Department of Education Victoria – Victoria
1d ago, from Department of Education & Training Victoria
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, with roughly 60% of students coming from a language background other than English, and Copperfield performs to expectations and better on many measures in comparison with "like" schools, particularly in VCE outcomes.
Copperfield's mission is to empower every student to aspire and achieve. Our Strategic Plan focuses on building teachers' capacity to work collaboratively in Professional Learning Teams, providing differentiated learning challenges, and improving numeracy, literacy and wellbeing.
Copperfield is a large provider of VET in Schools and a key member of the Brimbank VET Cluster. We lead a Technical Trade Centre hosting VET Automotive, VET Electrotechnology and other VET subjects, and maintain a robust co-curriculum and student leadership program. The College also runs a stable International Student Program with 36 students and offers EAL instruction across all campuses.
Vision
Parents, students and staff will work as a collaborative learning community to motivate, challenge and set high expectations for each other, inspiring a passion for learning and a commitment to creating opportunities for themselves and others.
Mission
Empowering every student to aspire and achieve.
Values
Growth
Child Safe Standards – committed to providing a safe, respectful and inclusive environment.
Selection Criteria
SC1 – Demonstrated knowledge of the relevant curriculum, ability to incorporate literacy and numeracy skills, and experience responding to student learning needs.
SC2 – Experience planning and implementing high-impact teaching strategies, guided by how students learn, and evaluating their impact on student growth.
SC3 – Experience monitoring and assessing student learning, using data to inform practice and providing feedback to students and parents.
SC4 – Interpersonal and communication skills; establishing collaborative relationships with students, parents, colleagues and the broader community.
SC5 – Behaviours and attitudes consistent with Department values and engagement in professional learning to continually improve teaching quality.
Role
The classroom teacher classification comprises two salary ranges. The primary focus is on planning, preparing and teaching programs to achieve specific student outcomes, and engaging in critical reflection and inquiry to improve effectiveness. As experience grows, teachers take on additional duties appropriate to their salary range, qualifications and training.
Classroom Teacher – Range 2
Range 2 teachers play a significant role in improving student performance and educational outcomes, contribute to policy development, and mentor or coach other teachers. Responsibilities include:
Providing content knowledge and pedagogical practice to meet diverse student needs.
Modeling exemplary classroom practice and mentoring other teachers.
Offering expert advice on content, processes and strategies shaping individual and school professional learning.
Supervising and training student teachers.
Assisting staff to use student data to inform teaching approaches that achieve learning outcomes.
Classroom Teacher – Range 1
Range 1 teachers further develop skills and competencies with structured support and guidance. They teach a range of students, manage classrooms, and may supervise or train student teachers. They participate in policy development, project teams and co-curriculum activities, focusing on classroom management and subject content.
Responsibilities
Direct teaching of groups and individual students.
Contributing to the development, implementation and evaluation of a curriculum area or other program.
Performing other classroom teaching-related and organisational duties as determined by the School Principal.
Participating in staff meetings, parent/teacher meetings, camps and excursions.
Undertaking supervisory duties as required.
Who May Apply
Teachers registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach or with demonstrated experience in the specified curriculum area(s).
Diversity and Inclusion
The Department is committed to a workforce representative of the communities we serve, valuing diversity in culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. The Department promotes flexible work and provides reasonable adjustments for staff with disability. Aboriginal and Torres Strait Islander candidates may contact the Koorie Outcomes Division for support.
Child Safe Standards
All staff are committed to protecting students from abuse or harm. Staff must adhere to the Child Safety Code of Conduct – see pal/child-safe-standards/policy.
DE Values
Employees commit to Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Further information: pal/values-department-vps-school-employees/overview.
Qualification Requirements
Provisional or full registration approved by the Victorian Institute of Teaching.
If completed post-**** an Australian postgraduate level initial teaching program must be accredited by an Australian State or Territory Teacher Regulatory Authority as per the Australian Institute for Teaching and School Leadership standards.
Graduates from a Victorian ITE program after 1 July **** must meet LANTITE requirements (satisfied if part of the ITE program).
Details of qualification requirements are updated regularly and can be found at the Department's Recruitment in Schools page.
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