Assistant Principal Special Education - Campbell House School

Campbell House School is a school for specific purposes that supports the learning and wellbeing needs of sixty-three students in years seven to twelve. The school is situated in Glenfield and services students from areas of Southwest Sydney, all students are from low socio-economic backgrounds, 32% of the student population are Indigenous and 21% are Out of Home Care.

Campbell House School staff are committed to providing quality education for all students and provide an inclusive learning and teaching environment for students who have a diagnosis of mental health and trauma.

Our core business is to improve the academic, social, vocational and behaviour outcomes with a focus on wellbeing for all students. The aim is to bridge gaps in literacy and numeracy, supporting individual student mental health needs, and building pathways to further education, employment, or transition to post school options.

At Campbell House we value the identity, culture, heritage and languages of our Aboriginal and Torres Strait Islander students and their families.

The school motto: Building Positive Relationships in a Learning Community forms the basis on which all learning is created. The school adopts evidence-based teaching practices including a focus on explicit teaching and embedding the principles of positive psychology.

Campbell House School is a school for specific purposes that supports the learning and wellbeing needs of sixty-three students in years seven to twelve. The school is situated in Glenfield and services students from areas of Southwest Sydney, all students are from low socio-economic backgrounds, 32% of the student population are Indigenous and 21% are Out of Home Care.

Campbell House School staff are committed to providing quality education for all students and provide an inclusive learning and teaching environment for students who have a diagnosis of mental health and trauma.

Our core business is to improve the academic, social, vocational and behaviour outcomes with a focus on wellbeing for all students. The aim is to bridge gaps in literacy and numeracy, supporting individual student mental health needs, and building pathways to further education, employment, or transition to post school options.

At Campbell House we value the identity, culture, heritage and languages of our Aboriginal and Torres Strait Islander students and their families.

The school motto: Building Positive Relationships in a Learning Community forms the basis on which all learning is created. The school adopts evidence-based teaching practices including a focus on explicit teaching and embedding the principles of positive psychology.

In addition to the general selection criteria,

Approval to teach special education and/or experience teaching special education, with demonstrated capability to teach students with complex mental health and trauma.

Demonstrated ability to provide dynamic executive leadership by driving whole-school strategic directions, leading school improvement initiatives and fostering a shared vision that promotes high-quality teaching, learning and positive student outcomes.

Demonstrated ability to lead, inspire and support staff while managing competing priorities through effective collaboration, professional learning and capacity building.

Proven success in leading evidence-based professional learning programs that build teacher capacity, including explicit teaching and High Potential Gifted Education practices, while fostering a culture of continuous improvement and incorporating student voice.

Demonstrated ability to design, implement, and evaluate wellbeing initiatives, incorporating trauma-informed educational practices to mee the diverse needs of students.

In addition to the general selection criteria,

Approval to teach special education and/or experience teaching special education, with demonstrated capability to teach students with complex mental health and trauma.

Demonstrated ability to provide dynamic executive leadership by driving whole-school strategic directions, leading school improvement initiatives and fostering a shared vision that promotes high-quality teaching, learning and positive student outcomes.

Demonstrated ability to lead, inspire and support staff while managing competing priorities through effective collaboration, professional learning and capacity building.

Proven success in leading evidence-based professional learning programs that build teacher capacity, including explicit teaching and High Potential Gifted Education practices, while fostering a culture of continuous improvement and incorporating student voice.

Demonstrated ability to design, implement, and evaluate wellbeing initiatives, incorporating trauma-informed educational practices to mee the diverse needs of students.

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

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

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.

All Department of Education employees working in an SSP are required to be vaccinated as outlined at Vaccination requirements for school sites (nsw.gov.au). The successful candidate for this position will be required to confirm vaccination status prior to the department finalising their appointment and entry on duty. Find the department’s latest advice on COVID-19 (coronavirus) at https://education.nsw.gov.au/covid-19.

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.

All Department of Education employees working in an SSP are required to be vaccinated as outlined at Vaccination requirements for school sites (nsw.gov.au). The successful candidate for this position will be required to confirm vaccination status prior to the department finalising their appointment and entry on duty. Find the department’s latest advice on COVID-19 (coronavirus) at https://education.nsw.gov.au/covid-19.

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 people of all backgrounds, including but not limited to Aboriginal and/or Torres Strait Islander people, people of any age or gender, people from culturally and linguistically diverse groups and/or from the LGBTQIA+ community, veterans, refugees, people with disability, people with sensory differences, and neurodiverse people. If we can make some adjustments to our recruitment/interview process to better help you shine, please reach out to the contact person for this recruitment, details listed above. For more information, visit the NSW Department of Education’s Diversity, equity and inclusion webpage.

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 people of all backgrounds, including but not limited to Aboriginal and/or Torres Strait Islander people, people of any age or gender, people from culturally and linguistically diverse groups and/or from the LGBTQIA+ community, veterans, refugees, people with disability, people with sensory differences, and neurodiverse people. If we can make some adjustments to our recruitment/interview process to better help you shine, please reach out to the contact person for this recruitment, details listed above. For more information, visit the NSW Department of Education’s Diversity, equity and inclusion webpage.

Merit selection application guidelines for classroom teachers, executives and principals provide clear advice for applicants and selection panels. The guidelines are available here.

To meet the page limits outlined in the guidelines, all application attachments must be submitted in PDF format. Please note that late applications will not be accepted.

For technical support please contact School Recruitment Support at 1300 863 694.

Merit selection application guidelines for classroom teachers, executives and principals provide clear advice for applicants and selection panels. The guidelines are available here.

To meet the page limits outlined in the guidelines, all application attachments must be submitted in PDF format. Please note that late applications will not be accepted.

For technical support please contact School Recruitment Support at 1300 863 694.