Deputy Principal Inclusion

4 weeks ago

Sydney, Australia NSW Teaching Service Full time

**Position Information**:
Governor Philip King Public School is located in South Western Sydney which South Western Sydney which services the needs and aspirations of a diverse and growing multi-cultural urban population. The school enrolment is currently 530 students. Our school caters for students in Kindergarten to Year 6. Students come from a wide range of socio-economic backgrounds with 86% from a non English speaking background. Our school currently has a support unit of 4 classes. In 2025 we will have 7 classes.

Our school is committed to continually improving effective classroom practices with staff professional learning being the key to ensuring this. This learning will ensure that both literacy and numeracy levels can be enhanced through improved data analysis and use to support student learning. A focus on high-quality, explicit classroom teaching, supported by outstanding programs ensures our students are highly engaged and active participants in their learning. We promote student responsibility, resilience and respect through our core rules and expectations to continue to build school excellence.

At Governor Philip King Public School, every mind is inspired, every person is valued and every potential is fostered. We are committed to creating a dynamic, supportive and cooperative environment that will ensure our students, staff and community are moving forward while promoting academic and personal excellence. Our overall aim is**: 'Improved learning for all'.**

The Deputy Principal Inclusion and Support is a strategic, non-teaching, leadership role dedicated to inclusion, with a focus onleading 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.

**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 ability 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 policy

**Conditions**:
**Special Notes**:
**About the NSW Department of Education

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