Contact Name: Lianne Boxer
Phone: 9307 5537
School Website: www.copperfieldcollege.vic.edu.au
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.
Empowering every student to aspire and achieve
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 2200, with 180 teaching staff, 80 Education Support Staff and 7 Principal Class personnel, with two Campus Principals located at each campus. Our Instructional Leadership Team consists of 9 Learning Specialists and 11 Leading Teachers. 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 performance, which continues to improve.
The College Strategic Plan for 2017-2020, the 2020 AIP and 2019 Annual Report can be viewed via our website www.copperfieldcollege.vic.edu.au. This year’s Review has been postponed until Term 2, 2021 although some preliminary work has been done. Our current plan aims at 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 as part of a Professional Learning Community. Improving numeracy and literacy are also key foci for all teachers. Our mission is ‘Empowering Every Student to Aspire and Achieve’.
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 federally funded 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 a stable International Student Program and there are currently 40 international students across the College. English as an Additional 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.
Copperfield College is a child safe environment. We actively promote the safety and wellbeing of all students, and all staff are committed to protecting students from abuse or harm in the school environment, in accordance with our legal obligations including child safe standards and our Child Safety Code of Conduct.
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
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.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.