0249328477
About this job
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 primary 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.
East Maitland Public School since 1858 has provided education in East Maitland and is held in high regard by the local community. East Maitland Public School sits proudly on Wonnarua land and we acknowledge the traditional custodians and pay our respects to Elders both past, present and emerging.
In 2025, East Maitland Public School will have an enrolment of approximately 535 students across 27 classes. 7 of these classes make up our support classes, including 6 MC classes and 1 ED class, catering for 49 students with a range of special education needs.
East Maitland Public School staff is made up of experienced and early career teachers. A major focus for teachers is collaboration, high-expectations and engagement. The ultimate goal for students and teachers at East Maitland Public School being continuous improvement. Teachers work together to foster a quality learning environment that reflects our school values of Respect, Responsibility and Learning.
An increasing diversity of students and families coming from a range of cultural and socio-economic backgrounds, with Aboriginal students accounting for 11% of our enrolment, help shape our proudly diverse school community where equity, inclusion and respect are key. We have a large number of students in our mainstream classes with a range of individual needs, who are supported by our Learning and Support Team. We are committed to building more inclusive education systems where all students learn to their fullest capability.
General Selection Criteria
1. 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 policies.
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.