Deputy Principal Inclusion and Support

Vor 5 Tagen

Central Coast, Österreich NSW Government Vollzeit
Position Information

The Deputy Principal Inclusion and Support is a strategic, non-teaching, leadership role dedicated to inclusion, with a focus on leading improvement in the learning, wellbeing, and independence of students with disabilities. The Deputy Principal Inclusion and Support shares the broader educational imperatives of the Deputy Principal position but with the explicit focus of driving a school wide culture of inclusion, including high expectations and improved outcomes for students with disability. The roles are located in mainstream secondary schools with seven or more support classes and are aligned to the Department's Deputy Principal role statement, emphasising: Leading Teaching & Learning, Developing Self & Others, Leading Improvement, Innovation & Change, Leading the Management of the School, Engaging & Working with the Community

Kotara High is a comprehensive high school located in Newcastle with over 1100 students with 4% being Aboriginal or Torres Strait Islander students, and over 120 staff. The school offers extensive curriculum allowing for a complete academic, vocational, or hybrid model of learning. Our students are highly motivated learners who excel academically across the curriculum. Students have built a strong sporting culture at the school, that historically, has been, and continues to be, competitive on a state and national level.

The staff at Kotara High is dynamic with various levels of experience and differing expertise. They are committed with a strong ethos of collaboration and continuous school improvement.

Recent initiatives that have had a positive impact upon our school include – the ALARM Matrix, Canvas implementation, Student Mentoring, the Senior Learning Hub, the literacy and numeracy and vocational education. Kotara High School has strong connections with its partner primary schools, The University of Newcastle, Ube High School in Japan and the business community of Newcastle.

Throughout the 2024-2027 School Improvement Plan, KHS will focus upon a number of areas including, but not exclusive to, improving student levels of literacy and numeracy through the check-in assessment program, improving the percentage of students in both Band 5 and 6 in the HSC, and increasing the overall attendance rate of the entire student cohort.

Selection Criteria

In addition to the general selection criteria,

1. Demonstrated ability to lead a school-wide culture that values and promotes inclusion and equity and applying the principles of the inclusion statement for students with disability.

2. Demonstrated expertise and proven successful experience in supporting students with disability, which may include relevant tertiary qualifications in inclusion or special education.

3. Demonstrated capacity to develop staff capacity to promote learning and wellbeing growth for students with disability through evidence-informed practices and fostering a culture of support for all students.

4. Demonstrated ability to foster positive relationships with students, their families, staff and allied health professionals to collaborate on reasonable adjustments, including implement, monitor and adjust, to maximise learning and wellbeing outcomes for students with disability.

5. Deep knowledge and understanding of available and appropriate options for transition to the setting that is best for individual student growth in all areas of learning and wellbeing.

6. Demonstrated ability to use data to improve outcomes for students with disability and inform the Strategic Improvement Plan to develop, monitor and evaluate measures for students with disability.

General Selection Criteria1. 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 policiesConditions

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.

Special Notes

Entry on duty date is Term 1, 2025.

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 all ages and genders, Aboriginal and Torres Strait Islander peoples, culturally and linguistically diverse groups, the LGBTQIA+ community, veterans, refugees and people with disability. If we can make some adjustments to our recruitment/interview process to better enable you to shine, please contact the Diversity and Inclusion Team ( ) or visit NSW Department of Education Diversity and Inclusion

New merit selection application guidelines for classroom teachers, executives and principals have been introduced to provide greater clarity to applicants and selection panels. The guidelines are located here. To ensure that your application complies with the guideline page limits, your attachments must be in PDF format .

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