Principal Level P1

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**Position Information**:
**Tomerong Public School fosters a nurturing and innovative learning environment where diverse learners successfully acquire skills that meet the demands of a complex and dynamic world. Teachers shape teaching and learning programs to create successful learners who are motivated to reach their full potential.**:
A strong emphasis on wellbeing and leadership across the school reflects our commitment to ensure all students and families belong while maintaining an ideal learning culture where students achieve excellence.

Tomerong Public School provides a dynamic and supportive environment with a focus on high expectations and the success of all students. The school is part of a small rural village community with students feeding in from outlying areas. The school currently caters for approximately 160 students, including 23 Aboriginal and Torres Strait Islander students, and has a FOEI of 105.

As part of the Bay and Basin Learning community, Tomerong Public School follows the Be You wellbeing framework which provides supports for all students. Ensuring the wellbeing of the whole school community is paramount in all that we do. In 2021 the addition of a Wellbeing Officer through the School Chaplaincy Program, as well as a Defence School Mentor, compliment extensive wellbeing initiatives to support students with a diverse range of learning and wellbeing needs.

Quality Teaching and Learning programs ensure students are afforded every opportunity to achieve their full potential throughout their primary schooling. The school strategically utilises equity based funding to cater for students with a diverse range of backgrounds and prides itself on the successful integration of students with special needs within the mainstream setting. Teachers work collaboratively with all stakeholders to provide a meaningful child-centred education. Every student is known, valued and cared for and staff work collaboratively with parents and the community ensuring positive relationships are fostered and maintained throughout the students' educational journey.

The whole school community was consulted in the development of a thorough situational analysis which has been used to drive the direction of the Strategic Improvement Plan. A strong emphasis of continual improvement is embedded throughout the plan. Targeted and explicit support will be provided to all teachers to continually improve practice, particularly for beginning teachers and those new to the school. A whole school focus on increasing student growth in literacy and numeracy is underpinned by the evidence base provided by 'What Works Best - 2020 update.' An improved understanding of the consistent use of data to inform teaching and learning will assist every student to make a year of growth for a year at school.

**Selection Criteria**:
In addition to the general selection criteria,
- Demonstrated highly visible, innovative and collaborative leadership that builds and sustains a culture of high expectations with staff, parents and the wider school community.
- Proven ability to lead and inspire continuous improvement with astute change management practice within the current curriculum reform and climate of educational change.
- Demonstrated ability to lead quality teaching and learning and create effective partnerships with staff, parents and the community for continuous school improvement that meets the learning needs of a diverse student population.
- Demonstrated strategic leadership that maintains and develops strong partnerships with Departmental supports and external agencies that enhances student wellbeing and learning outcomes which builds upon the vision of the school.

**General Selection Criteria**:
1. High level educational leadership with the skills to lead and manage a complex public school focused on the delivery of high quality education

2. Ability to lead and manage rigorous and inclusive whole school teaching and learning programs

3. High level communication and interpersonal skills with the capacity to build positive relationships and engage all levels of the school and educational community

4. Ability to lead and manage the development and performance of staff to improve teaching and learning

5. Ability to plan systems and manage resources effectively and equitably to enhance teaching and learning

6. Capacity to lead staff in implementing the Department's Aboriginal education policies and to ensure quality outcomes for Aboriginal people

**Conditions**:
**Special Notes**:

- Classification Structure for Principals:_

**About the NSW Department of Education