Deputy Principal Inclusion

**Position Information**:
Middleton Grange Public School is founded on proud Aboriginal (the Cabrogal Clan of the Dharug Nation) and Australian history and achievement, particularly in the area of aviation. We are strong advocates for public education. Middleton Grange Public School opened in 2009 in a new and still developing suburb within the Liverpool Local Government Area and part of the New Schools Public Private Partnership Program. The school population has a fluctuating enrolment due to ongoing housing development and transience of Australian Defence families (currently 434 students in 17 mainstream class groupings in addition to 6 support classes with 45 students with a 7th class opening in 2025.) Diversity of cultural heritage is acknowledged and respected. Our school's current population comprises students predominately from low socio-economic backgrounds, and of whom 69% are from language backgrounds other than English (representing 40 different language groups), and 14 students who identify as Aboriginal and Torres Strait Islander.

The Deputy Principal Inclusion and Support is a strategic, non-teaching, leadership role dedicated to inclusion, with a focus onleading improvement in the learning, wellbeing, and independence of students with disabilities. The Deputy Principal Inclusion and Supportshares 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.

**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 policy

**Conditions**:
**Special Notes**:
It is anticipated that this position will commence on Day 1 Term 1 of the 2025 school year.

**About the NSW Department of Education