2012 Annual Report - Brighton Secondary School

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SITE IMPROVEMENT PLANNING THE STUDENT ASLEARNERHas the capacity &capability to learn,understand andengage in theirstudies, and todevelop deep selfknowledgePossesses priorknowledge &understanding tobring to their studiesHas the capability toconsider new ideas,theories, values,attitudes andalternative viewsAcceptsresponsibility fortheir own learningand ability tocontribute positivelyto the learningenvironment for thebenefit of all learnersHas empathy formembers of thecommunity that isreflected in theircapacity to care,understand & engagewith others in anhonest and openmannerWorks with others tosolve problemsDevelops anunderstanding of thechallenges thecommunity faces in aglobal contextBrighton SecondarySchool2012AustralianCurriculumAn innovative, safe school that delivers relevant curriculum and promotes rigour,relationships and a love of learningStimulating &secure learningEnvironment/Target ResourcesLearningCommunities/Attend to CultureAccountability/Think SystemicallyProfessionalleadership/Shared LeadershipLEARNERS @BrightonSecondarySchoolHighexpectations ofall learners/ContinuousImprovementFocus onTeaching &LearningPurposefulTeaching/Make Data CountShared vision &goals/Listen & Respond/Set DirectionsOne to One LearningProgramMaking ThinkingVisibleLiteracies across thecurriculumTHE TEACHER AS TEACHERBuilds positive relationships with eachstudentIdentifies the developmental stage ofeach studentRecognizes the differences amongstudents to develop a knowledge ofeach student and modifies curriculumwhere required to meet individualneedsProvides explicit criteria about thequality of work that students areexpected to produceBuilds students’ understanding ofthemselves as learners and thusenhances their capacity to learnEnvironmentEstablishes effective, safe classroomproceduresPromotes mutual respect andunderstanding to make risk-takingpossibleModels language & establishesbehaviours that build positiverelationshipsQuality LearningCommunicates high expectations ofprograms to all studentsProvides learning experiences thatchallenge each studentProvides explicit guidelines & criteriaabout work requirements as well assupport & processes available tostudents to meet expected standardsProvides effective & informativefeedback to both classroom work &formal/ informal assessmentSeeks challengesaiming to increaseknowledge,understanding & selfimprovementSchool ValuesIntegrityRespectFairness Excellence Cooperation ResponsibilitySignificanceAllows opportunities for connections tobe made between studies & ‘real-lifesituations’Promotes connections across areas ofstudiesAn imaginative & creativeenvironment which allowseveryone to criticallyreflect on our core purposeA respectful learningenvironment whichencourages resilience &dignityA school environmentwhich is welcoming,inclusive and sustainableA learning environmentwhich values individualworkA relational environmentwhich promotes hope &optimism for the future ofallA professionalenvironment whichdevelops collegiateefficacySupport the overall development ofstudents in all aspects of the diversityof school lifeSACE CapabilitiesPersonal Development Communication Learning Citizenship WorkCreative/CriticalInter-culturalAustralian Curriculum Capabilities Personal & Social Literacy/ICT NumeracyEthical BehaviourThinkingUnderstandingThe 2012 Site Improvement Plan above outlines the 2012 priority areas: Implementation of the Australian Curriculum, One to One learning and Literacy Across the Curriculum. In addition to evaluating our performance against the 2012 Site Improvement Plan priorities, Brighton carried out a self-‐review of performance over the past three years 2010 to 2012. A panel from DECD wrote a report validating the findings of the self-‐review. The DECD Improvement and Accountability Framework (DIAF) states that, “Validation verifies the quality of the Self-‐Review process, outcomes reported and actions proposed.” Excerpts from the report appear in each of the four focus areas adopted by the Southern Region. These focus areas, Quality Teaching and Learning, Curriculum Coherence, Learner Outcomes and Leading Improvement, have provided a useful framework for teaching, learning and leading in 2012. SELF-‐REVIEW PROCESSES AND IMPROVEMENT CYCLE Panel feedback on the evidence that: • the school’s ongoing self-‐review processes meet the standards outlined in the DIAf guidelines and • effective plans and processes are in place to address the findings of self-‐review Parents, learners, staff and the Principal team were involved in the review process. They were able to provide the Validation Panel with affirming evidence about the effectiveness of improvement actions undertaken at the school. Multiple measures of data were examined including: analysis of NAPLAN growth, SACE data, DECD surveys, the staff psychological health survey and DIAf scans. Results from the Level 4 Rubric are shared with the 11
Coordinators at the Annual Leaders’ Conference and Student Surveys regarding teaching and conditions for learning are shared with all staff. The school has rigorously addressed the recommendations of the 2009 Validation demonstrating an authentic response to a continuous improvement agenda. The self-‐review and improvement cycle at Brighton Secondary School is strategic, supportive and focussed on students. It was clear to the Validation panel that reliable data collection and self-‐review is ongoing with a range of data collected at regular intervals throughout the year. During the three years since the last self-‐review and validation the DIAf Principles of Improvement and Effectiveness have continued to underpin the work of leaders and staff. Of particular note are the principles of Attend to Culture and Set Direction. Attend to Culture is evidenced by a strong sense of pride in being associated with the school which was articulated by students, parents and staff. Set Direction is evidenced by the explicitly stated values and vision. The school is forward thinking and future focussed as demonstrated by the ongoing development of the website and the growing focus on creativity and innovation. 1. Quality Teaching and Learning The positive staff and student results from the Conditions for Learning Survey highlighted high expectations, intentional design and targeted and tailored learning. QUALITY TEACHING AND LEARNING Panel feedback on the evidence of effective processes to develop quality teaching and learning: The school’s Site Improvement Plan priorities demonstrate a commitment to developing quality teaching and learning based on imperatives such as the Australian Curriculum. The plan is underpinned by research and current best practice. All groups interviewed by the Validation panel verified a culture of high expectations and students striving to achieve their best. Achievement is acknowledged and celebrated in a variety of ways. There are a wide range of learning opportunities and experiences available to students and staff. These opportunities are highly valued by staff, students and parents. The Principal team provided information about a Conditions For Learning Survey, which gathered data from students about teaching, and learning. Students were able to verify that they had the opportunity to provide feedback to teachers, which was then acted upon. Analysis of the survey results shows a strong correlation between student and staff responses. The Validation panel saw this survey as a powerful tool for informing teaching programs, practices and assessments to develop targeted and tailored learning. The leadership team’s goal is to develop teachers and pedagogy so that students report 100% satisfaction in their responses to six statements about teachers and teaching. The DayMap Learner Management System is being used to enhance the connection between students, their families and the school. The Parent Portal enables sharing of behaviour, attendance, homework and assessments of individual students. Evidence from HASS • Year 8 History Portfolio Cover, Evidence and Assessment sheets were developed in readiness for assessment and grading for reporting Year 8 History in 2013 • Collegiality and collegiate projects were developed, such as the Year 10 Multiple Perspectives field trips 12
Page 2 and 3: BRIGHTON SECONDARY SCHOOL ANNUAL
Page 4 and 5: 2012 HIGHLIGHTS PHILOSOPHY Brighto
Page 6 and 7: Mel White was videoed and gave
Page 8 and 9: with Asia and Sustainability) a
Page 10 and 11: Old Scholars performed at the
Page 14 and 15: • 4 Theme weeks and focus da
Page 16 and 17: Evidence from HASS • Developmen
Page 18 and 19: 10 History students saw exhibit
Page 20 and 21: 4. Leading Improvement There is
Page 22 and 23: • Aboriginal and Torres Strait
Page 24 and 25: Actions Across the school • Sub
Page 26 and 27: YEAR 9 MATHS Grade Percenatge A
Page 28 and 29: In total 16 students achieved
Page 30 and 31: There has been an overall impr
Page 32 and 33: SACE COMPLETION The Brighton SAC
Page 34 and 35: Range of Cerbficates undertaken
Page 36 and 37: STUDENT DATA ATTENDANCE Figure 4:
Page 38: Comparison of Aggregated School
Page 53: PROFIT AND LOSS 52
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Brighton Secondary School 2012
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The Brighton Secondary School S
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Percussion Violin/Viola Voice Music
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second placing; and of course,
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The Lily and the Rose, Bob Ch
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Repertoire: National Anthems of
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environment and maintaining thei
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Brighton Secondary Symphony Orch
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Highlights • The focus for th
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Sibelius continues to be the b
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Term 3 22/7/2012 Hong Kong’s
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25/11/2012 Roger Woodward Piano
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Lauren Carthew French Flute Solo
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2012 Annual Report - Brighton Secondary School

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