Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference:
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.
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
Leading Teachers at Copperfield College are instructional leaders dedicated to the professional growth of all staff and the academic and personal success of all students. As highly skilled classroom practitioners, they take on leadership and management responsibilities commensurate with their salary range.
Leading Teachers work collaboratively with staff both in and out of the classroom to build their capacity to consistently implement the College¿s models for Curriculum, Instruction and Assessment, and Wellbeing. They set and uphold high expectations for themselves, just as they do for all staff and students.
Committed to their own continuous professional growth, Leading Teachers play a key role in cultivating a culture of excellence across the College. Copperfield College is equally committed to investing in the development of all members of the Leadership Team, ensuring they are equipped with the skills and knowledge required to grow the leadership capacity of others.
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.
State -wide Role Description
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.
Transitions & Pathways Leader
Role:
The Transitions and Pathways Leader at Copperfield College is an exemplary classroom practitioner and a key member of the College¿s leadership and management team. The Leading Teacher demonstrates exceptional leadership, innovation, and vision, taking responsibility for the design, implementation, and evaluation of high-impact transition and pathways programs that support all students in making informed and successful decisions about their educational and career journeys.
Working with a high degree of autonomy, the Leading Teacher takes a strategic and purposeful approach to implementing the College¿s Strategic Plan, ensuring all initiatives align with College priorities and effectively address the needs of a diverse student cohort. The Leading Teacher maintains a whole-school perspective and demonstrates a deep understanding of the College¿s culture and community aspirations. Reporting to Principal Class Officers and the College Principal, the Leading Teacher is accountable for the performance and impact of transitions and pathways, 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
* Principal Class Officers
* All Key Learning Area (KLA) Leaders
* Transition Leaders and Administrator
* Campus Leaders
* Mathematics/Numeracy and English/Literacy Leaders
* School Operations Leaders
* Library staff
* Learning Specialists
* Exceeding/SEAL Program Coordinator
* Scholarship Coordinator
* Curriculum Leader
* Attendance Officer
* Other Program Leaders
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:
Transition Pathways Coordination
* Develop and implement a comprehensive transition plan for Grade 4 to 6 students from feeder primary schools.
* Promote strong partnerships with feeder primary schools (public and independent) through the development of transition programs and the facilitation of regular visits to the College.
* In consultation with the Campus Leader and Year 7 Team Leaders, manage the Year 7 student placement process, including Home Group allocations.
* Collaborate with primary school staff to create and distribute detailed student profiles for incoming Year 7 students.
* Design and implement rigorous comprehensive Orientation and Induction programs to ensure a smooth transition from Grade 6 to Year 7.
* Organise and deliver informative and engaging Year 7 Parent Information and Orientation sessions.
* Promote and lead the selection and implementation processes for the College¿s Year 7 Scholarship Programs.
* In consultation and collaboration with key stakeholders, organise, coordinate and implement all new Year 7 extracurricular activities as part of the Orientation and Induction programs including a Year 7 camp
* Work collaboratively with staff to identify and address issues emerging from the transition process.
* Collaborate with relevant staff to assess and communicate individual student learning needs, particularly in literacy and numeracy.
Primary School Engagement and Community Promotion
* Conduct College tours for prospective parents, supported by student leaders, in collaboration with key stakeholders to ensure a comprehensive and welcoming experience.
* Cultivate and maintain positive relationships with feeder primary schools by contributing to their newsletters and actively promoting College programs and initiatives.
* Attend and actively participate in Transition Network meetings to foster collaboration and share insights on best practices.
* Coordinate and implement a variety of transition-focused activities designed to engage and prepare primary students for secondary education, including but not limited to:
* Grade 5 and 6 STEM programs
* Visits by Student Leaders and School Representative Council (SRC) members to primary schools
* Primary School Leadership Forums
College Promotion and Public Relations
* Plan and execute College promotional events, including Open Days and Information Evenings, to effectively showcase the College¿s offerings and engage prospective families.
* Support the development and production of high-quality publicity materials in close collaboration with Principal Class Officers, the Marketing and Communication Officer, and Transition Leaders. This includes articles, brochures, media releases, and other promotional content.
* Regularly contribute to the College newsletter, manage content across the College¿s social media platforms, and oversee updates to the electronic billboard, maintaining an engaging and informative presence.
Student Pathways and Career Development
* Lead and coordinate the Pathways Team, comprising Careers, MIPs, VET, SBATs, and VCE VM Coordinators, to deliver cohesive and comprehensive support for student career development.
* Organise and oversee a wide range of career development initiatives, including guest speaker sessions, mock interviews, parent information sessions for senior students, taster days, and career expos.
* Collaborate with key stakeholders to ensure smooth and effective student transitions across educational stages, including:
* Year 10 to Year 11
* Year 11 to Year 12
* Senior secondary education to tertiary study, training, or employment
* Oversee the planning and implementation of work experience and structured workplace learning programs designed to enhance students¿ practical skills and career readiness.
* Support and monitor effective course counselling and management of post-compulsory pathways, ensuring that all students receive appropriate guidance and support.
* Develop and implement targeted intervention strategies for students identified as at risk, in collaboration with Principal Class Officers and relevant stakeholders.
* Establish and maintain strong partnerships with industry, training organisations, TAFEs, and universities to support informed and diverse pathway options for students.
* Collaborate with the VET Coordinator to identify suitable VET programs and providers, ensuring the seamless integration of VET qualifications into College assessment and reporting frameworks.
* Ensure ongoing compliance with Registered Training Organisation (RTO) standards and reporting requirements to maintain the College¿s accreditation status.
* Liaise with the VASS Officer and Data Manager to maintain accurate and current student pathway data, supporting effective reporting, accountability, and strategic planning.
Leadership and Administration
* Actively participate in key leadership and professional learning teams, including the Student Management Team/s, Curriculum Team, College Leadership Team. Local Learning and Employment Network (LLEN), and relevant professional associations.
* Manage the Transitions/Pathways and College Publicity budgets with efficiency and strategic oversight to optimise resource allocation.
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
Other Duties
* Undertake other duties and responsibilities consistent with the classification of the role, as directed 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.
Applications close Friday 5 September 2025 at 11.59pm
Posted
25 August 2025