Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1507082
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.
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.
The Disability Inclusion Leading Teacher plays a pivotal role in driving Copperfield College¿s transition to the Disability Inclusion model. This role ensures that all students with disabilities and additional needs are supported through evidence-based practices, targeted resourcing, and a culture of high expectations. The position requires strong leadership, collaboration, and expertise in inclusive education to build staff capacity and improve outcomes for students.
Team Involvement
Pillar Principals
Disability Inclusion Team
Key Learning Area (KLA) Teams
Curriculum Leading Teacher Team
Campus Student Management Teams
Campus Student Wellbeing Teams
Careers/Pathways Team
Leadership Team
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
Leadership
Lead the Disability Inclusion Team, including the Disability Inclusion Administration Officer, Education Support staff, and specialist service providers.
Oversee the transition from the Program for Students with Disabilities (PSD) to the Disability Inclusion Initiative.
Provide advice and expertise to staff on differentiated teaching and learning strategies for students with disabilities or additional needs.
Embed inclusive education practices within the College¿s strategic planning, curriculum design, and recruitment processes.
Student Support and Planning
Establish and lead Student Support Groups (SSGs) for students with a Disability Inclusion Profile or those who may benefit from one.
Facilitate Disability Inclusion Profile (DIP) applications, ensuring clear communication with parents, students, staff, campus leaders, and Principal Class Officers.
Lead the development, implementation, and monitoring of Individual Education Plans (IEPs) each term for Tier 3 and future DIP students.
Maintain an accurate, up-to-date database of student information aligned to Disability Inclusion tiers.
Work collaboratively with allied health professionals, external wellbeing providers, and the College¿s Student Support Services key contact.
Capacity Building and Professional Learning
Organise and deliver professional learning to build staff capability in inclusive education and differentiated teaching.
Prepare and facilitate Disability Inclusion¿focused Campus Professional Learning Team (PLT) meetings.
Promote a culture of high expectations and aspirations for all students, ensuring their individual learning needs are met.
Collaboration and Whole-School Engagement
Partner with Learning Area Leaders to design, implement, and embed a differentiated curriculum, including modifications to assessment tasks and reasonable adjustments.
Collaborate with Student Wellbeing, Student Management, and external service teams to provide integrated support for students.
Lead the promotion and communication of Disability Inclusion initiatives across the College community, raising awareness of inclusive practices.
Compliance and Administration
Conduct the annual Nationally Consistent Collection of Data (NCCD) on School Students with Disability.
Attend relevant KLA, Curriculum, Student Management, and other leadership meetings as required.
In consultation with the Principal, manage the Disability Inclusion Program budget.
Undertake other duties as directed by the Principal.
Child Safety and Wellbeing
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
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:
Copperfield College is and always has been committed to Child Safe Standards.