Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1535552
College Profile
Copperfield College is a large, multi-campus secondary school located in Melbourne¿s north-west. The College comprises two junior campuses (Years 7¿10) in Kings Park and Sydenham, and a senior campus (Years 11¿12) in Delahey. We serve approximately 2,000 students and are supported by 150 EFT teaching staff, 70 EFT Education Support staff, and seven Principal Class personnel. The College has a Student Family Occupation and Education (SFOE) index of 0.65, reflecting a significant level of social disadvantage within our community.
Copperfield College is highly culturally diverse, with approximately 40 per cent of students from a language background other than English. Despite the challenges associated with this context, the College performs at or above expectations when compared with schools of a similar profile, particularly in VCE outcomes.
The College¿s mission ¿to empower every student to aspire and achieve¿ is central to our work and underpins the Copperfield College Strategic Plan. This plan, together with the 2026 Annual Implementation Plan and the 2025 Annual Report, is available on our website:
www.copperfieldcollege.vic.edu.au
Our strategic direction focuses on delivering consistently high-quality teaching and learning through a Guaranteed and Viable Curriculum, with a strong emphasis on reducing in-school variation. Building the capacity of all teachers to collaborate effectively within Professional Learning Communities is a key priority, enabling the delivery of differentiated and responsive learning for every student. Improving literacy, numeracy, and student wellbeing remains a core focus across the College.
Copperfield College is a significant provider of VET in Schools and a key member of the Brimbank VET Cluster. As the lead school of a Technical Trade Centre, we offer programs including VET Automotive, VET Electrotechnology, and a range of other vocational pathways. The College also places strong emphasis on co-curricular programs and student leadership opportunities.
The College sustains a stable International Student Program, with 40 international students currently enrolled. English as an Additional Language (EAL) is delivered across all campuses, including a Multicultural Education Aide (MEA) support staff, alongside two Languages Other Than English (LOTE), one of which is supported by a longstanding sister-school partnership of more than 27 years with Fuji Junior High School in Japan. The College also offers an Excelling Program (SEAL) for students performing above, ensuring that high academic students needs are appropriately met. An Excellence in Sports Program (Basketball) is running working together with Keilor Thunder Basketball.
Positions advertised at Copperfield College are not campus specific. Staff are deployed according to student learning needs, with opportunities to move campus on an annual basis.
Copperfield College is recognised as a leading public education provider, characterised by high expectations, academic rigour, strong outcomes, and a culture of continuous improvement.
School Vision & Mission
Inclusive and Supportive Environment
A safe, inclusive, and empowering learning community where every student is valued and supported.
Personalised and Future-Focused Learning
Evidence-based, differentiated teaching that unlocks individual potential and prepares students for diverse post-school pathways.
Holistic Development
A rich and balanced curriculum offering strong academic, vocational, creative, and co-curricular opportunities that build character, confidence, and lifelong skills.
Community Partnerships and Shared Purpose
Strong collaboration with families, industry, and tertiary partners under the banner 'One College, Three Sites, One Family', working together to shape futures and empower all students to aspire and achieve.
Values
At Copperfield College, we value:
Respect Valuing every individual¿s identity, voice, and experience, and fostering a culture of trust, empathy, and understanding.
Responsibility Acting with integrity, making informed choices, and contributing positively as active and caring citizens.
Relationships Building inclusive, collaborative, and supportive relationships that enhance belonging, wellbeing, and shared growth.
Excellence Maintaining high expectations and a commitment to continuous improvement, enabling every student to reach their full potential.
Copperfield College is fully committed to the Victorian Child Safe Standards and to providing a safe and supportive environment for all students.
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 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.
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.
Student Engagement and Wellbeing Leader
The Student Engagement and Wellbeing Leader is an exemplary educator and an integral member of Copperfield College¿s leadership team. This role provides strategic leadership in student engagement, wellbeing, and inclusion, ensuring a whole-school approach that empowers students to thrive academically, socially, and emotionally.
The Student Engagement and Wellbeing Leader demonstrates outstanding educational leadership, fosters a culture of high expectations, and promotes student voice, agency, and connectedness. Operating with autonomy and initiative, they lead key teams and initiatives that enhance wellbeing, engagement, and inclusion across the College.
Team Involvement: College Leadership Team
Pillar Principals
College Student Wellbeing Team
Campus Leaders
Curriculum Committee
KLA Leaders
VCE, VM, VET Teams
Careers/Pathways Team
Special Program Leaders
PCC when required
Key Responsibilities Strategic Leadership
Lead the design, implementation, and evaluation of whole-school strategies that enhance student engagement, wellbeing, and inclusion.
Champion evidence-based practices and innovative approaches to improve student outcomes.
Align wellbeing and engagement initiatives with the College¿s strategic priorities and the FISO improvement cycle.
Team Leadership & Collaboration
Lead, mentor, and coordinate the College Wellbeing Team, Campus Engagement and Wellbeing Leaders, and the School-Wide Positive Behaviour Support (SWPBS).
Foster collaborative partnerships with staff, students, families, and external agencies to support individual and collective student needs.
Model and promote high-impact professional practice across all campuses.
Student Engagement & Wellbeing
Drive initiatives that build a safe, supportive, and respectful school culture where all students feel valued and connected.
Lead the development and promotion of proactive, inclusive practices that prevent disengagement and support positive behaviour.
Actively promote and embed student voice, agency, and leadership in decisionmaking processes.
Data-Informed Practice
Analyse and interpret student engagement and wellbeing data to identify trends, challenges, and opportunities.
Use data to evaluate the effectiveness of wellbeing programs and inform continuous improvement.
Report regularly to the Principal Class Officers and College Leadership Team on wellbeing and engagement priorities and progress.
Professional Learning & Capacity Building
Design and deliver targeted professional learning for staff to strengthen capability in engagement, wellbeing, and inclusion.
Mentor staff in evidence-based classroom management, inclusive practices, and student support strategies.
Build capacity across the College to respond effectively to diverse student needs.
College Leadership Contribution
Contribute to the development, implementation, and monitoring of the College Strategic Plan and Annual Implementation Plan.
Actively participate in whole-school leadership initiatives, decision-making, and community engagement.
Model exemplary professional conduct, ethical leadership, and a commitment to equity, inclusion, and excellence.
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.
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
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.