Deputy Principal Inclusion & Support - Chatham High School

Permanent full-time job at Chatham High School (Taree, New South Wales, Australia) recruited via NSW Department of Education (Sydney NSW, Australia)
Job Reference 0000AMI9
Closing date July 3, 2024, 2 a.m. (AEST)
Location St Vincents & Davis Sts, Taree 2430 NSW, Australia
Type Full-Time
Status Permanent
Contact Daryl Irvine
0427 847 105

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 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.

Chatham High School is a large welcoming comprehensive school that services the town of Taree and adjacent rural and coastal areas with an enrolment of approximately 500 students. Approximately 46% of students enrolled at Chatham High School are of Aboriginal descent and the school enjoys a close connection to the local community through cultural programs including delivery of Gathang, the traditional language of the Biripi people on whose traditional lands the school is built. The school has a mix of experienced and early career teaching, support, administrative and executive staff, noted for their caring attitude and commitment to high expectations for all students.

A broad academic and vocational curriculum is supported by diverse cultural and extra curricula programs offered by the school to enhance student retention and attainment. These include CHACE, a Curriculum Extension program in stage 4 and TAP, Talented Athlete Program in stage 5. Student leadership is an active and valued aspect of school life and enhances the positive perception of the school in the community.

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 policy
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.

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