Deputy Principal Inclusion

Callaghan College Waratah Campus is a dynamic Years 7–10 school within Callaghan College. As part of the College, we benefit from coordinated curriculum planning, shared expertise, and a strong transition pathway to Stage 6 at our Senior Campus.

Waratah Campus is a comprehensive secondary school with an enrolment of approximately 847 students, including nine Special Education classes. We are proudly inclusive, with 29% of students from a non-English-speaking background and 16% of students identifying as Aboriginal.

The campus maintains strong partnerships across the broader Callaghan network, including the Callaghan Education Pathways (16 partner primary schools), the Callaghan Local Aboriginal Education Consultative Group (LAECG), and our active Callaghan College P&C. We also maintain an academic partnership with the University of Newcastle and connections with innovative industry organisations that broaden student opportunities.

Our learning programs prioritise literacy, numeracy and High Potential and Gifted Education (HPGE), including the ASPIRE program. Staff collaborate across the full transition continuum—working closely with our 10 partner primary schools to support strong Stage 3–4 transition, and with colleagues at the Senior Campus to ensure Stage 5 students are well prepared for Stage 6 curriculum expectations and pathways.

Students at Waratah Campus achieve success across intellectual, creative, social emotional and physical domains. Our comprehensive wellbeing structures provide proactive, individualised support to enhance student engagement, belonging and behaviour in Stages 4 and 5.

Waratah Campus is a school committed to student growth, inclusive practice and strong community partnerships. This position presents an opportunity to join a collaborative, future-focused team dedicated to achieving excellence for every learner.

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.

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 policy

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.

All Department of Education employees working in an SSP are required to be vaccinated as outlined at Vaccination requirements for school sites ). The successful candidate for this position will be required to confirm vaccination status prior to the department finalising their appointment and entry on duty. Find the department's latest advice on COVID-19 (coronavirus) at

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 ) 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.