College Timetable Leader

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Western suburbs

Reference:

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 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 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.

College Timetable Leader

The College Timetabler is responsible for leading the development, implementation, and ongoing management of the College timetable. Working as part of the Operations Team, the Timetabler will collaborate with Assistant Timetablers, Daily Organisers, and Principal Class Officers to ensure that the timetable supports student learning pathways, maximises staff expertise, and meets curriculum and program requirements.

The role requires strong organisational, analytical, and communication skills, as well as the capacity to work collaboratively with staff across the College to deliver efficient, effective, and student-focused timetabling solutions.

Team Involvement

• School Operations Team
• College Leadership Team
• Principal Class Officers (PCO Team)
• Curriculum Committee
• KLA Leaders
• VCE, VM, VET Teams
• Careers/Pathways Team
• Special Program Leaders
• Principal Consultative Committee (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

Timetable Leadership

• Lead the planning, construction, and maintenance of the whole-school timetable, ensuring efficient allocation of staff, resources, and facilities.
• Collaborate with Campus Principals, KLA Leaders, VET Coordinators, Special Program Leaders, and other key stakeholders on timetable structures, blocking, teaching allotments, and rooming.
• Oversee and support the work of Assistant Timetablers and Daily Organisers, under the guidance of School Operations Principal Class Officers.
• Model and present a variety of timetabling solutions to support decision-making and workforce planning.

Ongoing Management and Compliance

• Maintain a viable and effective timetable throughout the academic year, making adjustments as required by the Principal.
• Assist the College Principal and Operations Team with workforce planning and staff allocation.
• Ensure consistency and accuracy of timetabling data across CASES21, Compass, and the College¿s timetabling/daily organiser software.
• Keep accurate records of staffing, time allowances, and allocations.
• Construct semester and examination timetables in consultation with key stakeholders.
• Manage updates, upgrades, and technical issues with timetabling and daily organiser software in collaboration with ICT and external providers.

Capacity Building and Communication

• Provide training, professional development, and ongoing support to staff in the use of timetabling and daily organiser software.
• Communicate regularly and clearly with staff regarding timetabling structures, processes, and changes.
• Engage with external software and Compass support teams to address and resolve issues.

Professional and Organisational Responsibilities

• Participate in relevant professional learning to remain current in best practices and system updates.
• Collaborate with Operations and Campus teams to manage short-term teaching vacancies.
• Ensure all practices support the College¿s commitment to child safety and inclusive education.
• Undertake other duties as directed by the Principal or delegate.

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.

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.

EEO AND OHS Commitment

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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:

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:

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

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Applications close Friday 5 September 2025 at 11.59pm

Posted

25 August 2025

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