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 robust 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 environment 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 relations

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