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 11-12) 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 www.copperfieldcollege.vic.edu.au. 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.
- English/EAL/Literacy Leader ¿ Position Overview
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- At Copperfield College, the English/EAL/Literacy Leader is an exemplary classroom practitioner and a key member of the College¿s curriculum leadership and management team. This Leading Teacher plays a pivotal role in shaping and implementing strategic priorities within the English, EAL, and Literacy KLAs.
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- Demonstrating visionary leadership, the English/EAL/Literacy 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.
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- 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 English/EAL/Literacy curriculum areas.
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- 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.
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- Teams:
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- The Leading Teacher leads or actively contributes to the following teams and stakeholder groups:
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- College Leadership Team
- English/EAL/Literacy KLA
- Curriculum Team
- VCE and VCE VM English Teams
- Years 7¿10 English Teams
- Exceeding/SEAL Teams
- School Operations Team
- ICT Team
- MIPS/Careers Team
- Library Services
- Professional Learning Teams (PLTs)
- Sub-Schools (Years 7¿12)
- Student Transitions and Pathways Teams
- Other Program Leaders as required
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 - English/EAL/Literacy Leader
Curriculum Design, Implementation and Evaluation
- Lead the design, documentation, implementation, and evaluation of engaging, rigorous, and contemporary English courses aligned with the Victorian Curriculum and VCE requirements, within the College¿s instructional framework.
- Ensure curriculum reflects 21st-century teaching and learning practices and is responsive to student needs, including Exceeding/SEAL, EAL, and VCE and VCE VM programs.
- Coordinate and maintain a guaranteed and viable documented curriculum for Years 7¿12 English, updated regularly in accordance with College and VCAA expectations.
- Prepare and update a Curriculum Action Plan annually, aligned with the College Strategic Plan and informed by data and teacher feedback.
- Represent the English/EAL/Literacy in Curriculum Committee meetings and contribute to whole-school curriculum development.
- Lead the English teaching team in the design, documentation and evaluation of appropriate courses of study which allow students to achieve Victorian Curriculum learning outcomes and the VCE within College structures
- Lead the development and implementation of strategies to improve student literacy across the curriculum
- Ensure courses of study are designed to be engaging, rigorous and consistent with the 21st century teaching and learning practice and the instructional framework
- Work closely with Learning Specialists to provide instructional leadership for the team of teachers in the English KLA. This includes building teacher capacity to design and deliver differentiated teaching and learning programs within effective and engaging learning environments
- Work closely with the EAL Coordinator and support the EAL/New Arrivals Literacy programs
- Lead the administration/evaluation of semester exams in English, NAPLAN and other Literacy formative and summative assessment. Analyse available data, including NAPLAN, PAT- R, VCE results, as well as other Literacy test results and Teacher judgements and develop processes using data analysis tools to identify student learning differences
- Lead the development of the use of learning ICT appropriate to the English KLA
- Work closely with key stakeholders to promote and support Exceeding/SEAL, Scholarship and other school programs
- Lead the implementation of Literacy intervention programs such as STAR and ACE and provide program evaluation on a yearly basis
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- Literacy Leadership Across the College
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- Lead the development and implementation of whole-school literacy strategies to improve student outcomes across all learning areas.
- Coordinate and evaluate literacy intervention programs such as HAPLE, MYLNS, and other literacy support initiatives based on NAPLAN, PAT-R, and other data sources.
- Develop and deliver the literacy instruction component of the new staff induction program.
- Work collaboratively with the EAL Coordinator to support EAL and New Arrival Literacy programs
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- Assessment, Data Literacy and Reporting
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- Lead the administration, analysis, and evaluation of English assessments, including semester exams, NAPLAN, PAT, VCE, SACs, and formative tasks.
- Build teacher capacity in data literacy to support the use of student achievement data in planning targeted, effective teaching and improving learning outcomes.
- Coordinate the PAT and NAPLAN testing schedule in collaboration with the Numeracy Leader and ensure timely uploading of results to Compass.
- Lead the implementation of consistent moderation processes across Years 7¿10 and VCE to support accurate and fair assessment.
- Ensure all assessment and reporting practices in the English KLA align with the College¿s Assessment and Reporting Policy.
- Oversee continuous reporting obligations, ensuring timely and constructive feedback to students and families in accordance with school expectations.
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- Instructional and Professional Learning Leadership
- Collaborate with Learning Specialists to provide instructional leadership across the English KLA, supporting the implementation of the college instructional model and High Impact Teaching Strategies (HITS).
- Provide coaching and mentoring to English staff through modelling best practice, facilitating learning walks, and promoting peer observation.
- Promote and embed differentiation and literacy strategies to support the diverse learning needs of all students, including high ability, EAL, and students with disabilities.
- Lead effective Professional Learning Teams (PLTs) focused on evidence-based teaching, data-driven practice, and continuous reflection to improve student learning outcomes.
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- Leadership of the English/EAL/Literacy
- Lead regular KLA meetings to support collaboration, share exemplary practice, and drive a shared vision for English/EAL/Literacy teaching and learning.
- Support the professional growth of staff through the College¿s Performance and Development process and targeted professional learning opportunities.
- Provide strategic advice on staffing needs, including deployment and teaching allocations, to support effective learning programs.
- Oversee the selection and management of core texts, resources, and booklists in collaboration with KLA staff.
- Manage the KLA¿s program budget and ensure effective allocation of financial and physical resources, including external funding where applicable.
- Ensure all learning spaces are maintained as safe, inclusive, and engaging environments, compliant with Occupational Health and Safety requirements.
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- Community Engagement and Co-Curricular Programs
- Promote and support key College programs including Exceeding/SEAL, Scholarships and student transition initiatives.
- Lead and coordinate a range of co-curricular programs linked to the English KLA, such as Essay Competitions, Book Week, Literacy and Education Week events, Public Speaking, and Debating.
- Represent the KLA and contribute to major College events including Open Days, Parent Information Evenings, and transition/orientation programs.
- Actively celebrate and communicate the achievements of students and staff to foster a culture of pride and success within the College community.
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- Leadership Participation and Whole-School Contribution
- Contribute to the strategic direction of the school through active participation in the College Leadership Team, Curriculum Team, and other key stakeholder forums.
- Collaborate with leaders across Sub-Schools, SEAL, ICT, Careers, Library, and Transitions and Pathways Teams to align English KLA initiatives with whole-school priorities.
- Support whole-school planning, decision-making, and implementation to ensure English and literacy goals are embedded within the broader school improvement agenda.
- Monitor and report on progress toward key accountability targets, including student achievement data, VCE outcomes, student engagement metrics, and staff/parent opinion survey data
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.
Diversity and Inclusion
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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- 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
- 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.