Deputy Principal Inclusion - Newcastle, Australia - NSW Government -Teaching Service

NSW Government -Teaching Service

Verified Company

Newcastle, Australia

3 weeks ago

Posted by:

Olivia Brown

beBee Recruiter

Description

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.

With a whole school enrolment of approximately 940 students including 20% Aboriginal and Torres Strait Islander students, the school is a proud member of the Cessnock Community of Great Public Schools (CCGPS) and has a close working relationship with the Korreil Wonnai Aboriginal Education Consultative Group.

In 2023 our support unit will have seven classes. These classes include three ED classes, three MC classes and one AU class.

The support faculty known as KuNarr has a strong cultural connection embedded in both teaching and learning and student wellbeing.

The deputy principal position will follow the current deputy principal role statement and have responsibility for a strategic area of the school strategic improvement plan along with faculty and year group supervision.

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 evidenceinformed 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:

Successful teaching experience with capacity to initiate improvement in teaching, learning and classroom practice.
Knowledge of curriculum, assessment, and student welfare with the ability to lead and design quality, inclusive teaching and learning programs.
Educational leadership skills to build the capacity and manage the performance of individuals and teams.
Well developed communication and interpersonal skills with the capacity to build relationships and engage students, staff, and parents.
Ability to plan and manage resources effectively and equitably to support teaching and learning.
Knowledge of and commitment to the Department's Aboriginal education policies.

Conditions:

Special Notes:

**About the NSW Department of Education