Assistant Principal

Description:

Temora Public School is a P1 primary school located in the Riverina, on Wiradjuri country, one hour north of Wagga Wagga and has a student enrolment of 230. 5% of students identify as Aboriginal and/or Torres Strait Islander and 4% of students speak a second language other than English at home. Currently, there are 10 mainstream classes. The school utilises staffing entitlements and flexible equity resourcing for additional employment of both teaching and support staff to meet the individual learning needs of students through a range of tiered support and an evidence-based professional learning model.

Students access a wide range of opportunities including Aurora College, PSSA sport, public speaking, music and dance. Students have achieved success at the highest levels with many students having competed at state level.

Staff and students are committed to the pursuit of excellence through the development of a whole school culture of high expectations and continuous improvement.

"Every Student, Every Day"

Our Strategic Directions are;

1. Student growth and attainment: Maximising student learning outcomes in Literacy and Numeracy, by targeting individual learning needs.

2. High expectations and a continuous improvement culture: Maximising individualised student learning outcomes, through collaborative planning and high impact professional learning.

3. Fostering a positive school culture for staff, students and families: Implementing a proactive and planned approach to wellbeing through developing whole school processes that support the needs of all students, staff and families so they can connect, succeed, thrive and learn.

1. In addition to the general selection criteria, approval to teach infants and/or primary, with a demonstrated capacity to work successfully with a leadership team, balancing exemplary teaching with demands and complexities of a leadership role.

2. Demonstrated ability to lead and implement current evidence-based practices through effective leadership, that results in whole school improved literacy and numeracy outcomes for a diverse range of learners.

3. Proven ability to build the capacity of individuals and teams to skillfully differentiate curriculum and confidently address the learning needs of all students through the collection, use and analysis of data.

4. Proven approachable, visible leader with evidence of exceptional interpersonal skills to lead learning support and wellbeing initiatives ensuring all students connect, succeed, thrive and learn.