Deputy Principal (Concise Domain Role Descriptions)

Religious Education & Catholic Identity Leader

Purpose:
To lead the deepening of Catholic Identity and support staff and students in engaging with faith, prayer, and justice in ways that are inclusive, recontextualised, and relevant to today’s world.

Key Responsibilities:

• Support planning and delivery of the Awakenings curriculum through Shared Christian Praxis and cross-curricular integration.
• Lead meaningful change around student-led prayer and liturgical celebrations, ensuring alignment with the liturgical calendar and Religious Education topics.
• Promote Catholic Social Teaching through action—facilitating service-learning opportunities, justice initiatives, and student leadership. This includes overseeing Soup Kitchen involvement, coordinating school-based mission efforts, and building age-appropriate participation in outreach.
• Guide interfaith and intercultural dialogue within learning, helping staff and students appreciate faith diversity and lived experiences in contemporary Australia.
• Facilitate professional learning on Catholic Identity, the ECSI stance, and practices that bring recontextualised religious education to life across the curriculum.
• Partner with families and the parish to nurture faith formation and build community engagement, with particular focus on whole-school mission awareness and connections with local Catholic organisations.

Wellbeing & Inclusion Leader

Purpose:
To promote a safe, inclusive, and supportive learning environment by embedding proactive wellbeing practices and building staff capacity to support all learners, especially those with complex and diverse needs.

Key Responsibilities:

• Lead whole-school implementation of SWPBS, trauma-informed practices, and other proactive wellbeing frameworks that foster emotional safety and predictability.
• Collaborate with staff to plan, trial, and embed regulation tools and routines across learning spaces, aligned with consistent language and shared expectations.
• Coordinate targeted interventions to support student wellbeing, including individualised plans and class-based strategies, in close communication with the Mental Health & Wellbeing Support role and Learning Community Leaders.
• Support inclusive practice through coaching, mentoring, and modelling effective strategies for differentiation, behaviour support, and neurodiverse learners.
• Oversee systems for NCCD documentation, personalised learning plans, and inter-agency collaboration, ensuring processes are streamlined and staff are well-supported.
• Celebrate cultural diversity and enhance support for EAL learners through inclusive pedagogy, student voice, and strong family partnerships.
• Promote staff wellbeing by facilitating solution-focused dialogue, structured check-ins, and team-based approaches to student support and professional care.

Organisation Leader 

Purpose:
To ensure the smooth day-to-day operation of the school and alignment between logistics, communication, and the implementation of strategic priorities.

Key Responsibilities:

• Lead operational planning (calendar, timetables, events, staffing changes) and ensure clear, timely, and accessible communication with staff and families. Utilise centralised platforms (e.g. SIMON, Google Calendar, weekly memos) to reduce confusion and streamline updates.
• Oversee staff workflows, schedules, and duty rosters in a way that supports collaboration and workload sustainability—ensuring clarity through shared digital tools (e.g. online timetables, visible rosters, and instant updates via platforms like Google Drive).
• Coordinate transition planning for learning spaces, classroom furniture, and environment layouts—using checklists and shared planning documents to involve staff and track progress.
• Ensure safe learning environments by supporting emergency management, WHS procedures, and yard duty systems, and by ensuring these processes are clearly documented and easy for staff to access and follow.
• Support implementation of school-wide initiatives by securing the time, space, and structure (e.g. collaborative meeting blocks, clear agendas, documentation hubs) that enable effective professional learning and planning.
• Strengthen communication loops between leadership and staff through predictable channels (e.g. weekly updates, leadership drop-ins and Q&A forms) that promote clarity, responsiveness, and shared ownership of key priorities and decisions.

Teaching & Learning Leader

Purpose:
To lead effective, inclusive, and evidence-informed teaching and learning practices that empower every student to engage deeply, think critically, and take ownership of their learning journey—while supporting classroom teachers through manageable, collaborative, and sustainable practices.

Key Responsibilities:

• Lead curriculum implementation aligned with the Science of Learning, including structured literacy, explicit instruction, and high-impact pedagogies.
• Support teaching teams to design engaging, purposeful learning experiences that build curiosity, agency, and Learnership.
• Work in close partnership with Learning Community Leaders to coordinate and deliver targeted interventions that are practical, achievable, and well-integrated into teaching team workflows.
• Drive the development of systems, tools, and shared planning resources that reduce teacher workload, support consistency, and free up time for what matters most—quality instruction and student connection.
• Facilitate peer observation, coaching, and collaborative planning in ways that prioritise time-efficiency and professional growth, with clear focus on school priorities.
• Coordinate professional learning that is relevant, timely, and tailored to staff needs—ensuring it adds value without adding pressure.
• Support data-informed practice through simple, streamlined assessment and tracking tools that guide teaching without overwhelming.
• Promote inclusive, differentiated teaching through practical strategy sharing, team-based inquiry, and a culture of reflection.
• Amplify student voice and feedback to ensure learning is meaningful and responsive to student needs and strengths.

Learning Community Leader (LCL) (Concise Role Description)

Purpose:
To lead and support a cohesive teaching team within a designated year-level unit (e.g. F–2, 3–4, 5–6), ensuring consistent, inclusive, and high-impact teaching and learning practices that reflect school-wide priorities and student needs.

Key Responsibilities:

• Act as the first point of contact for team support—offering day-to-day coaching, mentoring, and guidance around pedagogy, planning, wellbeing, and behaviour.
• Lead collaborative planning and reflection sessions within the unit, ensuring alignment to structured literacy, Catholic Identity, SWPBS, and the Science of Learning.
• Support inclusive practice and NCCD processes through peer collaboration, targeted boosts, and case coordination.
• Monitor student progress and lead team-level data discussions, tracking impact and adjusting teaching accordingly.
• Promote consistency in routines, expectations, and communication across the unit, creating a predictable and empowering learning environment for students and staff.
• Liaise with leadership, families, and external supports to strengthen outcomes for students in their care.
• Nurture a positive team culture grounded in shared responsibility, curiosity, and staff wellbeing.

Teacher (Concise Role Description)

Purpose:
To deliver high-quality, inclusive, and engaging learning that empowers every student to flourish academically, socially, emotionally, and spiritually—through evidence-informed teaching, curiosity, and connection.

Key Responsibilities:

• Design and deliver consistent, evidence-based instruction aligned with the Science of Learning, including structured literacy, explicit teaching, and cognitive load principles.
• Foster a learning environment that nurtures curiosity, student agency, and Learnership, encouraging students to think critically, collaborate, and take ownership of their growth.
• Embed inclusive practices that support the diverse needs of students, including neurodiverse learners, EAL/D students, and those with complex or additional learning needs.
• Implement classroom routines and wellbeing practices that promote predictability, emotional safety, and respectful relationships, in alignment with SWPBS and trauma-informed frameworks.
• Collaborate with teaching teams, LSOs, and leaders to plan, reflect, and adjust instruction based on data, student voice, and shared inquiry.
• Integrate Catholic Identity through respectful dialogue, prayer, and action that reflects Catholic Social Teaching, school values, and cultural inclusion.
• Maintain open, timely, and supportive communication with families to build strong learning partnerships and celebrate student growth.