Deputy Principal Inclusion

**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 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.

Woy Woy Public School has an enrolment of approximately 400 students, including 17% of students who identify as Aboriginal, 13% of students with a diagnosed disability or disabilities, 8% of students who speak English as an additional language or dialect and 10% of students attending our Guliyali Preschool. The school is situated on the Brisbane Water inlet on the Central Coast of NSW and has strong alliances with the Brisbane Water Learning Community of schools. The school has a deep and dedicated connection with Koorana Local Aboriginal Education Consultative Group (AECG).

Woy Woy Public School has seven support classes, including one class of students with moderate or severe intellectual disabilities (IO/IS), two classes for students who have been diagnosed with Autism Spectrum Disorder (AU), one Multi-categorical class (MC), two classes for students who have been diagnosed as having experienced emotional disturbance (ED), and an Early Intervention class (EI) and resource teacher who supports students with a diagnosed disability in the year before they start Kindergarten.

There are 13 mainstream classes Kindergarten to Year 6 with a number of students accessing integration funding support. There is a strong emphasis on the explicit teaching of literacy and numeracy skills, equity and high performing and gifted education.

The wellbeing and engagement of our students is a high priority. Within the framework of Positive Behaviour for Learning, we are focused on building community partnerships through engaging our families and wider stakeholders in ongoing improvement to better meet the needs of our students.

**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 develop staff capacity and 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