Goal 1

Achieve contract provisions and total compensation that reflect
the skills, responsibilities, and needs of principals and vice-principals


  • Achieve and support the implementation of the regional grids as presented in the BCPSEA/Exempt Staff Compensation Working Group’s report Realities, Risks and Rewards.
  • Achieve an improved benefits package for principals and vice-principals.
  • Achieve a common provincial contract framework in identified and limited areas.

This goal and its objectives are a continuation of groundwork that has already been accomplished. Its foundation was the compilation of data to provide compelling evidence that there were compensation issues to be addressed. The Exempt Staff Compensation Working Group issued Realities, Risks and Rewards that recommended that salary grids be implemented for principals and vice-principals to provide an appropriate alignment between teacher compensation and the compensation for principals and vice-principals to address thoroughly documented shortfalls. The Report also acknowledged total compensation, which includes benefits. The Association will continue to build relationships and work with its education partners to advance our case for fully-funded adjustments to compensation for our members.

Pursuing a common provincial contract framework in identified and limited areas would ensure a fair standard of treatment for all members in significant areas, such as term and termination. Many employment contract terms would continue to be determined locally in recognition of the uniqueness of the province’s districts. It is also anticipated that achieving limited common provisions would provide better allocation of Association’s legal and contract resources.

Goal 2

Support Principals and Vice-Principals in building their leadership capacity


  • Secure long-term funding of a Ministry- and partner-supported provincial leadership strategy.
  • Support Principals and Vice-Principals in skills and competencies development.
  • Support Principals and Vice-Principals within their leadership roles with regards to emerging trends and issues.
  • Create a framework of scaffolded professional learning and development that may be used for credentialing.

This goal and its objectives are grounded in the Leadership Standards for Principals and Vice-Principals in British Columbia. Two types of programs/activities will be pursued: (1) programs/activities to support principals and vice-principals to develop skills and competencies (such as a Short Course/Level Two) and (2) activities/programs to support Principals and Vice-Principals as they fulfill their dynamic leadership roles (such as implementation of the new curriculum, incorporating Aboriginal content, emerging health/safety issues, etc). The goal also aligns with the work of the Leadership Development Working Group to encourage the government to adopt a provincial leadership strategy for the K – 12 system.

Goal 3

Support the efficacy of school leadership provided
by principals and vice-principals.


  • Provide the evidence that will inform policy, practice, and resource allocation related to the role and efficacy of principals and vice-principals.
  • Advance a strategy to support member well-being.
  • Advocate for principals and vice-principals to have the time, resources, and support to be effective educational leaders.
  • Advocate for contract language aligning with and supporting the role.
  • Inform the Ministry of Education, senior board management, and school board trustees on the role, responsibilities, and requirements of the principal and vice-principal.
  • Advocate for legislation which accurately reflects the role of school-based leadership.
  • Advocate for increased engagement of principals and vice-principals as members of district management teams.

This goal and its objectives highlight the importance of the principal’s leadership to student learning. A proliferation of managerial tasks has decreased the available time for principals and vice-principals to lead. In a 2015/2016 survey of the BCPVPA membership, 91.1% of respondents either agreed (45.2%) or strongly agreed (45.9%) with the statement, “I find that I must sacrifice time devoted to educational leadership in order to deal with management tasks in my school.” In support of this goal, the Association will engage an established educational research consultant to review current practice and resource allocations. Strategies will then be developed to meet the goal’s objectives.

Goal 4

Strengthen the engagement of members with the Association and each other.


  • Broaden and increase member engagement and connectedness.
  • Expand services to rural and isolated members.
  • Improve support for the unique needs of district principals and vice-principals.
  • Review the Association brand.

As the Association has a long and successful history of engaging its members, this goal and its objectives will review current methods and initiatives and explore new ways to provide additional avenues of engagement. One strand acknowledges the need to meet the unique challenges of rural, remote members, and district positions. This goal also anticipates a consultant-review of the BCPVPA’s branding to increase our presence with members and partners.