Deputy Principal Inclusion
5 days 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.
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.
Oran Park High School, which opened at the start of the 2020 school year and currently has Years 7, 8, 9, 10 and 11, is a future focused learning partnership with high expectations that meets the individual needs of all learners. Housed in brand new, state-of-the art facilities, the school has a strong focus on relationships, high quality and innovative teaching and learning, and links to the local and wider community, particularly the partner primary schools. Built to meet the population needs of the Oran Park/Catherine Park/Gledswood Hills growth corridor, the school will eventually be home to up to 2000 students, with a current population of 1196, including a Support Unit catering for the needs of students with Autism and Multi-Categorical diagnoses. Oran Park High School has a commitment to excellence and achievement which shapes learning experiences that are authentic, challenging and participatory.
**Selection Criteria**:
**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**:
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