Assistant Principal Special Education - General - Chullora Public School

Chullora Public School (CPS) has an enrolment of approximately 382 students and caters to the needs of a low Socioeconomic status (SES) and high Non English Speaking Background (NESB) community. Currently there are 3 students across K-6 who identify as Aboriginal or Torres Strait Islander. 99% of students come from a Language Background Other Than English (LBOTE). Of this cohort, almost all students use and learn English as an Additional Language or Dialect (EAL/D). Most students are Australian born with less than 10% of students born overseas. Almost half of the school community speaks Arabic at home. Languages becoming more predominant in the community include Urdu, Tongan, Bengali and Indonesian. Families utilise one or more of 24 languages at home. CPS school is investing in learning resources to support the recently upgraded Curriculum Scope and Sequences. The latest addition is a state of the art reader room where students can select texts from a variety of genres and levels which meet requirements set out by NESA. Extracurricular activities include PSSA, Breakfast Club, Games Room, Science, Technology, Engineering and Mathematics (STEM), Science, Technology, Engineering, the Arts and Mathematics (STEAM Education) Reading 4 Life, Speech Pathology, Occupational Therapy, Community Gardening, Robotics and Coding. There are 16 mainstream classes and a Support Unit with 3 classes for students with Autism and special needs. With a focus on explicit teaching, a major aspiration of Chullora Public School is that all students make significant gains in Literacy and Numeracy each year. A dedicated staff hold high expectations for teaching and learning and demonstrate this through commitment to their own ongoing learning, improvement and active engagement as a professional learning community. The CPS parent community highly values education and opportunities for student leadership and the school has a very committed and hard–working P&C. To enhance learning, CPS has mutually beneficial partnerships with Foodbank, The Smith Family, Australian Catholic University, Western Sydney University, Exodus Foundation, Bankstown PCYC and many other external agencies.

In addition to the general selection criteria, 

1. Approval to teach Special Education and /or experience in leading quality teaching and learning for students with Autism and Intellectual Disability and challenging behaviour.
2. Demonstrated ability to differentiate and support students and families from a diverse range of backgrounds in a complex school setting.
3. Evidence of a high visible, approachable, and collaborative leader with a capacity to build and maintain positive, inclusive, trusting relationship and partnership with students, families, staff and the wider community.

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

Applicants are to include details of their WWCC clearance number as part of this application.
 

About the NSW Department of Education 

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.