Assistant Principal - Scone Public School

Educationhq; Scone; Presencial; AUD 90 000 - 120 000; Tempo integral

Resumo da oferta

The NSW Department of Education invites applications for an Assistant Principal at Scone Public School in the NSW Upper Hunter region. The role focuses on educational leadership, inclusive teaching practices, and strong community engagement to support student growth and wellbeing.

Applicants should hold full NSW teaching approval, demonstrate capacity to balance classroom leadership with strategic leadership duties, and contribute to equity in excellence across school programs.

Qualificações

• Successful teaching experience with capacity to initiate improvement in teaching, learning and classroom practice.
• Knowledge of curriculum, assessment and student welfare with the ability to lead and design quality, inclusive teaching and learning programs.
• Educational leadership skills to build the capacity and manage the performance of individuals and teams.
• Well developed communication and interpersonal skills with the capacity to build relationships and engage students, staff and parents.
• Ability to plan and manage resources effectively and equitably to support teaching and learning.
• Knowledge of and commitment to the Department's Aboriginal education policy.

Responsabilidades

Conhecimentos

Educational leadership

Curriculum knowledge

Communication

Resource management

Formação académica

Full NSW Dept of Education teaching approval

Descrição da oferta de emprego

Assistant Principal - Scone Public School

Scone Public School, located in the picturesque Upper Hunter town of Scone, NSW (150km west of Newcastle), is committed to delivering outstanding learning experiences within a supportive and caring environment. With an enrolment of 398 students—17% identifying as Aboriginal, the school fosters an inclusive, inspiring, and dynamic learning atmosphere. Our school places strong emphasis on student growth and attainment through evidence-based Explicit Teaching Practices, High Potential Gifted Education (HPGE), Student Voice, and promoting Equity in Excellence.

Scone Public School’s socio-economic background, as measured by the Family Occupation and Education Index (FOEI) of 120, informs whole-school strategies for equity and support. There are two Multi-Categorical Support Classes, that further enriches the school’s inclusive education approach. Through its partnership with the BEAMS Learning Collective, the school broadens learning opportunities available to both students and staff.

Our students benefit from a wide range of extra-curricular activities, including Sport, Creative and Performing Arts, and HPGE, providing pathways for excellence and personal growth. The school’s reviewed and implemented whole-school wellbeing processes, particularly Positive Behaviour for Learning (PBL), ensure all students connect, succeed, thrive, and learn.

Developing community partnerships at Scone Public School continue to be a priority in our School Excellence Plan in order to achieve a sense of connectedness and belonging throughout the community. As such, the school is proudly supported by an active P&C who collaboratively work with staff, parents and the broader Scone community, and the Upper Hunter Aboriginal Education Consultative Group (AECG) to support all learners.

About this job
Position Information

Scone Public School, located in the picturesque Upper Hunter town of Scone, NSW (150km west of Newcastle), is committed to delivering outstanding learning experiences within a supportive and caring environment. With an enrolment of 398 students—17% identifying as Aboriginal, the school fosters an inclusive, inspiring, and dynamic learning atmosphere. Our school places strong emphasis on student growth and attainment through evidence-based Explicit Teaching Practices, High Potential Gifted Education (HPGE), Student Voice, and promoting Equity in Excellence.

Scone Public School’s socio-economic background, as measured by the Family Occupation and Education Index (FOEI) of 120, informs whole-school strategies for equity and support. There are two Multi-Categorical Support Classes, that further enriches the school’s inclusive education approach. Through its partnership with the BEAMS Learning Collective, the school broadens learning opportunities available to both students and staff.

Our students benefit from a wide range of extra-curricular activities, including Sport, Creative and Performing Arts, and HPGE, providing pathways for excellence and personal growth. The school’s reviewed and implemented whole-school wellbeing processes, particularly Positive Behaviour for Learning (PBL), ensure all students connect, succeed, thrive, and learn.

Developing community partnerships at Scone Public School continue to be a priority in our School Excellence Plan in order to achieve a sense of connectedness and belonging throughout the community. As such, the school is proudly supported by an active P&C who collaboratively work with staff, parents and the broader Scone community, and the Upper Hunter Aboriginal Education Consultative Group (AECG) to support all learners.

General Selection Criteria

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

Specific Selection Criteria

• In addition to the general selection criteria, approval to teach infants and/or primary, with the demonstrated capacity to balance exemplary classroom practice and fulfil the complex leadership and management roles of an Assistant Principal.

• Demonstrated ability to lead, mentor and build the capacity of experienced and early career teachers in a culture of continuous improvement, expert curriculum knowledge, and highexpectations, to drive improved student outcomes.

• An approachable and visible leader with a strong commitment to enhancing positive wellbeing through addressing the social, emotional, and cultural needs of students, staff, and families, showcasing the ability to foster a positive, inclusive whole school community.

• Demonstrated ability to work collaboratively to strategically plan, lead and monitor initiatives, and apply evaluative practices to support the Strategic Improvement Plan.

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

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.