outside agencies to better meet the needs of the students in the school.
• The ability to work collaboratively with School Advisory Councils and assist in establishing a shared vision through the school improvement process.
• The ability to make informed, objective decisions.
• The ability to create and maintain a climate of respect and fairness for all staff and students.
• The ability to maintain and promote confidentiality as the norm under which the school operates.
• The desire and ability to engage in continuing education and professional learning.

Administrative Competencies

• The ability to support the creation and maintenance of a safe, orderly, positive and effective learning environment.
• The ability to assist in the annual evaluation of all school‑based staff using current assessment techniques and develop appropriate professional learning plans.
• The ability to use appropriate communication tools, especially current technologies.
• The ability to employ and monitor acceptable accounting procedures in the maintenance of all fiscal records.
• The ability to assist in administering the terms and conditions of all collective agreements which affect employees in the school.

Specific Job Components

• Support and assist in implementing approved student evaluation and assessment policies.
• Monitor and assist in implementing the practices and procedures as outlined in the Provincial Inclusive Education Policy and the Provincial Special Education Policy.
• Monitor and assist in implementing new and existing curriculum initiatives.
• Take all reasonable steps to secure full and regular attendance at school of the students enrolled in the school in accordance with policies established by the Centre.
• Assist in the establishment and implementation of the school improvement plan.
• Complete and submit required documents or electronic data as requested by the Centre and/or the Department of Education and Early Childhood Development.
• Assist in identifying the staffing needs of the school and the selection of staff.
• Assist in the annual review and implementation of the Provincial School Code of Conduct Policy.
• Recognize and support the leadership potential of teachers through coaching and mentoring.
• Ensure that current assessment techniques are utilized for staff evaluation.
• Assist in establishing and maintaining a system for student records, staff records, attendance, purchasing, budgets, timetables and book orders.
• Assist in the hiring of substitute personnel as required.
• Take all reasonable steps to secure the school building.
• Support and promote a positive public relations and engage community participation in the school.
• Assist in the formation and functioning of a JOHSC Committee as outlined in S(29) of the Occupational Health & Safety Act.
• Support the functioning of a School Advisory Council that represents the communities it serves as outlined in the Education Act.
• Support the effective maintenance and ongoing management of iNSchool and TIENET.

Diversity and Inclusion

The Halifax Regional Centre for Education (HRCE) is actively working to hire individuals from under‑represented groups, particularly people of African Nova Scotian, African Canadian and African ancestry and Mi’kmaw/Indigenous ancestry, to work toward equitable representation within all employee groups. Equitable hiring strengthens the knowledge and expertise in our schools, and supports our public education system in establishing schools as safe, caring, and accessible learning spaces that support all students. This will provide opportunities for students to see themselves reflected throughout their schools, learning resources, and within their learning experiences.

HRCE has a Recruitment, Selection and Hiring of Staff Policy and we actively encourage applications from under‑represented groups, particularly people of African Nova Scotian, African Canadian and African ancestry and Mi’kmaw/Indigenous ancestry, in compliance with the applicable collective agreements or terms and conditions of employment.

Applicants are encouraged to complete the Diversity Management section under the Questionnaire heading in the online resume. Applicants invited to participate in the hiring process (such as an interview or testing) and who require accommodation, should discuss their request for accommodation when invited to the assessment process.