49641369
About this job
Position Information
Thornton Public School is a K-6 primary school with a Support Unit catering for students with emotional disturbance, mild and moderate intellectual disability, and autism. The school is culturally diverse and has an enrolment of 835 students including 15% Aboriginal & Torres Strait Islander students, 13% of students from a language background other than English and approximately 8% of students from Australian Defence Force families. Thornton Public School is located near Maitland the gateway to the Hunter Valley and services a rapidly growing community. Our vision reflects a whole-school commitment to providing a happy, secure learning environment for our students. School priorities include explicit teaching of literacy and numeracy, student wellbeing and engagement and strengthening community partnerships. Through our whole school PBL focus we aim to promote a positive and engaging learning environment for all students. We are working collaboratively across school networks to further develop our implementation of explicit teaching strategies in literacy and numeracy. We have a highly professional, cohesive and dynamic staff that provide quality educational programs aimed at increasing student engagement. Our committed staff support the learning and wellbeing needs of both high potential and gifted students and students with learning support needs. Outstanding and successful, environmental education, sporting, cultural and creative arts programs are a feature of Thornton PS.
For more information, refer to the school website www.thornton-p.schools.nsw.edu.au
General Selection Criteria
Specific Selection Criteria
Proven ability to lead a team with the implementation of curriculum and development of rigorous programs which meet the diverse learning and wellbeing needs of both high potential and gifted students and students with learning support needs.
Demonstrated strong collaborative practice working as part of the school leadership team to promote a culture of high expectations that address whole school strategic directions including explicit teaching and wellbeing.
Outstanding interpersonal and communication skills with a demonstrated capacity to lead teams in data analysis and using data to make informed decisions to improve student learning outcomes.
Demonstrated capacity to develop staff confidence and expertise in whole school well-being programs and effective strategies for working with students with challenging behaviours.
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 all ages and genders, Aboriginal and Torres Strait Islander peoples, culturally and linguistically diverse groups, the LGBTQIA+ community, veterans, refugees and people with disability. If we can make some adjustments to our recruitment/interview process to better enable you to shine, please contact the Diversity and Inclusion Team (dandi@det.nsw.edu.au) or visit NSW Department of Education Diversity and Inclusion
New merit selection application guidelines for classroom teachers, executives and principals have been introduced to provide greater clarity to applicants and selection panels. The guidelines are located here. To ensure that your application complies with the guideline page limits, your attachments must be in PDF format.