Principal Level P3

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**Position Information**:
Middleton Grange Public School is founded on proud Aboriginal (the Cabrogal Clan of the Dharug Nation) and Australian history and
achievement, particularly in the area of aviation. The school community are strong advocates for public education. Middleton Grange Public School opened in 2009 in a new and still developing suburb of the Liverpool Local Government Area and are part of the New Schools Public Private
Partnership Program.

The school population has fluctuating enrolments due to ongoing housing development and transience of Australian Defence families (currently 423 students in 17 mainstream class groupings in addition to six special education Support Classes for 45 students with Autism and/or Moderate Intellectual Disability). Diversity of cultural heritage is acknowledged and respected. Middleton Grange Public School's current population comprises students predominantly from low socioeconomic backgrounds, and of whom 69% are from language backgrounds other than English (representing 37 different
language groups), and 13 students who identify as Aboriginal and Torres Straight Islander.

The school recognises the vital partnership between home and school in achieving success for all individuals. Middleton Grange Public School are an active member of multiple learning alliances to provide support and greater diversity of opportunities for students, staff and the community. In 2024 the school employs 50 staff in full-time, part-time and temporary teaching and SASS positions.

The school implemented rigorous self-assessment, External Validation, and Situational Analysis processes in 2023 to identify strengths and determine future directions in the areas of student learning and wellbeing, teacher practice, leadership, and engagement and culture. To ensure a fair and comprehensive assessment, staff met regularly to review the collected evidence, share honest insights, and impartially analyse what the school did and how well they did it. This process involved collecting and deeply analysing information on progress and impact of school processes, practices and procedures to reflect thorough on-balance judgements against the domains and elements of the School Excellence Framework (SEF).

By engaging in quality evaluative discussions, the school created opportunities for collaboration among its stakeholders. This meaningful collaborative approach ensured that everyone's voices were heard and that the school is moving in a direction that aligns with our overall vision and priorities as articulated in our Strategic Excellence Plan (SEP).

**Selection Criteria**:
Approval to teach. In addition to the general selection criteria,

1. A highly knowledgeable leader who has the highest expectations of students and staff in leading and implementing departmental priorities including explicit teaching and HPGE.
2. A highly visible, collaborative, relational leader who has a deep moral purpose and demonstrated ability to nurture and grow a strong, established school culture.
3. Demonstrated capacity to drive reflection, gather feedback, and collaborate with the school community to realise the goals and aspirations of the school excellence plan.
4. A champion for Public Education who can communicate strongly to the entire school community, promoting and celebrating the success of all students and staff.

**General Selection Criteria**:
1. High level educational leadership with the skills to lead and manage a complex public school focused on the delivery of high quality education

2. Ability to lead and manage rigorous and inclusive whole school teaching and learning programs

3. High level communication and interpersonal skills with the capacity to build positive relationships and engage all levels of the school and educational community

4. Ability to lead and manage the development and performance of staff to improve teaching and learning

5. Ability to plan systems and manage resources effectively and equitably to enhance teaching and learning

6. Capacity to lead staff in implementing the Department's Aboriginal education policy and to ensure quality outcomes for Aboriginal people

**Conditions**:
**Special Notes**:

- Classification Structure for Principals:_

**About the NSW Department of Education