Principal Level P3 - Anson Street School

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Anson Street School is a School for Specific Purposes (SSP) located in Orange on Wiradjuri country, supporting 137 students from Kindergarten to Year 12 with diverse learning, physical and complex wellbeing needs. With a Family Occupation and Employment Index (FOEI) of 159 (2025), the school provides significant adjustments for students with disability, including Autism, intellectual and physical disabilities. Its 22 classes include two tutorial classes and a suspension centre supporting students with complex behavioural and engagement needs. Aboriginal students represent 31% of enrolments, with strong partnerships supporting cultural identity, connection and educational outcomes.

The school provides a safe, inclusive and structured learning environment where all students are supported to succeed. Evidence-informed teaching and predictable practices promote regulation, engagement and independence. Personalised learning incorporates mainstream and Life Skills curriculum pathways, vocational education, work experience and alternative HSC pathways, supporting meaningful post-school transitions.

Anson Street School demonstrates a strong culture of collaboration, instructional leadership and continuous improvement. External Validation recognised the school as excelling in elements of Curriculum, Effective Classroom Practice and Educational Leadership. Current priorities include strengthening explicit teaching, refining assessment and ensuring differentiated curriculum delivery supports student growth.

Distinctive programs include the Skills House, enterprise learning and vocational opportunities in primary industries and viticulture through the school farm. These programs explicitly develop functional living skills, independence and work readiness. Intergenerational initiatives and High Potential and Gifted Education (HPGE) opportunities further enhance engagement. Partnerships with allied health professionals support communication, wellbeing and learning access. In 2026, a joint initiative with NSW Health and local schools will introduce access to a school-based paediatrician, strengthening coordinated support for students with complex needs.

The school continues to strengthen consultation with staff, students, families and community partners through the P&C, Anson Streets School Community Association (ASSCA), Personalised Learning Plan (PLP) meetings and external agencies. Partnerships with the local Aboriginal Education Consultative Group (AECG) and Junior AECG promote Aboriginal student voice. In 2026, NSW Public Schools Surveys and the My Say My Way survey have expanded opportunities for students, staff and families to contribute feedback, including students with diverse communication needs. Targeted initiatives are also increasing family participation and community connections.

Consultation, school data and External Validation findings have informed improvement priorities focused on consistent explicit teaching, student engagement, attendance, belonging and stronger community partnerships. Strategic resourcing, ongoing monitoring and evaluation will support equitable outcomes and guide future school improvement.

Anson Street School is a School for Specific Purposes (SSP) located in Orange on Wiradjuri country, supporting 137 students from Kindergarten to Year 12 with diverse learning, physical and complex wellbeing needs. With a Family Occupation and Employment Index (FOEI) of 159 (2025), the school provides significant adjustments for students with disability, including Autism, intellectual and physical disabilities. Its 22 classes include two tutorial classes and a suspension centre supporting students with complex behavioural and engagement needs. Aboriginal students represent 31% of enrolments, with strong partnerships supporting cultural identity, connection and educational outcomes.

The school provides a safe, inclusive and structured learning environment where all students are supported to succeed. Evidence-informed teaching and predictable practices promote regulation, engagement and independence. Personalised learning incorporates mainstream and Life Skills curriculum pathways, vocational education, work experience and alternative HSC pathways, supporting meaningful post-school transitions.

Anson Street School demonstrates a strong culture of collaboration, instructional leadership and continuous improvement. External Validation recognised the school as excelling in elements of Curriculum, Effective Classroom Practice and Educational Leadership. Current priorities include strengthening explicit teaching, refining assessment and ensuring differentiated curriculum delivery supports student growth.

Distinctive programs include the Skills House, enterprise learning and vocational opportunities in primary industries and viticulture through the school farm. These programs explicitly develop functional living skills, independence and work readiness. Intergenerational initiatives and High Potential and Gifted Education (HPGE) opportunities further enhance engagement. Partnerships with allied health professionals support communication, wellbeing and learning access. In 2026, a joint initiative with NSW Health and local schools will introduce access to a school-based paediatrician, strengthening coordinated support for students with complex needs.

The school continues to strengthen consultation with staff, students, families and community partners through the P&C, Anson Streets School Community Association (ASSCA), Personalised Learning Plan (PLP) meetings and external agencies. Partnerships with the local Aboriginal Education Consultative Group (AECG) and Junior AECG promote Aboriginal student voice. In 2026, NSW Public Schools Surveys and the My Say My Way survey have expanded opportunities for students, staff and families to contribute feedback, including students with diverse communication needs. Targeted initiatives are also increasing family participation and community connections.

Consultation, school data and External Validation findings have informed improvement priorities focused on consistent explicit teaching, student engagement, attendance, belonging and stronger community partnerships. Strategic resourcing, ongoing monitoring and evaluation will support equitable outcomes and guide future school improvement.

1. Evidence of expertise to confidently lead the school community in implementing explicit teaching strategies K - 12 including a cycle of regular evaluation to guide next steps
2. Demonstrated expertise in leading authentically and visibly to foster connection, belonging and shared purpose across the school community, and how you build genuine relationships and trusted partnerships with students, parents, staff and the wider community to strengthen school culture, enhance learning and wellbeing
3. Demonstrated strong strategic leadership and expertise in supporting students with additional needs to foster innovative, future-focused teaching and learning, including diverse curriculum opportunities and pathways for all students.
4. Evidence of expertise to initiate and lead collaborations with schools across the Orange Network to further enhance educational provision and support student learning and wellbeing needs as an integral part of an aspirational and increasingly connected Network of schools.

1. Evidence of expertise to confidently lead the school community in implementing explicit teaching strategies K - 12 including a cycle of regular evaluation to guide next steps
2. Demonstrated expertise in leading authentically and visibly to foster connection, belonging and shared purpose across the school community, and how you build genuine relationships and trusted partnerships with students, parents, staff and the wider community to strengthen school culture, enhance learning and wellbeing
3. Demonstrated strong strategic leadership and expertise in supporting students with additional needs to foster innovative, future-focused teaching and learning, including diverse curriculum opportunities and pathways for all students.
4. Evidence of expertise to initiate and lead collaborations with schools across the Orange Network to further enhance educational provision and support student learning and wellbeing needs as an integral part of an aspirational and increasingly connected Network of schools.

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

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

Classification Structure for Principals:

The Crown Employees (Teachers in Schools and Related Employees) Salaries and Conditions Award 2024 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 https://education.nsw.gov.au/about-us/careers-at-education/salary-and-benefits/salary-and-awards/awards-and-determinations/teachers-award-initiatives#Principal2

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 P3 for 2026 and 2027.

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, neurodiverse people and people with disability. If we can make some adjustments to our recruitment/interview process to better help you shine, please contact the hiring manager using the contact details provided above. For more information, visit NSW Department of Education Diversity and Inclusion

Classification Structure for Principals:

The Crown Employees (Teachers in Schools and Related Em