Deputy Principal Inclusion and Support

2 weeks ago

South Coast, Australia NSW Teaching Service Full time

**Position Information**:
The Deputy Principal Inclusion and Support is a strategic, non-teaching, leadership role dedicated to inclusion, with a focus on leading improvement in the learning, wellbeing, and independence of students with disabilities. The Deputy Principal Inclusion and Support shares the broader educational imperatives of the Deputy Principal position but with the explicit focus of driving a school wide culture of inclusion, including high expectations and improved outcomes for students with disability.

The roles are located in mainstream secondary schools with seven or more support classes and are aligned to the Department's Deputy Principal role statement, emphasising: Leading Teaching & Learning, Developing Self & Others, Leading Improvement, Innovation & Change, Leading the Management of the School, Engaging & Working with the Community.

Established in 1952 in the heart of Bega's commercial and residential precinct, Bega High School is a comprehensive rural high school that draws students from all parts of the Bega Valley Shire. The closest government secondary school is 50 kilometres away and the school's geographical drawing area ranges from Tathra (15 kilometres to the east), Cobargo (40 kilometres to the north), through to Wolumla (20 kilometres to the south) and Bemboka (40 kilometres to the west). The current enrolment is 811 students, including 11% Aboriginal students. A Special Education faculty comprises multi-categorical, emotional disturbance, Autism, mild intellectual disability and severe intellectual disability classes.

The wide-ranging curriculum includes school-based and TAFE-based vocational education, and students follow various learning pathways exemplified by the range of school-based traineeships and apprenticeships for Stage 5 and 6.

The school's most recent situational analysis and 2023 External Validation identified three key areas for improvement. Our approach involves the evaluation of effective classroom practice, curriculum and data skills and use, to focus professional learning and consistent improvement to ensure students are at the center of our activities. These drive our strategic directions of Student growth and attainment, Engagement, and Leadership.

**Selection Criteria**:
In addition to the general selection criteria:

- Demonstrated expertise and proven successful experience in supporting students with disability, which may include relevant tertiary qualifications in inclusion or special education.
- Demonstrated capacity to develop staff capacity to promote learning and wellbeing growth for students with disability through evidence-informed practices and fostering a culture of support for all students,
- Demonstrated ability to foster positive relationships with students, their families, staff and allied health professionals to collaborate on reasonable adjustments, including implement, monitor and adjust, to maximise learning and wellbeing outcomes for students with disability.
- Deep knowledge and understanding of available and appropriate options for transition to the setting that is best for individual student growth in all areas of learning and wellbeing.
- Demonstrated ability to use data to improve outcomes for students with disability and inform the Strategic Improvement Plan to develop, monitor and evaluate measures for students with disability.

**General Selection Criteria**:
1. Successful teaching experience with capacity to initiate improvement in teaching, learning and classroom practice.
2. Knowledge of curriculum, assessment, and student welfare with the ability to lead and design quality, inclusive teaching and learning programs.
3. Educational leadership skills to build the capacity and manage the performance of individuals and teams.
4. Well developed communication and interpersonal skills with the capacity to build relationships and engage students, staff, and parents.
5. Ability to plan and manage resources effectively and equitably to support teaching and learning.
6. Knowledge of and commitment to the Department's Aboriginal education policies.

**Conditions**:
**Special Notes**:

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