Assistant Principal Special Education - Peterborough School

NSW Police Force; Coomba Park; On-site; AUD 154,000 - 174,000; Full time

Job summary

Peterborough School for Specific Purposes (SSP) within the NSW Department of Education is seeking an Assistant Principal Special Education to lead inclusive education and complex-need student programs. This role focuses on strategic leadership, coaching, and collaboration with families and external agencies to ensure high-quality learning outcomes.

The successful candidate will support wellbeing, literacy and numeracy development, and work within a diverse community that includes Aboriginal and

Qualifications

• General leadership experience in education
• Experience leading special education programs

Responsibilities

• Lead the design and implementation of differentiated teaching and learning programs for students with complex needs
• Oversee inclusion and wellbeing initiatives across the school
• Collaborate with staff, families and external agencies to support student outcomes

Job description

Job Description - Assistant Principal Special Education - Peterborough School (0000BDNZ)

Assistant Principal Special Education - Peterborough School - 0000BDNZ

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Location

Advertisement Number A900158513

Number of Positions

1

Total Remuneration Package: Remuneration package valued at $174,015.00. This position attracts a base salary of $153,531.00, plus leave loading and employer's contribution to superannuation.

School Name Peterborough School

FTE 1.000

Contact Name Gabrielle Sheather

Contact Phone number 02 4297 1611

Contact School Admin - 99999999

Closing Date

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

Job Category

TCH Other

Organisation

Teaching Service

Position Information

Peterborough School for Specific Purposes (SSP) supports 113 students from Kindergarten to Year 12 with moderate to severe intellectual disability and/or Autism. Our students may also have secondary disabilities including sensory needs, vision or hearing impairments, physical impairments, complex mental health needs, and behaviours. Our dedicated staff are committed to delivering high-quality education tailored to each student’s needs.

Our diverse student body includes 15% Aboriginal and Torres Strait Islander students and 12% students learning English as an Additional Language or Dialect (EAL/D). Many students require significant communication and language support. The school focuses on developing communication, literacy, numeracy, and life skills, and employs a whole school approach to regulation and behaviour, utilising the Zones of Regulation (ZoR) and the Berry Street Education Model.

Specific Selection Criteria

In addition to the general selection criteria,

1. Approval to teach special education and/or experience teaching students with additional learning support needs, along with demonstrated capacity to meet the responsibility of a dual teacher-leader role.
2. Demonstrated inclusive and collaborative leadership skills, with a strong teaching background, experience in managing complex teams, resolving conflicts, and effectively engaging with students, staff, parents, carers, and external agencies in a diverse community.
3. Proven ability to lead the design and implementation of differentiated teaching and learning programs that meet diverse student needs, including experience with new curriculum frameworks, assessment methods, and the effective use of Literacy and Numeracy Learning Progressions.
4. Experience in developing and applying whole-school frameworks that support student wellbeing, engagement, and behaviour, using sensory regulation strategies to foster positive and inclusive learning environments for students with complex social and emotional needs in a specialised school setting.

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.

All Department of Education employees working in an SSP are required to be vaccinated as outlined at Vaccination requirements for school sites (nsw.gov.au). 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 https://education.nsw.gov.au/covid-19.

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 people of all backgrounds, including but not limited to Aboriginal and/or Torres Strait Islander people, people of any age or gender, people from culturally and linguistically diverse groups and/or from the LGBTQIA+ community, veterans, refugees, people with disability, people with sensory differences, and neurodiverse people. If we can make some adjustments to our recruitment/interview process to better help you shine, please reach out to the contact person for this recruitment, details listed above. For more information, visit the NSW Department of Education’s Diversity, equity and inclusion webpage .

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