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.
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. SC6: Local criterion relevant to the particular role description of the Leading Teaching position at Copperfield College.
LEARNING SPECIALIST ROLE
Learning specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the learning specialist will be to model excellence in teaching and learning through demonstration lessons, and mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce. The learning specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
POSITION RESPONSIBILITIES
In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the learning specialist may include but are not limited to:
¿ demonstrating high-level expertise in teaching and learning practice
¿ provide a child safe environment in accordance with the child safe standards
¿ modelling exemplary classroom practice including through teaching demonstration lessons
¿ working with the school leadership team to develop a shared view of highly effective teacher practice
¿ leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery Empowering Every Student to Aspire and Achieve Copperfield College ¿ Leading Teacher Role Descriptions Page | 5
¿ playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
¿ modelling effective learning practice and supporting teachers to seek, analyse and act on feedback on their practice
¿ providing evidence-based feedback to teaching staff to inform their effectiveness and development
¿ providing expert advice about the content, processes and strategies that will shape individual and school professional learning
¿ supervising and training one or more pre service teachers, and mentoring and, or coaching teachers
¿ modelling exemplary use of student data to inform teaching approaches
¿ developing and promoting school-wide professional learning structures, processes and protocols through professional learning communities, and
¿ modelling exemplary professional learning practice including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice.
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
- 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
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.
