Deputy Principal Inclusion and Support

2 weeks ago

Sydney, Australia NSW Teaching Service Full time

**Position Information**:
At Penrith Public School, the commitment to fostering an inclusive and supportive learning environment ensures that every student is known, valued, and cared for. With a proud history spanning almost 160 years, this diverse community currently serves 511 students, including 43 enrolled in Inclusive Education classes. While the majority of students come from English-speaking backgrounds, the school celebrates its multicultural diversity, which includes representation from 52 different nationalities. The largest language groups among students are Hindi, Punjabi, Tagalog, and Arabic, alongside a significant presence of Aboriginal students, comprising 61 individuals.

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 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:
2. Demonstrated expertise and proven successful experience in supporting students with disability, which may include relevant tertiary qualifications in inclusion or special education.

3. 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,

4. 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.

5. 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.

6. 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**:

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