Deputy Principal - Maitland Grossmann High School

Maitland Grossmann High School is a proud and inclusive comprehensive secondary school of 935 students - including 152 Aboriginal and Torres Strait Islander learners. We are committed to providing a supportive, engaging and aspirational learning environment where every student is known, valued and cared for. Our school is built on strong relationships, high expectations and a shared belief that every student deserves the opportunity to succeed.

At the heart of our school is a commitment to academic growth, student wellbeing and a genuine sense of belonging. We foster a culture grounded in respect, inclusion, responsibility and restorative practice, recognising that positive relationships and high expectations are fundamental to student success.

Our dedicated staff work collaboratively to deliver high-quality, evidence-informed teaching, with a strong emphasis on explicit instruction, purposeful data analysis and continuous professional growth. We value reflective practitioners who contribute to a culture of collective responsibility and ongoing school improvement.

Maitland Grossmann High School is a proud and inclusive comprehensive secondary school of 935 students - including 152 Aboriginal and Torres Strait Islander learners. We are committed to providing a supportive, engaging and aspirational learning environment where every student is known, valued and cared for. Our school is built on strong relationships, high expectations and a shared belief that every student deserves the opportunity to succeed.

At the heart of our school is a commitment to academic growth, student wellbeing and a genuine sense of belonging. We foster a culture grounded in respect, inclusion, responsibility and restorative practice, recognising that positive relationships and high expectations are fundamental to student success.

Our dedicated staff work collaboratively to deliver high-quality, evidence-informed teaching, with a strong emphasis on explicit instruction, purposeful data analysis and continuous professional growth. We value reflective practitioners who contribute to a culture of collective responsibility and ongoing school improvement.

In addition to the general selection criteria,

1. Demonstrated capacity to strategically lead whole-school wellbeing, behaviour and engagement systems, including the implementation, monitoring and evaluation of procedures aligned with NSW Department of Education policy, the Student Code of Conduct, School Behaviour Support and Management Plan, procedural fairness and the care continuum, to strengthen student attendance, engagement, inclusion and belonging.

2. Demonstrated capacity to lead students, staff and the wider school community through a restorative practice lens, building a culture characterised by high expectations, positive relationships, student voice, accountability and respectful problem solving, with the ability to develop staff capability and embed restorative approaches consistently across a complex secondary school environment.

3. High-level administrative, organisational and evaluative leadership skills, including demonstrated expertise in External Validation, School Planning and Evaluation Tools, and the school excellence planning cycle, with the capacity to lead evidence-informed self-assessment, strategic planning, implementation and progress monitoring to drive measurable whole-school improvement.

4. Demonstrated instructional leadership and capacity to lead the implementation of high-quality explicit teaching practice across a secondary school, including the use of evidence, student learning data and professional learning to build teacher capability, strengthen consistent classroom practice and improve student growth, achievement and engagement across the full range of learners

In addition to the general selection criteria,

1. Demonstrated capacity to strategically lead whole-school wellbeing, behaviour and engagement systems, including the implementation, monitoring and evaluation of procedures aligned with NSW Department of Education policy, the Student Code of Conduct, School Behaviour Support and Management Plan, procedural fairness and the care continuum, to strengthen student attendance, engagement, inclusion and belonging.

2. Demonstrated capacity to lead students, staff and the wider school community through a restorative practice lens, building a culture characterised by high expectations, positive relationships, student voice, accountability and respectful problem solving, with the ability to develop staff capability and embed restorative approaches consistently across a complex secondary school environment.

3. High-level administrative, organisational and evaluative leadership skills, including demonstrated expertise in External Validation, School Planning and Evaluation Tools, and the school excellence planning cycle, with the capacity to lead evidence-informed self-assessment, strategic planning, implementation and progress monitoring to drive measurable whole-school improvement.

4. Demonstrated instructional leadership and capacity to lead the implementation of high-quality explicit teaching practice across a secondary school, including the use of evidence, student learning data and professional learning to build teacher capability, strengthen consistent classroom practice and improve student growth, achievement and engagement across the full range of learners

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

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

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.

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.

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.

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.

Merit selection application guidelines for classroom teachers, executives and principals provide clear advice for applicants and selection panels. The guidelines are available here.

To meet the page limits outlined in the guidelines, all application attachments must be submitted in PDF format. Please note that late applications will not be accepted.

For technical support please contact School Recruitment Support at 1300 863 694.

Merit selection application guidelines for classroom teachers, executives and principals provide clear advice for applicants and selection panels. The guidelines are available here.

To meet the page limits outlined in the guidelines, all application attachments must be submitted in PDF format. Please note that late applications will not be accepted.

For technical support please contact School Recruitment Support at 1300 863 694.