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.

Chifley College Dunheved Campus is located on Darug country, with Wianamaata Creek to the north and surrounded by the rich Cumberland Plain Woodland. The school is an individual campus that exists as part of a federation of five schools known as Chifley College.

The school's current enrolment of 550 students includes a seven class support unit. These classes cater for students with a range of disabilities including mild to moderate disabilities and autism. 28% of students identify as Aboriginal and Torres Strait Islander and a further 32% of students are from backgrounds where English is an Additional Language or Dialect, predominantly Pacific Islander. The school has had a steady enrolment increase over the past six years.

The school receives significant funding to support student learning outcomes through the Resource Allocation Model (RAM), including equity loadings for Aboriginal background, English language proficiency, low-level adjustment for disability and socio-economic background.

Strong partnerships are evident within the active Parents and Citizens' (P&C) association, the Pemulwuy local Aboriginal Education Consultative Group (AECG), local Aboriginal Elders, partner primary schools, universities, local businesses, industry and community organisations.

Strategic Direction 1- Student growth and attainment, is a priority area for the school, with high-level projects to support a whole-school approach to the explicit teaching of reading and numeracy. Strategic Direction 2 focuses on high impact strategies to support student attendance and develop trauma-responsive practice. Strategic Direction 3 provides the professional learning and instructional leadership for improved student performance.

**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 policies

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