Assistant Principal - Rutherford Public School

NSW Department of Education; Newcastle; On-site; AUD 90,000 - 140,000; Full time

Job summary

Rutherford Public School in New South Wales is seeking an educator who can balance the dual role of Assistant Principal and classroom teacher for infants and primary students. The position emphasizes exemplary teaching, leadership, and collaboration to drive school priorities and improve learning outcomes.

An unconditional NSW Department of Education teaching approval is required, with commitment to Aboriginal education policy and engagement with families and communities to support student

Qualifications

• Proven teaching experience across infants/primary
• Ability to initiate improvement in teaching and learning
• Strong leadership and collaboration with staff and communities

Responsibilities

• Balance the dual role of Assistant Principal and classroom teacher
• Lead inclusive teaching practices and student wellbeing initiatives
• Collaborate with families and the Aboriginal community to support student outcomes

Skills

Balanced leadership and teaching

Curriculum knowledge

Assessment and student welfare

Communication and interpersonal skills

Resource planning and management

Aboriginal education policy knowledge

Education

Full NSW Department of Education teaching approval

Job description

Rutherford Public School (School No. 4561; FOEI 125, ICSEA 924) was established in 1985 on the land of the Wonnarua People. The school is a large regional primary school located within the Maitland Principal Network in the Regional North and West Education School Performance Directorate. In 2026 the school has an enrolment of 1035 students from diverse socio-economic backgrounds. 21% of students identify as Aboriginal. The school maintains strong partnerships with the local Aboriginal community and works closely with the Aboriginal Education Consultative Group (AECG) to support cultural inclusion and student success. Rutherford Public School has a strong tradition of providing high-quality programs in the creative arts, sport and a broad range of extracurricular opportunities. Student wellbeing practices are underpinned by the strong core values of respect, responsibility, personal best and safety. The school values community engagement and works closely with families through an active Parents and Citizens' Association. Rutherford Public School is also one of six schools within the Rutherford Learning Community, supporting collaboration and shared professional practice across local schools. An extensive situational analysis was undertaken to inform the 2026-2029 School Excellence Plan. This analysis built upon the work of the previous school plan, which prioritised strengthening teacher professional learning and improving student engagement. Through analysis of internal and external data sources, two key strategic directions were identified: Student Growth and Attainment, and Student Wellbeing and Attendance.

• In addition to the general selection criteria, approval to teach infants and/or primary with the capacity to balance the dual role of Assistant Principal and classroom teacher, deliver exemplary teaching and collaborate with colleagues to drive school priorities and improve learning outcomes for all students.
• Proven experience in embedding whole-school approaches to student wellbeing that strengthen relationships with all stakeholders and foster a positive, inclusive learning environment.
• Demonstrated ability to build the capability and leadership of others through effective coaching and mentoring, including working side-by-side with colleagues and confidently navigating professional conversations.

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. 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.