Deputy Principal Special Education
6 months ago
**Position Information**:
Royal Far West School (RFWS) is a unique School for Specific Purpose (SSP) situated within the Royal Far West (RFW) clinical service building Manly. RFWS provides educational services to the clients of the Royal Far West's integrated health, education and disability service. The program is residential in nature for one week. All students are accompanied to RFW by a parent or carer. Students are from country NSW, from remote areas of the state, and travel to Manly for a multidisciplinary assessment by allied health and specialists.
The student cohort changes weekly. Students present with a range of complex needs, including developmental, learning, behavioural, emotional and communication difficulties and disorders. Up to 59% of the student population have experienced trauma. The school has a dedicated and highly skilled staff who work with students aged 3.6 to 18 years, up to 30% being Aboriginal and Torres Strait Islander (student enrolment up to 40). The school works in partnership with families, RFW, country schools and local services to provide information, consultancy, resource advice, professional development and program assistance. RFWS has a strong focus on building capacity in rural schools using video conferencing and internet-based video communication for individual, ongoing student support. The Deputy Principal also has responsibility for supporting the SWAY program (Sounds, Words, Aboriginal Languages and Yarning) connecting with preschools and schools in rural and remote communities.
**Selection Criteria**:
Approval to teach special education and / or experience with the capacity to build positive relationships across Royal Far West, Royal Far West School and with rural and remote areas staff, students and families, with outstanding interpersonal skills and emotional intelligence.
A proven ability to work collaboratively as an integral member of the School Leadership Team to strategically plan, and to support the school’s Strategic Improvement Plan.
Demonstrated understanding of how best to support students with complex needs and demonstrated capacity to work with a student centred and trauma informed approach.
**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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