SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth
SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
The Digital Pedagogies Leading Teacher is a key member of the Curriculum and Teaching & Learning (CTL) Team and provides strategic leadership in the effective, ethical and safe use of digital and AI tools to enhance student learning across the school. The role leads the development, implementation and evaluation of a dynamic whole-school digital and AI strategy and policy, including protocols for AI use in assessment that safeguard integrity and academic honesty, while monitoring emerging developments in AI in education to keep the school at the forefront of best practice. Working closely with the ICT team, the Academic Enhancement Leader and the wider CTL Team, the Digital Pedagogies Leading Teacher designs and delivers professional learning that builds staff capability and reduces workload through the confident, purposeful use of digital and AI tools, provides guidance to staff and students on tool selection, ethical use and data protections, and embeds digital and AI literacy across the curriculum. The role also oversees STEAM (Science, Technology, Engineering, The Arts and Mathematics) opportunities, manages parent/carer consent and communication, leads the trial and evaluation of emerging AI technologies, and represents the school in professional networks on AI in education, fostering a culture of informed, confident and ethical digital practice across the school community.The Digital Pedagogies Leading Teacher is a key member of the Curriculum and Teaching & Learning (CTL) Team and provides strategic leadership in the effective, ethical and safe use of digital and AI tools to enhance student learning across the school. The role leads the development, implementation and evaluation of a dynamic whole-school digital and AI strategy and policy, including protocols for AI use in assessment that safeguard integrity and academic honesty, while monitoring emerging developments in AI in education to keep the school at the forefront of best practice. Working closely with the ICT team, the Academic Enhancement Leader and the wider CTL Team, the Digital Pedagogies Leading Teacher designs and delivers professional learning that builds staff capability and reduces workload through the confident, purposeful use of digital and AI tools, provides guidance to staff and students on tool selection, ethical use and data protections, and embeds digital and AI literacy across the curriculum. The role also oversees STEAM (Science, Technology, Engineering, The Arts and Mathematics) opportunities, manages parent/carer consent and communication, leads the trial and evaluation of emerging AI technologies, and represents the school in professional networks on AI in education, fostering a culture of informed, confident and ethical digital practice across the school community.The Digital Pedagogies Leading Teacher is a key member of the Curriculum and Teaching & Learning (CTL) Team and provides strategic leadership in the effective, ethical and safe use of digital and AI tools to enhance student learning across the school. The role leads the development, implementation and evaluation of a dynamic whole-school digital and AI strategy and policy, including protocols for AI use in assessment that safeguard integrity and academic honesty, while monitoring emerging developments in AI in education to keep the school at the forefront of best practice. Working closely with the ICT team, the Academic Enhancement Leader and the wider CTL Team, the Digital Pedagogies Leading Teacher designs and delivers professional learning that builds staff capability and reduces workload through the confident, purposeful use of digital and AI tools, provides guidance to staff and students on tool selection, ethical use and data protections, and embeds digital and AI literacy across the curriculum. The role also oversees STEAM (Science, Technology, Engineering, The Arts and Mathematics) opportunities, manages parent/carer consent and communication, leads the trial and evaluation of emerging AI technologies, and represents the school in professional networks on AI in education, fostering a culture of informed, confident and ethical digital practice across the school community.The Digital Pedagogies Leading Teacher is a key member of the Curriculum and Teaching & Learning (CTL) Team and provides strategic leadership in the effective, ethical and safe use of digital and AI tools to enhance student learning across the school. The role leads the development, implementation and evaluation of a dynamic whole-school digital and AI strategy and policy, including protocols for AI use in assessment that safeguard integrity and academic honesty, while monitoring emerging developments in AI in education to keep the school at the forefront of best practice. Working closely with the ICT team, the Academic Enhancement Leader and the wider CTL Team, the Digital Pedagogies Leading Teacher designs and delivers professional learning that builds staff capability and reduces workload through the confident, purposeful use of digital and AI tools, provides guidance to staff and students on tool selection, ethical use and data protections, and embeds digital and AI literacy across the curriculum. The role also oversees STEAM (Science, Technology, Engineering, The Arts and Mathematics) opportunities, manages parent/carer consent and communication, leads the trial and evaluation of emerging AI technologies, and represents the school in professional networks on AI in education, fostering a culture of informed, confident and ethical digital practice across the school community.The Digital Pedagogies Leading Teacher is a key member of the Curriculum and Teaching & Learning (CTL) Team and provides strategic leadership in the effective, ethical and safe use of digital and AI tools to enhance student learning across the school. The role leads the development, implementation and evaluation of a dynamic whole-school digital and AI strategy and policy, including protocols for AI use in assessment that safeguard integrity and academic honesty, while monitoring emerging developments in AI in education to keep the school at the forefront of best practice. Working closely with the ICT team, the Academic Enhancement Leader and the wider CTL Team, the Digital Pedagogies Leading Teacher designs and delivers professional learning that builds staff capability and reduces workload through the confident, purposeful use of digital and AI tools, provides guidance to staff and students on tool selection, ethical use and data protections, and embeds digital and AI literacy across the curriculum. The role also oversees STEAM (Science, Technology, Engineering, The Arts and Mathematics) opportunities, manages parent/carer consent and communication, leads the trial and evaluation of emerging AI technologies, and represents the school in professional networks on AI in education, fostering a culture of informed, confident and ethical digital practice across the school community.
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Contribute as a member of the CTL Team to the planning, implementation, monitoring and evaluation of the School Strategic Plan and Annual Implementation Plan
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Develop, implement and review a whole-school strategy and policy for digital and AI integration, including assessment protocols that ensure integrity, fairness and academic honesty, while monitoring emerging national and international developments to maintain best practice
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Lead and promote curricular and extracurricular STEAM initiatives, including programs such as Formula 1, e-Sports, Robotics and Industry Work Experience
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Lead staff at different stages of AI adoption, in the design and deliver timely and targeted professional learning that builds their capability in the ethical, purposeful and effective use of digital and AI tools, including reducing teacher workload and strengthening subject-specific pedagogy through practical resources and exemplars
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Provide expert guidance on the selection and implementation of digital and AI tools, ensuring alignment with curriculum, assessment, school priorities and Department of Education policy
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Promote safe, ethical and legally compliant AI use by advising on privacy, age restrictions, intellectual property, bias and academic integrity, while strengthening digital literacy and critical evaluation of AI-generated content across the curriculum
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Lead parent/carer consent processes and community engagement to build understanding of the opportunities and challenges associated with AI in education
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Collaborate with ICT, Curriculum, Teaching and Learning, Wellbeing and Academic Enhancement teams to support teachers and students to embed digital and AI tools into teaching, learning, assessment, professional learning and data-informed practice including through the PLT structure
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Develop resources and workshops to guide students in ethical and effective AI use for research, creativity, problem-solving, and collaboration
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Promote student voice in shaping school approaches to AI, including feedback on classroom applications and assessment practices
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Collaborate with the Strategic Assistant Principal to link AI to data-informed teaching practice
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Collaborate with the Strategic Assistant Principal and Business Manager to seek, identify and secure new and emerging opportunities for STEAM growth
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Lead cross-school evaluation and trialling of emerging AI technologies, represent the school in relevant professional networks, and monitor the impact of AI integration on student outcomes, staff practice, workload and equity to inform continuous improvement
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Engage professionally with staff, students, parents/carers and the wider school community to foster a positive, informed and high-performing digital learning environment
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Evaluate impact of AI initiatives via feedback loops on teacher workload, student outcomes, and equity of access, to ensure ongoing refinement of AI practices
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Undertake other duties as negotiated with Principal Class.
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
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All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
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a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Much like the town of Williamstown itself, Williamstown High School is steeped in a rich history. The Yalukit-willam clan of the Kulin nation were the first people to live where our two campuses are situated, and they called it "koort-boork-boork", meaning "She-oak, She-oak, many¿ - a reference to the abundance of She-oak trees across the Hobson¿s Bay municipality. Today, the school maintains a focus on the environment with the Bayview Middle Years (7-9) Campus being located on the Port Phillip Bay waterfront, and featuring award-winning and environmentally sustainable building designs. The adjacent Jawbone Marine Sanctuary has also enabled the creation of an engaging and environmentally focused curriculum for students, that reflects the unique surroundings, and is complemented by our Marine Science program. The Pasco Later Years (10-12) Campus comprises a unique variety of architectural styles. Our oldest school building dates from 1867, and the most recent addition, our Centenary Theatre, opened in April 2017, contributing to a visually interesting and mature learning environment to meet the needs of our students as they move towards VCE studies.
POSITIVE BEHAVIOURS
A Williamstown High School education supports students to observe that ¿We are Respectful, We are Learners [and] We are Safe¿ - a message we have carefully crafted as a lead school in School Wide Positive Behaviours Support (SWPBS), and which is immediately visible throughout the school environment and enthusiastically supported by our 125 teachers and 30 ES Staff.
We create a dynamic learning culture that promotes integrity, innovation and the individual, and that values:
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excellence and creativity in our achievements and ambitions
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integrity and honesty in our actions and relationships
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diversity in our curriculum, in each other and in our community
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strong and open communication between our school and our homes, and between our teachers, our students and our families
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a commitment to social justice and a passion to protect and improve our environment and our community
HISTORY
Williamstown High School opened as a government high school in 1915 on the Pasco Street site of the original Williamstown Borough Grammar School. The school colours - red, yellow and black - were adopted from the flag of Belgium to draw inspiration from the spirit and resilience shown by the Belgians in World War One, and the anchor in the logo was used to honour the nearby Naval Depot. The school¿s maritime association continued when our motto `Hold Fast¿ - a sailing cry encouraging commitment, determination, loyalty, strength and courage, won out over ¿Don¿t Drift¿. Today, the school caters for more than 1480 students from years 7 to 12 on two campuses that are a ten-minute walk apart. The Bayview Street Middle Years Campus is built on the site of the former Point Gellibrand Girls¿ Secondary College which it merged with in 2000. The Pasco Street Later Years Campus is housed in several heritage buildings, including the original 1867 Williamstown Borough Grammar School block. Centenary celebrations and strong community support has delivered a state-of-the-art 300 seat theatre to the campus, completing Stage One of the Performing Arts Centre of Excellence facilities.
OUR UNIQUE OFFERINGS
In addition to co-educational home groups, the school offers a Select Entry Accelerated Learning program, an International Students¿ program and a dynamic and growing STEM/STEAM culture where our students engage in Robotics and other technologies that are fast-becoming essential areas of need and development as the twenty-first century progresses. We also offer an Accelerated Sports program which includes triathlon, netball, soccer, basketball, cricket and lacrosse. Our excellent Music Program includes multiple Concert/Stage Bands and Guitar/Vocal Ensembles, in addition to Classroom and VET Music Programs. Our ensembles perform regularly, including at Generations in Jazz, the Victorian State Band Championships and numerous other local and interstate events. Our very special and iconic `Warchild¿ concert also showcases the incredible talents of our young people and staff working together at this annual event.
While Williamstown High School is proud to perform strongly in NAPLAN, VCE Study Scores and ATAR results, we are most proud when we can help our diverse community of students grow, and that means from whatever position they are starting from. Our Literacy and Numeracy initiatives, community connections, care for our students¿ wellbeing and the wellbeing of their learning, and attention to the pathways they will embark upon after moving on from us, means our focus on students¿ growth and opportunities is targeted and ongoing, so that they can become their best selves. We encourage you to apply to join our special community, where we will warmly welcome you to contribute to the education and success of our young people.
For more information, please visit the school website at: http://www.willihigh.vic.edu.au/
