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Deputy Principal Inclusion and Support
3 weeks ago
**Position Information**:
St Andrews Public School is situated in South Western Sydney, NSW, Australia. There are currently 800 students (7% Aboriginal, 45% English as an Additional Language/Dialect) K to 6 comprising of 36 classes, including an Opportunity Class (OC) and seven special education classes. St Andrews Public School prides itself on being a **supportive **educational setting which continually provides authentic learning experiences for all children, including gifted and talented students and students requiring additional support for autism and moderate and mild intellectual disabilities. We are an **inclusive **school community that focuses on the need to _be safe_, _be respectful _and _be a learner. _Our vision statement "Children First and Foremost" encapsulates all we do.
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.
**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
