School Inspector - Aana 2 District

A. HOW TO APPLY: 
 
1. MAKING AN APPLICATION 

a. For your application to be considered you must complete ALL requirements of the Application Package  
➢ Complete and signed Application Form (Form 2) 
➢ Certified Copies of all academic achievements/qualifications/training etc. 
➢ Recently updated Curriculum Vitae (12 months) 
➢ 3 Referees and their details i.e. (email addresses & phone numbers) 
 
2. SUBMISSION OF APPLICATION  

a. All applications should be addressed to: 

The Chairman 
Public Service Commission  
Level 2, FMFM II Government Building  
Apia, Samoa  
 
b. Applications can be submitted using the following options;  

• PSC Level 2 – FMFM II Government Building; OR  
• Email at: recruitment@psc.gov.ws   
 
c. All Applications for the position will be closed on 13 October 2026 at 5:00 pm  
 
d. For more information, please do not hesitate to contact the Senior Executive Services on telephone 22123.

A. SAMOA PUBLIC SERVICE  

The Samoa Public Service is comprised of government entities which fall under the following categories; Constitutional Bodies, Statutory Bodies, Ministries and State-Owned Enterprises (Public Bodies).  
 
B. ABOUT THE MINISTRY OF EDUCATION AND CULTURE 

Education and training is the Government’s key priority. It is a critical ingredient in the nation’s overall 
development of a creative, productive, democratic and caring society. A quality education system prepares citizens for changing roles in a dynamic social, economic and global technological environment that is constantly changing.  

C. MANDATE 

The Ministry of Education and Culture (MEC) is mandated to carry out its duties and functions under the: 
▪ Education Act 2009 
▪ Teachers Act 2016 
▪ Ministry of Youth, Sports and Cultural Affairs Act 1993 

D. ABOUT THE POSITION: 

Responsible to: Chief Executive Officer, Ministry of Education and Culture.

JOB DESCRIPTION 

SCHOOL INSPECTOR 
 
Primary Role: 

To provide district-wide monitoring, evaluation, and advisory support across ECE, Primary, and College levels in Government, Mission, and Private schools. The role ensures compliance with key legislations1 and policies2 while driving measurable improvements in literacy, numeracy, and science outcomes. 

School Inspectors act as trusted advisors and connectors, bridging schools, communities, and 
Ministry leadership, without duplicating the executive functions of ACEOs or Principal Officers, nor the operational leadership of Principals.   

Duties and Responsibilities: 

Strategic Planning and Coordination 

1. Translate Ministry and divisional strategic objectives into operational activities at district and school level.
2. Monitor regularly the collection and efficient communication of school data as required 
   by various ministry divisions;
3. Provide district-wide monitoring, evaluation, and advisory support across ECE, Primary, 
   and College levels in Government, Mission, and Private schools.
4. Ensure compliance with key legislations and policies, including the Education Act 2009, 
   Teachers Act 2016, National Safe School Policy, School Governance Framework, and 
   Minimum Service Standards (MSS).
5. Perform all allocated duties in accordance with the One Government Grant Fund process and standards established by DDA and MEC.  
6. Act as trusted advisors and connectors, bridging schools, communities, and Ministry 
   leadership, without duplicating the executive functions of ACEOs or Principal Officers, 
   nor the operational leadership of Principals.
7. Foster professional collaboration across clusters of schools, strengthening networks for 
   shared learning and professional development, with emphasis on literacy, numeracy, and 
   science outcomes.
8. Collaborate effectively with Fono Faavae, PTAs, and communities in ensuring efficient 
   and ethical resource management.
9. To assist with the management of school resources more efficiently in accordance with 
   relevant mandates, policy and processes, to foster quality assurance and ethical standards 
   of all services;  
10. Bridge the gap in teaching where needed by delivering intervention programs, implementing effective teaching methodologies, and supporting professional development initiatives to ensure equitable learning outcomes for all students.
11. Work with relevant divisions to provide targeted support for teacher development and student learning based on identified areas of improvement.
12. Facilitate where relevant the Performance Management System for Positions of Responsibilities as directed by the Office of the Public Service Commission.  
13. Facilitate conflict management by mediating school disputes and ensuring swift resolution to minimize disruption and sustain a positive learning environment.

Monitoring & Evaluation

1. Monitor all areas of performance of Positions of Responsibility (PORs) for clustered schools under supervision.  
2. Monitor regularly the collection, accuracy, and communication of school data across all levels, with a focus on literacy and numeracy outcomes.
3. Evaluate and report compliance of schools with MSS, operational budgets, school grants, and donor-funded resources.
4. Identify areas of non-compliance of each school and provide tailored improvement strategies, especially where student performance data shows persistent gaps.
5. Provide direct instructional support when necessary, including modeling effective teaching practices or relieving staff in urgent situations.
6. Design professional development opportunities for teachers and school leaders based on appraisal findings and classroom engagement.

Reporting

1. Provide timely written and oral updates on district performance, compliance, and development progress to ACEO SGMD and the CEO.  
2. Submit monthly reports covering: 
   • Performance audits of schools on compliance in collection and communication of school data. 
   • Compliance of each school with MSS. 
   • Compliance of schools with operational budgets and school grants, including plans for addressing identified areas of non-compliance.
3. Prepare and submit annual proposals for strengthening professional collaborations and professional learning opportunities across cluster schools.
4. Attend regular Ministry meetings for reporting, coordination, and professional development. 

Leadership & Management

1. Lead and role model the Public Service Values for School staff, students and wider community.
2. Foster a performance culture that drives service delivery internally and across cluster schools
3. Exhibit sound judgment in decision-making, anticipating obstacles and planning mitigating strategies.
4. Ensure efficient and ethical use of resources, maintaining accountability and quality assurance.
5. Provide mentoring, coaching, and on-the-job support to school leaders and staff, sharing institutional knowledge and strengthening leadership capacity.
6. Contribute to the development and implementation of the Ministry Reports & Plans through the School Governance & Management Division. 
7. Assist with the implementation of the Talofa with a Smile Campaign initiatives to promote and enhance good customer service as directed by the Office of the Public Service Commission.  

Key Deliverables

1. Maintain high levels of student achievement across the district by constantly identifying areas for improvement and supporting schools in implementing strategies that drive academic success.
2. Comply with reporting requirements: 
   1) Monthly compliance report for all schools of the District.  
   2) Annual Consolidated District Performance Report - a district-wide report highlighting achievements, persistent gaps, and recommended interventions. 
   3) Performance Documents submitted on a timely basis.  
3. Ensure quality assurance relating to the performance of School Leaders.   
   • Conduct Quality Appraisal and Performance Assessment (QAPA) for school leaders. 
   • Document findings and provide targeted support strategies to strengthen leadership effectiveness.
4. Lead the planning and facilitation of Cluster Professional Developments and submit reports of implemented cluster professional developments activities on a timely basis.
5. Successful execution of OGG-related roles for all district schools as required by the Fono Faavae ensuring that the schools are always well-resourced.

SELECTION CRITERIA

Skills and Abilities 

Strategic Thinking and Leadership (Essential)

• Understands and translates Ministry priorities/direction into clear, achievable actions and activities for schools and clusters.
• Provides evidence-based advice to the ACEO School Governance and Management (SGMD) on school performance, compliance, and improvement strategies.
• Anticipates challenges in school operations and identifies workable solutions in consultation with the ACEO SGMD.
• Demonstrates critical thinking and decision-making in divisional goals and objectives.
• Applies intellect and knowledge to weigh up information and identifies critical factors and issues.
• Ability to demonstrate strong leadership, effective management, and measurable improvements in student outcomes.

Building and Sustaining Relationships (Essential)

• Recognises the role of the child’s cultural ethos in building and empowering communication with parents and the community.  
• Is committed to citizen-centred service delivery, builds and sustains relationships within the organization / school / community and other relevant stakeholders to support students’ and teachers’ personal development and achievements.
• Builds trust and collaboration with Principals, Fono Faavae School Committees, PTAs, and communities.
• Capitalises on diversity and connects different viewpoints to enhance the operations of MESC / schools.
• Mentors, provides constructive feedback and recognizes success and engages in activities to sustain morale of parents, students and wider community.
• Communicates clearly and confidently, adapting style to suit diverse audiences.
• Sustains morale across schools by fostering inclusive, respectful partnerships.

Delivers/achieves results (Essential)

• Monitors school performance against MSS, budgets, and improvement plans.
• Ensures targets are realistic, measurable, and aligned with Ministry objectives.
• Responds flexibly to changing circumstances and deploys resources wisely and identifies optimum resourcing combinations.  
• Tracks progress and documents improvements in literacy, numeracy, and science.
• Adopts a planned approach in managing programs and defines objectives and translates them into implementation strategies.
• Supports a culture of achievement and ensures planned projects / targets are monitored to achieve expected outputs.  
• Measures performance against individual objectives and track progress of students / teachers against goals.  
• Effectively manages tasks / projects, is accountable for and ensures compliance with regulatory requirements.
• Demonstrates accountability by delivering timely, outcome-focused reports. 

PERSONAL ATTRIBUTES 

Commitment/Personal Drive (Essential)

• Defines work in terms of results and pursues success with energy and resilience.
• Anticipates obstacles in school operations and prepares practical solutions.
• Supports others to set goals and achieve them, modeling high standards of performance. 

Intellect and Judgement (Essential)

• Understands the school environment and its impact at district and cluster levels.
• Applies analytical skills to identify critical issues in compliance and student achievement.
• Exercises sound judgment in determining priorities and recommending interventions.
• Explores options in full and makes sound decisions under pressure.  
• Handles concepts and complexity comfortably and can communicate and summarize them effectively to others.

Creative and Innovation (Essential)

• Develops new approaches to strengthen teaching, leadership, and collaboration.
• Connects ideas across schools to generate effective solutions.
• Encourages innovation among Principals and staff to improve outcomes. 

EXPERIENCE 

Experience (Essential)

• Must have held a Principal role in a school for a minimum of 10 years (or have held a previous School Inspector role).
• Proven ability to lead change, mentor staff, and sustain a performance culture aligned with Ministry strategic objectives and standards.
• Experience in writing critical and analytical reports for strategic actions.
• Knowledge of the Ministry of Education and Culture strategic objectives and Leadership and Management Standards expectations.
• Must be Computer literate.

PAST-WORK PERFORMANCE

Past work performance (Essential)

• Proven track record of excellent performance from previous work.
• A high achiever with a reputation for success and quality performance. 

QUALIFICATION

Educational Qualification (Essential)

• Holds a minimum of a Bachelor’s Degree in Education or 
  a relevant discipline.

E. BENEFITS 

Duty Station: Malifa, Samoa  
Duration: 3 years  
Salary: $81,228.00 per annum  
Hours of Attendance: The standard hours of attendance are Monday to Friday from 9:00am to 5:00pm excluding Public Commission holidays that are generally observed in the public service and declared by the Commission. 
Performance Reviews: The Appointee’s performance shall be reviewed in accordance with the Performance Management Guideline. 
Annual Leave: 20 days’ annual leave per annum on pro rata basis  
Sick Leave: 20 days’ sick leave per annum on pro rata basis.  
Other Leave: All other leaves are subject to the rules set out in the Public Service Working 
Conditions and Entitlements Manual and Commission Endorsement. 
End of Contract Benefits: The Appointee is entitled at the expiry of the Contract Term, to a payment equivalent to 8 working days for every contract year served at the salary rate paid to the Appointee on cessation of employment.  
Annual Payout: Appointee is entitled to a payout of five (5) days untaken annual leave per contract year which is equivalent to a total of fifteen (15) days to be paid at the cessation of the Contract Term. 
National Provident Fund: Government shall pay a percentage of the Appointee’s 
contribution or another rate prescribed by the National Provident Fund from time to time.  
Accident Compensation Corporation: Government shall pay a percentage of the 
Appointee’s contribution or another rate prescribed by the Accident Compensation Act 1989. 
Duty Travel: The government, development partner or relevant body meets all travelling 
expenses at prescribed rates necessarily incurred by staff required to travel away from Apia on official duty travel.  
Regional/ International Recruited Staff: A successful candidate recruited from overseas is to bear all costs associated of relocation and will not be the responsibility of the Ministry.