Deputy Principal Inclusion

3 weeks ago

Sydney, 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.

GSCAPAHS is in Guildford, Western Sydney, and has an enrolment of approximately 760 students including approximately 90% from language backgrounds other than English, from over 47 nationality backgrounds and 10 Aboriginal/Torres Strait Islander students. It includes a Support Unit with 5 classes of mild and moderate intellectual disability, and a selective Creative and Performing Arts stream. GSCAPAHS is close to Holroyd and Chester Hill IEC's, with students transitioning to mainstream education from diverse backgrounds.

The 2023 FOIE is 195 and the school budget allocation includes Equity funding for Socio-Economic Background, English Language Proficiency and Low level Adjustment for Disability.

The school has been partially selective in the Creative and Performing Arts since 2012. Students audition for selection in dance, drama, music, visual arts or circus and undertake 5 hours of specialist extension workshops and ensembles per cycle in classes of students from Yr 7-12. Ensemble students make up about 15-20% of the student population. Ensemble students enter competitions, perform in festivals and support school events. An annual performance at Parramatta Riverside Theatre showcases the diverse talent of GSCAPAHS students.

GSCAPAHS is part of the Educational Pathways Program (EPP). This program is designed to introduce students to a range of vocational training and employment pathways. Program initiatives include: TAFE YES+ Program, Job Readiness Workshops and Apprenticeships and Traineeships Head Start.

GSCAPAHS runs programs supported by a range of groups including Granville Multicultural Community Centre, ABCN, Cumberland Council, Pasifika Achievement to Higher Education (PATHE), AusSip, The Smith Family, Community Migrant Resource Centre, PCYC, Granville TAFE, University of New South Wales, and Western Sydney University.

**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**:
**About the NSW Department of Education

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