Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Graduate Teacher Program

Occupation: Classroom teacher

Location: Melbourne - Western suburbs

Reference: 1546121

Selection Criteria - Graduates

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Program Benefits - Graduates

Role - Graduates

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.

Responsibilities - Graduates

Core responsibilities include:

- Planning and implementing a range of teaching programs or courses of study
- Teaching an area of the curriculum or a general curriculum to a year level
- Monitoring, evaluating and reporting student progress in key learning areas
- Implementing strategies to achieve targets related to student learning outcomes
- Maintaining records of class attendance and recording student progress
- Implementing effective student management consistent with the school charter.
- Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio

Additional responsibilities may include but are not limited to:

- Supervising a range of student activities including support and welfare programs
- Contributing to a range of co-curricular programs

Who May Apply - Graduates

To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:

- have completed their course requirements and graduated in the last 4 years, and
- not be employed as a teacher by the department at the time the advertised position is to commence

Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

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 [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.

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

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 at Recruitment in Schools.

Location Profile

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
Robust 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.

Apply now

Applications close Sunday 18 October 2026 at 11.59pm

Posted

5 October 2026

📌 Graduate Teacher Program - Maths/Science (Melbourne)
🏢 Victorian Government
📍 Melbourne