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 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.

Woodberry Public School is community focused with a clear mission to ensure all students reach the highest possible outcomes in all aspects of their education through the values of respect, commitment and responsibility. It is a school which values the contributions of a range of partners and is recognised for its strong standards and ability to adapt to current community needs. Woodberry Public School has 219 students in eight mainstream classes and five support classes, with two additional support classes being established in 2025. Of these students 50% identify as Aboriginal or Torres Strait Islander.

Woodberry Public School is part of the Gateway Learning Community of schools and we support the needs of the school community with strong alliances and partnerships with government and non-government agencies including our local AECG. Our school is concentrating on providing evidence based, high-quality teaching and learning through the implementation of explicit teaching, and differentiation of learning to meet the needs of all students including High Potential and Gifted students. Our targets for literacy and numeracy have been set following an analysis of whole school data, and focus on the achievement of expected growth or beyond for all students, and supporting our Aboriginal and Torres Strait Islanders students to reach their full potential.

The wellbeing and engagement of our students remains a high priority. Within the framework of Positive Behaviour for Learning we engage in trauma informed practice through implementing the Berry Street Education Model. We continue to build 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:
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.

7. 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