This document summarizes a job analysis that was conducted at Sundre High School in Sundre, Alberta.  The analysis provides detailed information about the job of vice-principal at this school. The target audience includes current and prospective administrators for Sundre High School (SHS) and its school division, Chinook's Edge School Division #73 (CESD).  The incumbent, in conjunction with SHS and CESD administrative staff, performed this job analysis.

Terminology

Rothwell and Kazanas (1998) suggest that job and position usually represent different things.  They write, "…an organization may employ four people in the job of internal auditor; however, each person is assigned different duties, so there are really four internal auditor positions." (p.118)

For the purpose of this job analysis, the term job refers to the activities and responsibilities of a vice-principal at SHS. If this job analysis had been conducted in a large high school, a difference would exist between the job of vice-principal and the positions of Grade 10 Vice-Principal, Grade 11 Vice-Principal, Grade 12 Vice-Principal, Jr. Vice-Principal, Sr. Vice-Principal, etc.  However, because SHS has one vice-principal, job and position have the same meaning for the purpose of this job analysis.   Despite the fact that job and position could be used interchangeably in this document, only job has been used.  This has been done for the sake of clarity and simplicity. 

Rationale

The rationale for this job analysis is based on the absence of detailed information about the job.   Specifically, the analysis was conducted as a result of three observations made by both the incumbent and the SHS principal.

First, despite the job's thirty-five year existence, no complete analysis had ever been done. Documentation from previous administration included short lists of duties and general statements such as "to assist the principal."   At SHS, job descriptions were in place for the principal, teachers, teaching assistants, secretaries, custodians, technicians, and general support workers.  Yet, no formal vice-principal job description existed prior to this analysis being done.

Second, the field of educational research and its large body of literature currently contain very little information about the job of vice-principal.  Much of what has been written about school administration focuses on the roles and responsibilities of the principal rather than the vice-principal.   Alberta's School Act (Province of Alberta, 1999) clearly defines roles for principals, teachers, and students but makes no mention of roles for vice-principals. Finally, former SHS principals and CESD superintendents have had difficulty in the evaluation of vice-principals because no job performance standards existed.  Previous evaluations were extremely subjective and often based on perceptions of students, staff, and parents. 

Purpose

A job analysis is a systematic process that helps to define and to describe a particular job.  Specifically, a job analysis should reveal "what people do, how they do it, and what results they achieve by doing it. (Denis, 1992 as cited by Rothwell & Kazanas, 1998)    If properly administered, a job analysis will provide instructional developers with an understanding of how the particular job helps the organization reach its goals and objectives.

As stated in the Rationale, specific information about the job of vice-principal at SHS has not been available in the past.  As a result, this job analysis was designed to provide the target audience with two documents.
·        Job Description.
·        Job Specification.

During the past nine years, SHS has had five different vice-principals.  Each vice-principal had different responsibilities.  It is believed that the results of this analysis will provide current and future administrators with a greater understanding of what the vice-principal should do.  This will help facilitate greater consistency across school years.   This analysis will also lay the groundwork for the development of a task listing and performance standards for the job of vice-principal.  CESD administrators will direct these initiatives as they lie beyond the scope of this job analysis.

Process

This job analysis was completed over a period of two months.  The process followed involved four distinct steps.  These steps (outlined in the table below) provide an understanding of the methods used for this job analysis.

Table 1

Job Analysis Process 

 

The job analysis outlined above produced two valuable documents that did not exist one month ago.   It can be said that the strength of the analysis was that "something was made out of nothing."  

Job Description

The job description that was created (see Appendix A) from the job analysis highlights the general activities for which the vice-principal is responsible.    Although it shares many words and phrases with job descriptions from other schools, it is distinct to SHS for two reasons.  First, it doesn't use the phrase, "to assist the principal."   Rather, it uses the term "collaborate."   As pointed out by Villabla & Montoya (1997), the term "assist" implies that no authority exists.   But the vice-principal does indeed have direct responsibility and authority in several areas.  Collaboration is a better descriptor for the relationship that exists between effective administrative teams in our schools.

Furthermore, the job description developed through this analysis uses the phrase, "to provide leadership that improves upon or maintains an acceptable standard for …"     This is important because it dispels the myth that administrators must do everything themselves.  Much of what the vice-principal does is related to the empowerment of staff and students to help reach the school's goals.   For example, maintaining an acceptable standard for the maintenance of student discipline does not require the vice-principal to administer positive and negative consequences directly to the students.   But it does require that teachers and staff are empowered to maintain discipline in their individual areas.

Several references provided useful information in the development of the job description.  (Bureau of Labor Statistics, 2000; Chelsea School District, 2001; Dunellen Board of Education, 1997; Halifax Regional School Board, 2001; Horry County Schools, 2001; The Public Schools of Berlin and Boylston, 2000; Santa Monica-Malibu Unified School District, 2001; The University of New Mexico, 1997)

Job Specification

The job analysis also produced a job specification (see Appendix B) that will prove to be useful to current and future SHS and CESD administrators.    It is important to note that general levels of achievement or education have been omitted, as suggest by several researchers. (Addison, 2000; Jackson, 2001; Rothwell & Kazanas, 1998)   The following table provides three examples of how the job specification that was developed uses specific requirements as opposed to general levels of achievement.

Table 2

Specific vs. General Statements

Several sources were used in the development of the job specifications document.  (Bureau of Labor Statistics, 2000; Chelsea School District, 2001; Dunellen Board of Education, 1997; Foster, Smith, & Thurlow, 1997; Halifax Regional School Board, 2001; Horry County Schools, 2001; Santa Monica-Malibu Unified School District, 2001; The Public Schools of Berlin and Boylston, 2000; Swift Current Public School Division, 2001; The University of New Mexico, 1997)

Conclusion

The job analysis that was conducted is based upon the assumption that schools are vastly different from other organizations.  Many researchers (Barth, 1990; Black, 1998; Sergiovanni, 1996; Thomson, 1988) agree that schools are unique and thus require unique leadership structures. As Sergiovanni (1996) writes,

A vice-principal's chief responsibility is to provide effective educational leadership.   But defining effective leadership within the context of a school is sometimes difficult due to the fact that schools are more organic than mechanistic in nature.  Morgan (1997) suggests that job descriptions become somewhat blurred as organizations move away from the mechanistic model.

Although the job description and job specification produced during this analysis may appear to some as being too vague, they provide the flexibility that the vice-principal at SHS requires to meet the needs of the students, teachers, parents, and other stakeholders.  The vice-principal is in the business of relationships.  Students are not clients, customers, objects, or products.  Rather they are learners who will benefit from leaders who empower them.   In simplest terms, this job analysis concludes that the vice-principal at SHS must provide that leadership.

 

 

 

 

Appendix A

 

Sundre High School
Vice Principal
Job Description

The vice-principal at Sundre High School works collaboratively with the principal to manage, coordinate, supervise, and provide leadership for all educational and administrative school activities.    As a result, the vice principal is expected to provide leadership that improves upon or maintains an acceptable standard for the:

·        Planning and implementation of the school's vision and three-year goals.

·        Organization of courses, personnel, and physical resources to meet the learning needs of students.

·        Development and implementation of effective programs for students with special needs.

·        Facilitation of provincial programs of study in all curricular areas.

·        Implementation and utilization of technology as a learning tool.

·        Communication of student progress and school information to students, teachers, parents, and community members.

·        Supervision of students throughout the school day.

·        Maintenance of discipline throughout the school.

·        Preparation, presentation, and maintenance of the school budget.

·        Organization of special events, celebrations, and assemblies.

·        Supervision and evaluation of teachers and support staff.

·        Implementation and compliance with all school board policies, directives, and initiatives.

·        Organization, supervision, and evaluation of extra-curricular activities.

·        Development of a safe and caring school in which mutual trust and respect are evident.

·        Community's use of the school's facilities.

 

 

 

 

 

 

Appendix B

Sundre High School
Vice Principal
Job Specification

Twenty-five essential qualifications are necessary for one to be considered for the job of vice-principal at Sundre High School.  Candidates interested in this job must be have previously demonstrated:

·        A strong passion for teaching and learning.

·        High levels of morality and ethics.

·        Tact and mindfulness when dealing with conflict.

·        An understanding of and commitment to a facilitative and collaborative leadership style that is based upon Alberta principles of site-based decision making.

·        The ability and inclination to work as part of a learning team.

·        An interest in long-term and short-term educational planning.

·        The ability to facilitate learning activities that utilize technology.

·        The ability to work cooperatively with parents, professionals, and community service agencies.

·        The desire and ability to implement and support programs for students with special needs.

·        Knowledge of current educational trends in Alberta, Canada, and the world.

·        The desire to actively participate in formalized lifelong learning opportunities.

·        The ability to use appropriate oral and written communication in interactions with stakeholders.

·        Absolute compliance with schedules, deadlines, and policies.

·        The ability to proactively discipline students.

·        An interest in budgeting and resource management.

·        The effective use of a personal growth plan.

·        The ability to perform under pressure, opposition, and scrutiny.

·        An interest and proficiency in the supervision of student activities, both curricular and extra-curricular.

·        A tendency to spend more time at school than the amount of time required.

·        A tendency to circulate about a school and perform minor custodial tasks.

·        An interest in a community's use of school facilities.

·        A strong desire to create safe and caring schools.

·        An educational philosophy that is receptive to change.

·        The support for a variety of instructional strategies.

·        A strong desire to improve despite the absence of an authority figure.

     

 

References

Addison, R. (2000). Job analysis.  (BMKT 204 Human Resources Management Lecture 7).Canterbury, New Zealand:  Lincoln University, Commerce Division.  [On-line].Available: http://www.lincoln.ac.nz/comm/subjects/bmkt204/lec7.htm  

Barth, R. S. (1990).  Improving schools from within.  San Francisco:  Jossey-Bass Inc.  

Black, S. (1998).  A different kind of leader.  The American School Board Journal, 185(6), 32-35.  

Bureau of Labor Statistics. (2000). Occupational outlook handbook.  U.S. Department of Labor. [On-line].  Available: http://www.bls.gov/oco/ocos007.htm  

Chelsea School District. (2001). Assistant principal job description.  [On-line]. Available: http://www.chelsea.k12.mi.us/~jobsweb/Job_Description.htm  

Dunellen Board of Education. (1997).  Middle school principal job description.  [On-line].Available: http://www.dunellen.k12.nj.us/1997/policies/1412.html  
Foster, W.F., Smith, W.J., & Thurlow, M. (1997). Supporting educational management in SouthAfrica:  International perspectives.  Canada-South Africa Educational Management Program.  [On-line]. Available:  http://www.cel.mcgill.ca/docs/emdii01.pdf  

Halifax Regional School Board. (2001). Vice-principal job description.  [On-line]. Available: http://pubonq.hrsb.ns.ca/job-postings/descriptions/Vice_Principal.html  

Horry County Schools. Assistant principal job posting.  [On-line].  Available:  http://www.hcs.k12.sc.us/  

Jackson, S. (2001). Job analysis problems and solutions.  HR Strategy Web Site. [On-line]. Available:  http://www.hrstrategy.com/Job%20analysis%20problems.htm  

Morgan, G. (1997).  Images of organization.  Thousand Oaks, California: Sage Publications, Inc.  

Province of Alberta. (1999).  Province of Alberta school act.  Edmonton: Queen's Printer For Alberta.  

The Public Schools of Berlin and Boylston.  (2000). Assistant elementary school principal jobdescription.  [on-line].  Available: http://www.infoteam.com/nonprofit/bespto/minutes/assist_prin.htm        

Rothwell, W.J. & Kazanas, H.C. (1998).  Mastering the instructional design process:  A systematic approach.   (2^nd ed).  San Francisco: Jossey-Bass Inc.  

Santa Monica-Malibu Unified School District. (2001). Certified job description: Assistant principal, middle school.  [On-line].  Available: http://www.smmusd.org/web/certifjd/msaprin.htm  

Sergiovanni, T.J. (1996).  Leadership for the schoolhouse:  How is it different?  Why is itImportant?  San Francisco: Jossey-Bass Inc.  

Swift Current Public School Division. (2001). Assistant elementary school principal jobdescription.   

Thomson, S.D. (1988).  The principalship:  Ingredients of programs to prepare effective leaders. NASSP Bulletin, 72(508), 39-46.  

The University of New Mexico. (1997). Job description - draft.  (Job code/Title: A710/Principal). Albuquerque, New Mexico: The University of New Mexico.[On-line]. Available: http://www.unm.edu/~comp/webdesc/a710.htm  

Villabla, C. & Montoya, J. (1997).  Front end analysis.  (IDE713 Analysis for HumanPerformance:  Technology Decision).  Syracuse, New York: Syracuse University.  [On-line].  Available: http://syllabus.syr.edu/IDE/maeltigi/ide713/toolbox/class97/CJ/analysis/index.html