Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference:
Selection Criteria
SC1: Demonstrated high level understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to provide leadership in the alignment of these areas.
SC2: Demonstrated outstanding classroom teaching skills and the capacity to support colleagues to continually improve teaching and learning.
SC3: Demonstrated high level ability to monitor and assess student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning.
SC4: Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff and contribute to the leadership and management of the school.
SC5: Demonstrated commitment and capacity to actively contribute to and lead whole school improvement initiatives, manage major curriculum or student activities and a commitment to ongoing professional learning for self and others to enable further development of skills, expertise and teaching capacity.
Role
Leading Teachers
At Copperfield College, the Maths/Numeracy Leader is an outstanding classroom practitioner and a key member of the College¿s curriculum leadership and management team. The Leading Teacher plays a pivotal role in shaping and implementing strategic priorities within the Maths and Numeracy KLAs.
Demonstrating visionary leadership, the Maths/Numeracy Leader brings forward-thinking approaches and a deep understanding of effective pedagogy to the role. They model exemplary teaching practice, curriculum expertise, and a commitment to continuous improvement, setting a high standard for colleagues across the College.
Operating with a high degree of autonomy, the Leading Teacher is responsible for leading one or more teams in alignment with the College¿s Strategic Plan.
The Leading Teacher maintains a whole-school perspective and demonstrates a deep understanding of the College¿s culture and community aspirations. They are accountable for the development and implementation of high-impact teaching and learning strategies within the Maths/Numeracy curriculum areas.
Reporting to Principal Class Officers and the College Principal, the Leading Teacher is consistently modelling outstanding professional practice and contributing significantly to improved student outcomes and whole-school improvement
Teams:
The Leading Teacher leads or actively contributes to the following teams and stakeholder groups:
* College Leadership Team
* Curriculum Team
* Mathematics/Numeracy Teams
* Exceeding/SEAL Teams
* School Operations
* ICT Team
* MIPS/Careers Team
* Library
* PLTs
* Sub-Schools (Years 7-12)
* Student Transitions and Pathways Teams
* Other Program Leaders as required
The role statement below outlines the core leadership responsibilities shared across all leadership positions, along with the specific key focus areas and accountabilities of the role.
Please refer to the state-wide role statement which follows in this document. Applicants feel free to contact the College Principal, with enquiries.
Leading Teachers will be outstanding classroom teachers who undertake leadership and management roles commensurate with their salary range.
The objective of Leading Teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school. Leading Teachers also ensure a Child Safe School Environment.
Responsibilities
Leading Teachers are expected to perform the following duties:
* are responsible for demonstrating and modelling an outstanding level of teaching
* are expected to make a significant contribution to policy development relating to teaching and learning in the school. They also manage major curriculum or student activities across the school with a high degree of independence
* are expected to have a direct impact and influence on the achievement of the school goals. These teachers provide professional support to teaching staff
* are expected to ensure a Child Safe School Environment
Leading teachers are usually responsible for the implementation of one or more priorities contained in the School Strategic Plan. Typically, leading teachers are responsible for coordinating a large number of staff to achieve improvements in teaching and learning. Their focus is on the introduction of changes in methods and approaches to teaching and learning. However, they will also be responsible for the management and leadership of a significant area or function within the school to ensure the effective development, provision and evaluation of the school's education program.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
* Leading and managing the implementation of whole-school improvement initiatives related to the School Strategic Plan and school priorities
* Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery
* Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school
* Leading and managing staff performance and development (review of staff); - Teaching demonstration lessons
* Leading and managing the development of the school's assessment and reporting functions
* Leading and managing the implementation of the school policies related to student wellbeing and discipline
* Leading the development of curriculum in a major learning area and participating in curriculum development in other areas
* Responsibility for general discipline matters beyond the management of classroom teachers
* Contributing to the overall leadership and management of the school
* Contributing to the final form of any curriculum proposals for school council consideration
* Developing and managing the school code of conduct
Key Responsibilities
Instructional Leadership & Curriculum Development
* Provide instructional leadership to the Mathematics team, building teacher capacity to design and deliver differentiated, engaging, and effective teaching and learning programs aligned with the Copperfield College instructional framework.
* Lead the design, documentation, implementation, and evaluation of Mathematics (Years 7¿12) and whole-school Numeracy curricula, including VCE and VCE VM courses, ensuring rigor, relevance, and alignment with 21st-century teaching practices and College strategic priorities.
* Collaborates with the EAL Coordinator to support EAL/New Arrivals Numeracy programs and foster inclusive teaching approaches.
* Leads the integration and development of learning ICT within the Mathematics/Numeracy area and partners with the Science KLA Leader to develop STEM and science programs.
* Maintains, updates, and circulates a comprehensive guaranteed and viable curriculum for all year levels in the Mathematics KLA.
* Develops, implement, and document the numeracy component of induction programs for new staff members.
* Supports SEAL and Scholarship programs, promoting academic excellence.
Assessment, Data Analysis & Reporting
* Oversee administration of semester exams, NAPLAN, PAT Mathematics, VCE, and other formative and summative assessments.
* Analyse student data using multiple sources (NAPLAN, PAT, SACs, VCE results, Teacher Judgements) to identify learning differences and inform targeted interventions.
* Ensure assessment and reporting practices comply with College Assessment and Reporting Policy and meet continuous reporting obligations.
* Manage and evaluate literacy and numeracy improvement programs such as Middle Years Literacy and Numeracy Support (MYLNS), guided by data and research best practices.
* Coordinate PAT and NAPLAN testing schedules in partnership with the English and Literacy Leader, ensuring timely data entry and support.
* Lead progress towards accountability targets related to student achievement, survey feedback, and community opinion data.
Teacher Development & Professional Learning
* Build teacher capacity in data analysis, numeracy strategies, and differentiation through Professional Learning Teams (PLTs) using improvement cycles.
* Provide coaching to Mathematics teachers to enhance instructional practice and student outcomes through evidence-based frameworks.
* Facilitate regular meetings of Mathematics/Numeracy staff, promote exemplary practices, encourage active participation, and maintain meeting records.
* Contribute to the College Performance and Development framework and support PLT processes within the Mathematics KLA.
Program Leadership & Community Engagement
* Lead the implementation and yearly evaluation of Numeracy programs such as the Year 7 Scaffolding program to the wider school community.
* Represent the Mathematics KLA at Curriculum Committee meetings and contribute to whole-school curriculum planning.
* Promote student engagement via co-curricular activities, including Education Week, Numeracy Week, and Mathematics competitions.
* Participate in Open Days, Parent Information Evenings, and other College promotional events to support community engagement.
* Collaborate with all key stakeholders to maintain and promote a Child Safe School environment.
Operational & Resource Management
* Prepare, manage, and evaluate the Mathematics/Numeracy program budget, ensuring efficient allocation of resources.
* Play a leading role in selecting teaching texts, resources, and preparing booklists.
* Provide advice on staff deployment and workforce planning within the curriculum area.
* Oversee operational tasks including pathways handbook updates, teaching allotments, participation in selection panels, organizing alternative arrangements for students, and supporting Learning Area contributions to College events and orientation programs.
* Manage Learning Area facilities including room presentation, equipment, coordination of non-teaching staff, and compliance with Occupational Health and Safety regulations, conducting risk assessments as needed.
* Use the College¿s student management system (Compass) for accurate recording and retrieval of relevant data.
* Celebrate and showcase the achievements of students and staff within the Mathematics KLA.
Child Safety and Wellbeing
* Promote and uphold the College¿s commitment to child safety and wellbeing in accordance with Ministerial Order 1359 and the Child Safe Standards.
* Ensure all curriculum and assessment practices are designed to foster an inclusive, supportive, and safe learning environment for all students.
* Work collaboratively with key stakeholders to maintain and review the College¿s child safety policies and practices.
Leadership Collaboration & Additional Duties
* Participate actively in the Leadership Team, Curriculum Team, and Curriculum and Instruction Team meetings.
* Work collaboratively with Principal Class members and other key stakeholders to advance College priorities.
* Undertake other duties as required by the Principal or delegate
Who May Apply
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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
Child Safe Standards
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:
DE Values
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:
Conditions of Employment
* 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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
College Profile
Copperfield College is a multi-campus school situated in Melbourne¿s North-West. The College is comprised of two junior campuses (Years 7-10) in Kings Park and Sydenham and a senior campus (Years at Delahey. We have a student population of approximately 2,000, with 180 (EFT) teaching staff, 70 (EFT) Education Support Staff and 7 Principal Class personnel.The SFOE for the College is 0.58, indicating a significant level of social disadvantage.
The College is culturally diverse, reflecting our community, with approximately 60% of our students coming from a Language Background other than English. Copperfield performs to expectations and better on many measures in comparison with `like¿ schools; in particular, our VCE outcomes.
The college¿s mission is `to empower every student to aspire and achieve¿ which is a clear focus in our new College Strategic Plan which can be found along with the 2024 AIP and the 2023 Annual Report, on our website Our current plans aim at delivering high quality educational outcomes with low in-school variation in everything we do through a Guaranteed and Viable Curriculum. Our Strategic Plan has a major focus on building the capacity of every teacher to work collaboratively in Professional Learning Teams to provide differentiated learning challenges to every student. Improving numeracy, literacy and wellbeing are also key foci for all teachers.
Copperfield is a large provider of VET in Schools and a key member of the Brimbank VET Cluster. We are the lead school in a Technical Trade Centre, hosting VET Automotive, VET Electrotechnology and a range of other VET subjects. The College also emphasises the importance of a robust co-curricular and student leadership program. Copperfield has managed to sustain a stable International Student Program and there are currently 36 international students across the College. English as an Addition Language (EAL) is taught at all campuses as are two LOTEs, one of which is supported by a 20+ year old sister school relationship with Fuji Junior High School in Japan.
The positions advertised are not tagged to a particular campus. Employees at Copperfield are placed according to student learning needs and every year have the opportunity to request campus changes.
Vision
At Copperfield College, parents, students and staff will work as a collaborative learning community to motivate, challenge and set high expectations for each other. Our engaging learning environment will inspire in all students a passion for learning and a commitment to creating opportunities for themselves and others.
Mission
Empowering every student to aspire and achieve
Values
At Copperfield College we value:
* Collaboration
* Inclusiveness
* Growth
Copperfield College is and always has been committed to Child Safe Standards.
Applications close Friday 5 September 2025 at 11.59pm
Posted
25 August 2025