Assistant Principal

Description:

Willmot Public School sits on the land of the Dharug people in the western suburbs of Sydney. The K-6 school enrolment of 183 students includes 45% Aboriginal and/or Torres Strait Islander children who are supported by an Aboriginal Education Officer. There is a growing cohort of Pacific Islander students, and 35% of students have a language background other than English. The school is comprised of 8 mainstream classes, an ED support class and an MC support class. There are two itinerant teams for students with hearing and vision disabilities based at the school.

The school has established a positive and inclusive culture, with comprehensive wellbeing strategies aligned to the Berry Street Education Model driving a whole school, trauma-responsive, student-centred approach. Strong equity programs are in place to meet the needs of students and families.

Willmot Public School is committed to continual improvement, focusing on data informed evidence based practices, instructional leadership and high impact professional learning to enhance student experiences and opportunities. The school’s strategic improvement plan features an emphasis on effective teaching in literacy and numeracy, explicit instruction, increasing student engagement, and strengthening community partnerships. The school has a strong focus on meeting the needs of all students and maximising potential both academically and socially.

Willmot Public School values its place within the community and partners with agencies and the local network of schools to create a caring and welcoming environment and achieve successful outcomes for students and families.

Selection Criteria

• In addition to the general selection criteria, approval to teach infants and/ or primary; teaching, leading and supporting effective classroom management in a safe and trauma-responsive learning environment.

• Demonstrated capacity to lead and support cultural education programs, including Aboriginal and Torres Strait Islander programs, and to work in genuine partnerships with students and communities.

• Proven ability to lead collaboratively, model and inspire others to use data and research-based teaching strategies to improve literacy and numeracy outcomes for all students.

• Proven capability as an approachable, visible leader who leads with moral purpose, integrity, courage and compassion to promote an inclusive and enabling school culture.