Deputy Principal Inclusion and Support
1 week ago
**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.
Merrylands High School is a comprehensive coeducational secondary school (enrolment 810 students, including 82% students from a non-English speaking background).
Our Support Unit consists of 7 classes, with three 3 Multi Categorical classes and 4 Autism Spectrum classes. We draw students from a wide area with diverse backgrounds, including OOHC, complex learning and mental health needs and behaviours. This often requires involvement with external agencies, both private and government based. This year the school has moved to a fully aligned inclusion model for all Support Unit classes with timetables aligned across all KLA’s. Our School has highly developed links with partner primary schools leading to successful transitions for students into Year 7 and beyond.
The successful applicant will be a key member in the Senior Executive Team and pivotal in supporting all Executive and teaching staff in offering accessible educational outcomes for all students. The applicant is expected to employ departmental policies and processes with a high level of professionalism. The successful applicant must be involved in the whole school's strategic planning and evaluation in line with the whole school’s movement towards excellence.
**Selection Criteria**:
In addition to the general selection criteria,
- 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 policy
**Conditions**:
**Special Notes**:
**About the NSW Department of Education
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