2012 Annual Report - Brighton Secondary School

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4. Leading Improvement There is a shared leadership culture at Brighton across the seven members of the Principal Team and the sixteen members of the Curriculum leaders/ Coordinators. The five-‐year Strategic plan and the annual Site Improvement Plan demonstrate the shared agreements that result from a collaborative culture. All the Principal team leaders’ Personal Improvement Plans are aligned to the Region’s Improvement Plan. All staff have a Personal Improvement Plan and Step 9 teachers discuss it annually with the Principal. Curriculum Leaders delegate responsibility to team members. Some leaders are more effective than others. 2012 has seen strong energetic leadership for the Hass faculty after years of inadequate and indifferent management. Partnerships exist with the Holdfast Chamber of Commerce, the Holdfast Cluster of schools, the Holdfast Council, the RSL, Rotary, the Inner South Secondary Principals, the Southern Trade Schools and Schools in Business. LEADING IMPROVEMENT Panel feedback on the evidence of leadership for whole school improvement: The Validation Panel was provided with significant evidence of strategic alignment of personnel, leadership positions, resources and professional learning to achieve the site priorities. Shared educational leadership is a feature of the school. Teachers, parents and staff referred to the strength of the leadership team and, in particular, the principal. There is evidence of an embedded collaborative culture which connects members of the leadership team, teachers, students, families and the broader community (e.g. the Governor, the Holdfast Council, the RSL, Rotary). Relationships among all members of the school community are mutually respectful resulting in a high level of participation from families to support school priorities. Processes to support “Leading Improvement” include: established Professional Learning Communities, staff Personal Improvement Plans and use of fertile questions to guide inquiry. Staff performance development involves regular meetings with line managers and specific feedback. 19
Evidence from VISUAL AND PERFORMING ARTS • Special Production-‐student initiated (Henry Bullitis)-‐ ‘The Importance Of Being Ernest’ • The appointment of a Theatre Manager, Ben Phillips • Lauren Simeoni, student teacher, directing wire sculpture and mobiles in Year 8 and 9 art Evidence from LANGUAGES • National recognition (in Australian Teacher 2011 and Asia Education network 2012) of teacher, Amie Flink’s Year 7-‐8 transition project with Brighton Primary School • Successful application for a French Language Teaching Assistant for 2013, both semesters. Usually it is for only one semester and shared with other schools. • Brighton was one of the few remaining government schools running senior language classes. Evidence from SCIENCE • The transition from long-‐serving Laboratory Manager, Sue Lace, to Sam Moyle was seamless. Sam worked closely with all Science teachers to develop interesting and engaging science demonstrations as well as hands-‐on activities. Work has started on the overhaul of the Science inventory to replenish old equipment. Planning for the transition period for the redevelopment is underway. • Many staff utilised Electronic White Boards in their teaching where possible. New software for the Starboards will further utilise the EWB in 2013. • Staff used the ‘scan to pdf’ function on the photocopier to save paper and provide resources for classes electronically. This has seen printing costs reduced and considerably less paper wasted. An example of how this is used is providing a pdf copy of test answers on Daymap and to provide trial exams for senior students. • Open night was a great success this year with a large number of parents interacting with staff and students. Feedback was very positive with many parents asking detailed questions about our programs and facilities. The interactive displays were well patronised and we had a full house throughout the evening. Evidence from STUDENT SERVICES • School Teams Leaders Day developed understandings about school culture, ‘the Brighton Way,’ and how this is reflected in school events and activities. Developing better connected student services through role sharing using quality tools. • New look Student Leadership model aligned to staff teams including House and Principal teams. Head Prefects selected by peers on the basis of nomination and speech presented at Year 12 Day 2013 20
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 12 and 13: SITE IMPROVEMENT PLANNING THE STU
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 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
Page 62 and 63: Brighton Secondary School 2012
Page 64 and 65: The Brighton Secondary School S
Page 66 and 67: Percussion Violin/Viola Voice Music
Page 68 and 69: 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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