Head Teacher Welfare - Normanhurst Boys High School
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Before you apply
LocationSydney Region
Work modeon-site
Typefull-time
SeniorityLead
Company size10,000+ people
First seenOct 22, 2026 · 2w ago
Verified live2d ago
At a glanceSummarised by Seekless from the posting.
Proven ability to lead and develop a cohesive team incorporating the Wellbeing and Learning Support teams
Demonstrated ability to lead and implement effective systems and processes to identify student needs, manage complex wellbeing issues
Demonstrated highly visible, collaborative and inspiring leadership with capacity to build partnerships
Demonstrated ability to collect, analyse and interpret student wellbeing data
Successful teaching experience with capacity to initiate improvement in teaching, learning and classroom practice
Knowledge of curriculum, assessment and student welfare with ability to lead and design inclusive teaching and learning programs
Educational leadership skills to build capacity and manage performance of individuals and teams
Well developed communication and interpersonal skills with capacity to build relationships
Ability to plan and manage resources effectively and equitably
Knowledge of and commitment to the Department's Aboriginal education policy
An unconditional full approval to teach
Applicants must satisfy the teacher training and academic qualification requirements
Eligibility for Head Teacher Positions in NSW Government Schools
Include WWCC clearance number as part of this application
.
About the company
Normanhurst Boys High School is an academically selective school of 750 students, with around 87% from language backgrounds other than English and three autism support classes. Normanhurst Boys High has a strong wellbeing program where students are known, valued, and cared for. Student wellbeing and balance, underpin all decision-making. The school is dedicated to excellence in boys’ education, with a focus on meeting the needs of high potential and gifted learners. There is a strong culture of continuous improvement within a holistic learning environment built on high expectations and talent development. Students are offered rich opportunities to develop leadership skills and a strong sense of social justice, values, and civic responsibility. The school maintains strong partnerships with its community.
Requirements
Applicants must satisfy the teacher training and academic qualification requirements for this position. In addition to the general selection criteria,
1.
Proven ability to lead and develop a cohesive team incorporating the Wellbeing and Learning Support teams to drive a shared, inclusive and student centred vision of high expectations, aligned with the School Excellence Plan and Department priorities to meet current needs of high potential and gifted students.
2.
Demonstrated ability to lead and implement effective systems and processes to identify student needs, manage complex wellbeing issues and provide targeted individualised support through effective collaboration with all stakeholders in line with school and Department policies.
3.
Demonstrated highly visible, collaborative and inspiring leadership with the capacity to build authentic and trusted partnerships across the broader school community to foster a whole school commitment to student wellbeing, learning support and improved educational outcomes.
4.
Demonstrated ability to collect, analyse and interpret student wellbeing data to inform the design, implementation and evaluation of evidence-informed wellbeing programs and targeted interventions that respond to diverse and emerging student needs to improve student wellbeing, engagement and learning outcomes.
5.
Successful teaching experience with capacity to initiate improvement in teaching, learning and classroom practice
6.
Knowledge of curriculum, assessment and student welfare with the ability to lead and design quality, inclusive teaching and learning programs
7.
Educational leadership skills to build the capacity and manage the performance of individuals and teams
8.
Well developed communication and interpersonal skills with the capacity to build relationships and engage students, staff and parents
9.
Ability to plan and manage resources effectively and equitably to support teaching and learning
10.
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.
The Eligibility Requirements for Head Teacher Positions in NSW Government Schools are located here.
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.
Hiring process
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.
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