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.

James Meehan High School is a community-based comprehensive secondary school with a population of approximately 406 students situated at Macquarie Fields. The school is culturally diverse, with 29 cultural groups represented across 27 language backgrounds. 50% of students have a language background other than English. 32% of students are from a Pacific Islander background, while another 14% are from an Aboriginal and/or Torres Strait Islander background. The school provides the opportunity to engage students from low socio-economic status communities through a variety of high-quality programs.Strong welfare programs and community involvement include proactive links with the Pacific Islander and Aboriginal and/or Torres Strait Islander communities. A Special Education Unit consists of 7 classes which serves the needs of students with intellectual and emotional disabilities and autism.

**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 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