Deputy Principal Inclusion

Deputy Principal Inclusion & Support - Parkes High School The Deputy Principal Inclusion and Support is a strategic, non‑teaching, leadership role dedicated to inclusion, focused on improving the learning, wellbeing, and independence of students with disabilities. The role shares the broader educational imperatives of the Deputy Principal position, but with an explicit focus on driving a school‑wide culture of inclusion, high expectations and improved outcomes for students with disability. The position is located in mainstream schools with seven or more support classes and aligns 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: A highly visible and proactive leader with the capacity to work collaboratively with the school executive team, to enhance the overall capacity of teaching staff with a diverse range of expertise and experience, to improve student learning outcomes. Ability to lead initiatives and effectively use data to address the school strategic directions including those that have resulted in improved student wellbeing outcomes. Demonstrated complex case management skills, working with families and community, and accessing interagency support to leverage positive student outcomes on a day‑to‑day basis. Demonstrated collaborative leadership skills that promote trusting relationships and partnerships to enhance school culture, student, staff and community wellbeing. 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 programmes. 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 policy. Conditions An unconditional full approval to teach is a requirement. If you do not hold a full approval to teach with the NSW Department of Education, you are required to commence the application process at the same time as you apply for this teaching opportunity. Special Notes Applicants are to include details of their WWCC clearance number as part of this application. About the NSW Department of Education The Department of Education is the largest provider of public education in Australia with responsibility for delivering high‑quality public education to two‑thirds of the NSW student population. We welcome applications from all ages and genders, Aboriginal and Torres Strait Islander peoples, culturally and linguistically diverse groups, the LGBTQIA+ community, veterans, refugees and people with disability. If we can make some adjustments to our recruitment/interview process to better enable you to shine, please ) or visit NSW Department of Education Diversity and Inclusion. New merit selection application guidelines for classroom teachers, executives and principals have been introduced to provide greater clarity to applicants and selection panels. The guidelines are located here. To ensure that your application complies with the guideline page limits, your attachments must be in PDF format. #J-18808-Ljbffr