02 6742 0155
About this job
Position Information
Gunnedah High School is a welcoming, comprehensive High School that plays a pivotal role in the Connected Communities Strategy. Located 78 kilometres west of Tamworth in the New England Region of NSW, it serves the town of Gunnedah as well as the surrounding rural districts including Boggabri, Mullaley, and Somerton. In recent years, Gunnedah and its local areas have been experiencing economic renewal after a period of decline. This resurgence is attributed to the area's abundant supply of energy, raw materials, and open space suitable for manufacturing facilities. As a result, Gunnedah High School anticipates increased enrolments in the coming years from both the town and its partner primary schools. Currently, Gunnedah High School has a student enrolment of 410, with 53% identifying as Aboriginal.
The school is dedicated to catering to the diverse needs of its students through a variety of pathways that support their learning needs and career aspirations. It boasts a Special Education Unit that includes four MC classes and one IM class, ensuring all student are known, valued and cared for. Many students at Gunnedah High come from low socio-economic backgrounds, and the school receives substantial equity funding aimed at improving educational outcomes for these students.
The school employs effective teaching practices and high-impact strategies designed to empower all students to become confident, resilient, and successful learners. Gunnedah High School emphasizes student participation and achievement across academic, cultural, and sporting areas of the curriculum. The achievements of its students are recognized and celebrated both within the school and the wider local community, fostering a sense of pride and accomplishment among students and staff alike. Through its inclusive and supportive environment, Gunnedah High School is committed to providing quality education and fostering the holistic development of every student.
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.
General Selection Criteria
Specific 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.
Conditions
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
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 (dandi@det.nsw.edu.au) 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.