Principal Level P3

Principal Level P3 - Brighton-Le-Sands Public School NSW Department of Education – Brighton-Le-Sands NSW Brighton-Le-Sands Public School is located in the southern suburbs of Sydney, in close proximity to Sydney Airport. The school is renowned for the extra‑curricular opportunities offered in sport, technology, and creative and performing arts, enabling its students to flourish through a range of different experiences. Student wellbeing and the provision of a supportive learning environment remain the focus for the school community. The school’s Inclusive Learning Hub, comprising three specialist classes, plays a central role in strengthening the school’s culture and sense of community. It fosters belonging, promotes collaboration between students and staff, and ensures that inclusive practice is embedded across the school. Students come from a wide range of socio‑economic and cultural backgrounds. 76% of students have a language background other than English. The most common languages spoken at home are Greek, Arabic, Spanish, Serbian and Macedonian. 1% of students identify as Aboriginal. The school is supported by a strong multi‑cultural community, and a Greek Community Language Program supports students in maintaining and developing further communicative competence in their heritage language. Brighton-Le-Sands Public School is strongly supported by the Parents and Citizens Association. The whole school community was consulted in the development of the previous strategic improvement plan and with External Validation in 2025, broad consultation is being undertaken to develop the school vision and strategic directions of the 2026‑2029 School Excellence Plan with students, staff and parents. Teachers are provided with collaborative opportunities to improve their practice and ensure students achieve expected growth and achievement in their learning. The school has a focus on data‑driven practices to target areas of improvement in Reading, Writing and Numeracy and there is an identified need for using high‑impact explicit teaching strategies to strengthen curriculum knowledge. There will be a strong focus on whole‑school community knowledge, understanding and use of effective practices and strategies to support student learning and well‑being. Position Information Brighton-Le-Sands Public School is located in the southern suburbs of Sydney, in close proximity to Sydney Airport. The school is renowned for the extra‑curricular opportunities offered in sport, technology, and creative and performing arts, enabling its students to flourish through a range of different experiences. Student wellbeing and the provision of a supportive learning environment remain the focus for the school community. The school’s Inclusive Learning Hub, comprising three specialist classes, plays a central role in strengthening the school’s culture and sense of community. It fosters belonging, promotes collaboration between students and staff, and ensures that inclusive practice is embedded across the school. Students come from a wide range of socio‑economic and cultural backgrounds. 76% of students have a language background other than English. The most common languages spoken at home are Greek, Arabic, Spanish, Serbian and Macedonian. 1% of students identify as Aboriginal. The school is supported by a strong multi‑cultural community, and a Greek Community Language Program supports students in maintaining and developing further communicative competence in their heritage language. Brighton-Le-Sands Public School is strongly supported by the Parents and Citizens Association. The whole school community was consulted in the development of the previous strategic improvement plan and with External Validation in 2025, broad consultation is being undertaken to develop the school vision and strategic directions of the 2026‑2029 School Excellence Plan with students, staff and parents. Teachers are provided with collaborative opportunities to improve their practice and ensure students achieve expected growth and achievement in their learning. The school has a focus on data‑driven practices to target areas of improvement in Reading, Writing and Numeracy and there is an identified need for using high‑impact explicit teaching strategies to strengthen curriculum knowledge. There will be a strong focus on whole‑school community knowledge, understanding and use of effective practices and strategies to support student learning and well‑being. Selection Criteria In addition to the general selection criteria, Proven capability as a highly visible and relational leader focused on building trusting, respectful and collaborative partnerships with staff, students, parents and the wider community, building upon and strengthening whole‑school culture. Demonstrated capacity to lead the implementation and achievement of a student‑centred School Excellence Plan grounded in high expectations, equity, inclusion and excellence that strengthens student growth, wellbeing and achievement in alignment with the NSW Plan for Public Education. Demonstrated expertise in building teacher capability through coaching, instructional leadership, explicit teaching, data‑informed practice, and collaborative professional learning that builds collective efficacy and drives measurable whole‑school improvement. General Selection Criteria 1. High level educational leadership with the skills to lead and manage a complex public school focused on the delivery of high quality education. 2. Ability to lead and manage rigorous and inclusive whole‑school teaching and learning programs. 3. High level communication and interpersonal skills with the capacity to build positive relationships and engage all levels of the school and educational community. 4. Ability to lead and manage the development and performance of staff to improve teaching and learning. 5. Ability to plan systems and manage resources effectively and equitably to enhance teaching and learning. 6. Capacity to lead staff in implementing the Department's Aboriginal education policy and to ensure quality outcomes for Aboriginal people. 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 Classification Structure for Principals: The Crown Employees (Teachers in Schools and Related Employees) Salaries and Conditions Award 2020 details the new principal classification structure based on complexity of schools which commenced in 2016. Please view information on the Classification structure for Principals at The classification and remuneration of our school principals is based on school complexity, as measured through each school’s RAM allocation. As part of the ongoing application of the new structure a review of thresholds and outcomes will occur on an annual basis. The principal classification for this school is Principal Level P2 for 2025 and Principal Level P3 for 2026. 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