Expression of Interest

Deputy Principal Instructional Leader

Dubbo South PS - Leading School 0.8FTE (4 days per week)

Dubbo North PS 0.2FTE (1 day per week)

Expressions of interest are invited from interested applicants for an Instructional Leader – Literacy and Numeracy position commencing Term 1 2017 and concluding Term 4 2017.

The Instructional Leader is to progress the Premiers and State Priorities to increase Aboriginal student engagement and increase the proportion of Aboriginal students in the top two bands of NAPLAN in reading and numeracy.

School Profiles:

Dubbo South Public School is a K-6 school with an enrolment of 685 students. The school has approximately 29% Aboriginal and 6% EALD. We are an Early Action for Success School with 2 Instructional Leaders K-2. We have 4 project based classes and 4 MC classes. We have strong representation in sport, choir, CAPA, cultural programs as well as being a Positive Behaviour for Learning school. A strong P&C supports our school programs and we foster strong parental involvement.

Dubbo North Public School has a mix of experienced and early career staff and strong parental support is a priority. The school hosts a support unit with two classes for Emotionally Disturbed students and one Multi Categorical class. The school population is 260 with 45% Aboriginal students. The school receives Equity Funding for Low SES students and Aboriginal Education funds through the Resource Allocation Model. In 2013 we embarked upon the Early Action for Success initiative which targets students in K-2 and Positive Behaviour for Learning (PBL) which explicitly teaches appropriate school behaviour.

Instructional Leader

Role: The role of the instructional Leader is to work in close collaboration with Principals, and teachers.

  • Reviewing the school plan, to clearly describe the shared expectations and targets for improvement in literacy and/or numeracy outcomes for Aboriginal students. This process will include the realignment of existing and new school resources to focus on evidence based strategies that build teacher capacity to achieve these outcomes.
  • Planning, implementing and evaluating systems that will improve pedagogical practices that will enhance Aboriginal student engagement sand growth in reading and numeracy.
  • Building teacher capacity to identify the literacy and/or numeracy learning needs of students, using data, gathered systematically, to identify individual students needs to inform action.
  • Working in collaboration with the local Aboriginal Education Consultative Group and community in supporting the initiative.
  • Identifying teacher professional learning needs and providing high quality professional learning and in-class support. Ensuring teachers gain expertise and knowledge in differentiating instruction to improve students learning outcomes.
  • Leading teacher professional learning, providing high quality professional learning in differentiating instruction and in-class support.
  • Monitoring and evaluating the impact of practice and interventions on Aboriginal students learning.

Position Criteria

Proven successful experience in leading the improvement of learning outcomes in literacy and numeracy, with demonstrated knowledge of, and experience in, implementing successful innovation and change that has resulted in improved learning outcomes for Aboriginal students.

If applying please ensure your Principal has approved to release you 2017.

4 pages maximum to address criteria including 2 referees.

Please submit by email to by 5pm Friday 24th February