Dean of Learning Support

Full-time leadership position with a leadership allowance.

About the School:

Malek Fahd Islamic School Ltd (MFIS) is a growing Kindergarten to Year 12 Muslim School with more than 3000 students across three locations with four campuses.

Our Vision:

The leading school for Islamic education in Australia. Our Mission: Empower every learner to achieve their full potential through an Islamic education.

As members of the MFIS community, staff will foster an environment that nurtures God-consciousness (taqwa). We embody the Islamic values of humility, self-respect and dignity. At MFIS, we align with the religious consensus (ijma’) that is established in the Quran, the teachings of the Prophet Muhammad (peace be upon him) and Sunni scholarly tradition spanning fourteen centuries. Applicants are encouraged to view our Statement of Faith: https://www.mfis.nsw.edu.au/philosophy/

About the Role:

This is an exciting opportunity for an experienced educator and leader to provide strategic and operational leadership of Learning Support across MFIS.

The Dean of Learning Support is responsible for the oversight, consistency, and continuous improvement of Learning Support programs across all campuses. The role requires a leader who can build the capacity of the Learning Support team, ensure effective use of resources, monitor the quality and consistency of adjustments, interventions, documentation and student support practices across the school.

Working closely with Learning Support Coordinators, campus leaders, teachers, families and external professionals, the Dean will lead inclusive education practices, evidence-based interventions, NCCD processes and the effective use of student data to improve outcomes for students with additional learning needs.

The Dean will also be responsible for leading professional learning in NCCD practices, including adjustments, evidence collection, moderation, documentation and compliance, to ensure staff understand their responsibilities and that practices are consistent, accurate and aligned across campuses.

The successful applicant will be expected to ensure that Learning Support resources are used effectively, that practices are consistent across campuses, and that staff are supported through clear systems, professional learning and accountability measures to meet the needs of students requiring adjustments and support.

The successful applicant will demonstrate:

• Extensive leadership experience in Learning Support, Inclusive Education or a similar area within a school setting.

• The ability to provide strategic direction and operational leadership across Learning Support programs and promote consistent practice, clear systems and effective implementation across multiple campuses.

• The capacity to lead, mentor and support Learning Support Coordinators, Teacher’s Aides and teaching staff to strengthen inclusive practice and improve outcomes for students with additional learning needs and disabilities.

• Strong ability to monitor the consistency and quality of Learning Support practices, including adjustments, interventions, IEPs, NCCD evidence, parent consultation, documentation and progress monitoring.

• Expert knowledge of the NCCD, including moderation, evidence requirements, adjustments, documentation and compliance.

• The ability to lead professional learning for cross campus staff on NCCD processes and inclusive education practices, ensuring teachers understand their responsibilities in relation to adjustments, evidence collection and documentation.

• Demonstrated capacity to ensure the effective and purposeful use of Learning Support resources, including staffing, timetabling, intervention programs and support structures, so that resources are aligned to student need and evidence of impact.

• Experience in the development, implementation and review of Individual Education Plans, differentiated learning, targeted interventions and reasonable adjustments.

• Capacity to analyse student achievement, assessment and intervention data to identify learning needs, monitor student progress and evaluate the effectiveness of Learning Support programs.

• The ability to work collaboratively with school leaders, teachers, parents, allied health professionals and external agencies to support positive student outcomes.

• Strong communication, organisational and interpersonal skills, with the ability to build trust, establish clear expectations and lead improvement across the school community.

• A commitment to ongoing professional learning and contemporary evidence-based practice in inclusive education.

• Current NESA accreditation and WWCC.

Postgraduate qualification in Special Education, Inclusive Education, Learning Support, Disability Studies, Educational Leadership or a related field is desirable.

Benefits of Working at MFIS MFIS is an employer that promotes staff excellence and offers a range of additional benefits, including:

• A competitive salary

• Access to salary packaging options to maximise employee benefits and salary

• Access to onsite parking

• Staff discount on student fees

• Access to Employee assistance program

• Opportunities for professional development and growth

• Supportive and collaborative team environment

• Fantastic opportunity to gain experience in a highly regarded Independent School.

The Application Process When preparing your application for our consideration, please include:

• A covering letter addressed to the Principal

• Your Curriculum Vitae (CV) including NESA Teacher accreditation information with telephone contact details of three supporting referees

• Current WWCC and expiry date

• Qualifications

All applications must be submitted via SEEK by clicking “Apply”.

Please address your application to:
Dr Zachariah Matthews Principal
Malek Fahd Islamic School
T: (02) 8732 7***
E: **@mfis.nsw.edu.au

MFIS is committed to the safety, protection and wellbeing of all our students. All prospective staff are required to be suitable and committed to protecting students from abuse or harm in the school environment. Staff are expected to satisfy child protection screening and adhere to the School’s Child Protection Policy and Code of Conduct.