Deputy Principal Inclusion and Support - Tuggerah Lakes Secondary College Tumbi Umbi Campus

About this role

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.

Tuggerah Lakes Secondary College Tumbi Umbi Campus (TUC) is situated on the Central Coast and is a vibrant and welcoming middle-years 7-10 campus of the Tuggerah Lakes Secondary College alongside Berkeley Vale Campus (7-10) and The Entrance Campus (Years 11 and 12). Guided by our PBL values of Respect, Responsibility, Integrity and Fairness, the school fosters a friendly, inclusive and supportive learning environment, underpinned by a strong wellbeing framework. TUC has high expectations of all learners, and we offer a range of specialist classes, High Potential classes and Targeted Elite Athlete Program (TEAP) for students in Stage 4, and a wide variety of co-curricular and leadership possibilities extending learning beyond the classroom. In 2027, the school will have an approximate enrolment of 717 students, including 60 students across seven classes in the Inclusive Education Unit. Tumbi Umbi Campus is proud to have an Aboriginal enrolment of 131 students and is an active member of the Kuriwa Aboriginal Education Consultative group. We work in partnership with Tuggerah Lakes Learning Community (TLLC) which includes our 3 partner primary schools: Bateau Bay, The Entrance and Wamberal Public Schools providing a strong learning continuum supporting students on their educational journey and promoting the value of public education for all students.

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.

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

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. From 8 November 2021 all Department of Education employees undertaking relevant work, including any work conducted on a NSW school site, will be required to be fully vaccinated against COVID-19. The successful candidate for this position will be required to confirm full vaccination status prior to the Department of Education finalising the appointment of the candidate and entry on duty. Further information on the Department’s COVID-19 response is available at https://education.nsw.gov.au/covid-19 .

Applicants are to include details of their WWCC clearance number as part of this application. To ensure that your application complies with the guideline page limits your attachments must be in PDF format. 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 in effect on positions advertised from Wednesday 10th June 2020. The guidelines can be accessed here: https://education.nsw.gov.au/about-us/careers-at-education/roles-and-locations/roles-at-education/teaching/addressing-selection-criteria.html