Deputy Principal

**Position Information**:
Holroyd High School is a small, successful comprehensive high school with a current enrolment of 485 students 7-12, including 83% non-English speaking backgrounds.

The school has a strong focus on Visible Learning and high expectations in a safe, inclusive and supportive environment which enables all students to grow and progress as learners. The school has an Intensive English Centre for newly arrived students of non-English speaking background and a support unit for students with an intellectual disability and/or autism. The school receives equity funding to support students from low socio-economic backgrounds and we aim to support the needs of all learners through research, evidenced based and data informed practices.

Our Strategic Improvement Plan prioritises the following strategic directions:
**1. Student Growth and Attainment **with a focus on data informed practices and personalised learning, feedback and assessment to enhance student performance measures in literacy, numeracy and the Higher School Certificate. This includes targeted approaches for equity groups such as EAL/D and Aboriginal learners. There is a commitment in the school that all students demonstrate growth and make continual learning progress.

**2. High Expectations **with a focus on improving learning progress and achievement for all students through effective classroom practice and visible learning. Educational leadership and increased teacher collaboration through learning and development will be a focal point to drive continuous improvement and foster a culture of high expectations across the school.

**3. Wellbeing and Engagement **with a focus on social and emotional learning, transition, and continuity of learning for all students and increased attendance and participation. Positive relationships that foster connectedness and feelings of belonging are essential for wellbeing and positively affect a student's engagement and success in learning. We provide a caring, safe and inclusive environment that focuses on quality teaching, learning and engagement where students feel genuinely supported to grow and achieve, successfully enabling students to connect, succeed and thrive at school and beyond.

**Selection Criteria**:
In addition to the general selection criteria,
- Proven ability to lead a culture of inclusion which supports equity, wellbeing and continuous improvement so that all students can connect, succeed, thrive and learn as part of a diverse school community.
- Capacity to lead evidence-based and data-informed practices to support student growth and attainment, inform teacher practice and drive whole school improvement aligned to school and systems priorities.
- Demonstrated ability to create a culture of high expectations in teaching and learning through whole school leadership of professional learning and staff performance development.
- Demonstrated commitment to work as a collaborative and highly visible member of the senior executive team in leading, measuring and reporting on school improvement initiatives as part of the School Improvement Plan.

**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**:
This advertisement is for two ACIP Deputy Principal (Secondary) positions.

About the NSW Department of Education