College Curriculum/Professional Learning Leader

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Western suburbs

Reference:

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.

Role:

Role:

The Curriculum and Professional Learning Leading Teacher at Copperfield College is an outstanding classroom teacher who models excellence in instructional practice and leads with vision, integrity, and a deep understanding of effective teaching and learning.

As a key member of the College Leadership Team, the Leading Teacher plays a strategic role in driving school improvement, with a particular focus on curriculum development, instructional practice, assessment, and feedback. They lead and support Professional Learning Communities (PLCs), Key Learning Area (KLA) Leaders, and Program Leaders, acting as a mentor and coach to build staff capacity and ensure consistency with the College¿s Strategic Plan priorities.

With a strong appreciation for the College¿s culture and community, the Leading Teacher works with a high degree of independence and accountability to support student learning growth across all campuses. They lead the design and implementation of high-impact professional learning and embed a culture of evidence-based practice across the school.

The Curriculum and Professional Learning Leading Teacher demonstrates expert knowledge of current educational research, curriculum frameworks, and Department of Education (DE) initiatives. They are committed to their own professional growth and to the development of others, actively contributing to whole-school leadership and a collaborative, high-performance culture.

The Leading Teacher leads or actively contributes to the following teams and stakeholder groups:

• College Curriculum Committee (Chair)
• College Leadership Team
• PCO ¿ Curriculum Pillar
• Key Learning Areas (KLA), Program Leaders and Key Learning Area Assistants
• Leading Teachers ¿ Mathematics/Numeracy and English/Literacy
• Pathways and Transitions Leader
• Campus Leaders
• Library Team
• Digital Technology Leader
• Other key internal and external stakeholders, 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

Curriculum Leadership

• Lead the consistent implementation of the DoE¿s Victorian Teaching and Learning Model (VTLM 2.0) through the College¿s Instructional Practice Model and whole-school curriculum design processes.
• Oversee the development and maintenance of a guaranteed and viable curriculum (GVC), including scope and sequence documentation, unit plans, and assessment schedules for each learning area across Years 7¿12.
• Develop and lead the implementation of whole-school Victorian Curriculum 2.0-aligned developmental rubrics to support differentiated instruction and enable teachers to identify and target each student¿s point of need.
• Lead the Curriculum Team in strategic planning and ensure curriculum documentation is regularly reviewed and accessible via appropriate college platforms (e.g. Google Drive, Compass etc)
• Lead curricula change processes including the evaluation and proposal of new subjects, culminating in formal recommendations for Principal and/or School Council consideration.
• Collaborate with KeyLearning Area Leaders, Year 11 and 12 Sub-school Leaders and PCOs to ensure VCE offerings are compliant with VCAA requirements and support the VCAA VCE Audit process.

Assessment and Reporting

• Lead the implementation and evaluation of the College¿s Assessment and Reporting Policy in line with DET and VCAA expectations.
• Collaborate with Principal Class Officers and Learning Area Leaders to ensure assessment tasks:
• Are aligned to Victorian Curriculum achievement standards.
• Reflect formative and summative approaches.
• Support differentiation and the development of higher-order thinking.
• Are linked to the College¿s Instructional Model
• Ensure quality and consistency of formal examinations and assessment schedules across the College.
• Oversee timely completion of student reporting processes in collaboration with Key Learning Area Leaders and Principal Class Officers.
• Manage the production, dissemination and regular review of curriculum, assessment, and reporting documentation, ensuring clarity for staff, students and parents.

Professional Learning and Capacity Building

• Lead the College¿s Professional Learning Team (PLT) process, promoting collaboration and a culture of continuous improvement.
• Compile and provide relevant data sets (e.g. PAT, NAPLAN, VCE, formative tasks, teacher judgement) to inform professional learning and instructional decision-making.
• Deliver targeted professional learning on curriculum, assessment, feedback, and high-impact teaching strategies.
• Support staff in implementing the Assessment and Reporting guidelines and utilising Compass effectively for learning data and communication with families.
• Support PLTs and Key Learning Area Leaders to build capacity in developing and implementing curriculum and assessment that improves student learning growth.
• Lead the induction and professional learning program for new and returning staff, including a focus on curriculum, assessment, and student learning.

Monitoring and Use of Data

• Build the capacity of leaders and staff to collect, interpret and act on a range of student achievement and growth data to inform curriculum planning and intervention strategies.
• Oversee school-wide assessment and feedback practices and facilitate structured improvement initiatives such as Peer Observations, Learning Walks, and Student Shadowing.

Organisational Leadership

• Liaise with KLA Leaders, Special Program Coordinators and Principal Class Officers to manage and review booklist requirements annually.
• Lead the process of updating curriculum-related policies and documentation and ensure their alignment with College priorities and DET frameworks.
• Contribute to the effective functioning of the Leadership Team, Curriculum Team, Curriculum and Instruction Team (CIT), and Course Counselling Team.
• Participate in and contribute to College events, including those held outside of regular school hours, to promote a culture of academic excellence and student engagement.
• Model and promote evidence-based, high-impact teaching practices in classrooms as a visible instructional leader.

Student Learning and Engagement

• Work with KLA Leaders, Sub-School Leaders and Curriculum Leaders to develop a whole-school approach to building student learning autonomy and effective learning behaviours.
• Lead the integration and assessment of general capabilities, including Critical and Creative Thinking, Ethical Understanding, Intercultural Understanding, and Personal and Social Capability.
• Support the College¿s commitment to inclusive, differentiated, and student-centred learning practices.

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.

Other Duties

• Undertake other duties and responsibilities consistent with the classification of the role, as directed by the Principal or delegate

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.

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.

Applications close Friday 5 September 2025 at 11.59pm

Posted

25 August 2025

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