Leading Teacher Range 3 Sub-School Leader!

Department of Education Victoria; Melbourne; On-site; AUD 110,000 - 155,000; Full time

Job summary

Copperfield College in Melbourne's north-west invites applications for a Leading Teacher Range 3 Sub-School Leader. This senior role drives teaching quality and student outcomes across campuses, leading professional learning and curriculum coordination.

You will guide data-informed practice, support staff development, and promote strong community engagement while aligning with the College’s strategic aims.

Qualifications

• Demonstrated expert knowledge of the relevant curriculum and leading school priorities.
• Ability to lead literacy and numeracy initiatives across the curriculum.
• Proven capability to monitor learning and use data to drive improvement.
• Strong interpersonal and leadership skills to work with staff, parents, and communities.
• Commitment to Department values and professional learning communities.

Responsibilities

• Lead and manage whole-school improvement initiatives aligned with the strategic plan.
• Coordinate curriculum planning and delivery across multiple campuses.
• Develop and implement professional development for teaching staff.
• Monitor student learning outcomes and provide feedback to staff and families.
• Support school wellbeing programs and student engagement.

Skills

Curriculum leadership

Data-driven instruction

Staff coaching

Professional communication

Education

Teaching qualification (registered)

Job description

Leading Teacher Range 3 Sub-School Leader!

Department of Education Victoria – Melbourne VIC

3d ago , from Department of Education & Training Victoria

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's 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 expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
• SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
• SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
• SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
• SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

Role

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role 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.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

Responsibilities

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 policies and practices;
• Leading and managing the implementation of the school operations and policies related to student welfare 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 development of proposals for school council consideration;
• Developing and managing the school code of conduct.

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.

Diversity and Inclusion

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*******@education.vic.gov.au

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.

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Qualification Requirements

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 atRecruitment in Schools.