Assistant Principal Special Education
4 weeks ago
**Position Information**:
Maryland Public School opened in 1992 and has a proud tradition of building positive relationships with students, caregivers and the broader community.
Currently, the school has an enrolment of 385 students from diverse backgrounds and cultures. 11.7% of our students identify as Aboriginal and 19.2% of students are from backgrounds where English is an Additional Language or Dialect.
Our school provides a depth of teaching and learning experiences for students. These include academic programs based on current research, provisions for high performing students, learning support programs and a wide variety of extra-curricular opportunities. Maryland hosts a selective-entry Opportunity Class which caters for high potential and gifted Year 5 and 6 students as well as a dedicated Inclusive Education setting of four classes, for students requiring supported learning opportunities.
Staff work in collaborative partnerships with families, P&C, our local AECG (Aboriginal Education Consultative Group) and wider school community. Our community strongly supports and endorses our vision statement, Every Child Every Opportunity Every Day.
Continual monitoring of student performance data will determine areas of need at an individual, class and school level. The involvement of the whole school community in student learning, achievement and growth will be essential in building a culture of high expectations and an aspirational school community.
Staff at Maryland Public School are committed to providing quality teaching, learning and wellbeing in an engaging educational environment.
At Maryland Public School our students develop 'Skills for Life.'
**Selection Criteria**:
In addition to the general selection criteria,
1.Approval to teach Special Education and/or experience in leading innovative teaching and learning for students within Inclusive Education who may also present with additional and complex needs and challenging behaviours.
2.Evidence of a collaborative leader with a capacity to build and maintain relationships and partnerships across Inclusive Education, mainstream setting and the wider community.
3.Demonstrated ability to use evidence-based curriculum to improve student outcomes and develop staff capacity to drive continuous improvement.
4.High-level organisational and management skills to balance classroom teaching with the complex administration demands of the Assistant Principal Inclusion role, in line with Department of Education policies and procedures.
**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 policy
**Conditions**:
**Special Notes**:
**About the NSW Department of Education
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