Job Description - Deputy Principal Inclusion and Support - Lake Munmorah High School (0000BD7V)

Deputy Principal Inclusion and Support - Lake Munmorah High School - 0000BD7V

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Location

Central & North Coasts - Newcastle & Hunter Valley

Advertisement Number A900158129

Number of Positions

1

Total Remuneration Package: Remuneration package valued at $197,241.00. This position attracts a base salary of $174,034.00, plus leave loading and employer's contribution to superannuation.

School Name Lake Munmorah High School

Staffing Area Central Coast

FTE 1.000

Contact Phone number 0455 059 748

Contact School Admin - 99999999

Closing Date

28-Oct-2026, 5:00:00 AM

Job Category

TCH Other

Organisation

Teaching Service

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 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.

Lake Munmorah High School is a modern comprehensive high school, established in 2000, and is proudly located on Darkinyung Country. The school is nestled between the picturesque banks of Lake Macquarie, Lake Munmorah, the Munmorah State Conservation Area, and the sandy shores of the Pacific Ocean. The school community consists of approximately 615 students, including a Support Unit with five multi-categorical classes and one class dedicated to students with emotional disorders. Among the enrolled students, 122 identify as Aboriginal and/or Torres Strait Islander, while 13 students come from non-English speaking backgrounds.

With a Family Occupation and Education Index (FOEI) of 129, Lake Munmorah High School reflects the diverse socio-economic, cultural, and educational backgrounds of the local community. The staff at the school is dynamic, bringing various levels of experience and expertise, all united in their commitment to collaboration, professional learning, and continuous improvement.

The school acknowledges that strong partnerships are crucial for supporting student academic success.



It actively collaborates with partner primary schools through a range of activities and initiatives as part of the Lakes Learning Community. Additionally, Lake Munmorah High School fosters a strong relationship with the local Aboriginal community and takes pride in being an active member of the Muru Bulbi Aboriginal Education Consultative Group (AECG).

In recognition of the importance of student wellbeing, Lake Munmorah High School has prioritised support systems by investing resources into the Wellbeing Hub. In 2022, this hub expanded to include the ReConnect Room, a dedicated space aimed at reengaging disengaged students through restorative practices and self-reflection. The school is also committed to ensuring that Aboriginal and/or Torres Strait Islander students feel a sense of belonging and maintain meaningful cultural connections, which is supported by the Aboriginal Learning and Engagement Centre.

The school remains focused on improving student growth and achievement through effective classroom practices. Staff professional learning is a key component of this commitment, facilitating enhancements in both literacy and numeracy through improved data analysis, formative assessment, and differentiated learning strategies. By fostering an workplace of continuous development, Lake Munmorah High School aims to equip students with the skills necessary for their future success.

Specific Selection Criteria

In addition to the general selection criteria:

5. 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.

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

7. 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,

8. 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.

9.



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.

10. 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 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

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, neurodiverse people and people with disability. If we can make some adjustments to our recruitment/interview process to better help you shine, please contact the hiring manager using the contact details provided above. For more information, visit NSW Department of Education Diversity and Inclusion
Merit selection application guidelines for classroom teachers, executives and principals provide clear advice for applicants and selection panels. The guidelines are available here .

Page Limits and Submission Guidelines

To meet the page limits outlined in the guidelines, all application attachments must be submitted in PDF format. Please note that late applications will not be accepted.

We pay respect to the Traditional Custodians and First Peoples of NSW, and acknowledge theircontinued connection to their country and culture.

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📌 Deputy Principal Inclusion and Support - Lake Munmorah High School (Newcastle)
🏢 NSW Police Force
📍 Newcastle