2021 Annual Implementation Plan - Brentwood Secondary College

Brentwood Secondary College (7647) - 2021 - AIP - Overall Page 1

Submitted for review by John Ballagh (School Principal) on 18 December, 2020 at 08:41 AM Endorsed by Eva McMaster (Senior Education Improvement Leader) on 06 January, 2021 at 12:08 PM Endorsed by Kerry Whitehand (School Council President) on 06 January, 2021 at 10:19 PM

2021 Annual Implementation Plan for improving student outcomes

Brentwood Secondary College (7647)

Brentwood Secondary College (7647) - 2021 - AIP - Self Evaluation Summary Page 2

Self-evaluation Summary - 2021

FISO Improvement Model Dimensions The 6 High-impact Improvement Initiatives are highlighted below in red.

Self-evaluation Level

Exce

llenc

e in

te

achi

ng a

nd

lear

ning

Building practice excellence Evolving moving towards Embedding

Curriculum planning and assessment Evolving moving towards Embedding

Evidence-based high-impact teaching strategies Evolving

Evaluating impact on learning Evolving

Prof

essi

onal

le

ader

ship

Building leadership teams Evolving moving towards Embedding

Instructional and shared leadership Evolving

Strategic resource management Embedding

Vision, values and culture Evolving

Posi

tive

clim

ate

for l

earn

ing

Empowering students and building school pride Embedding

Setting expectations and promoting inclusion Evolving

Health and wellbeing Evolving

Intellectual engagement and self-awareness Evolving

Com

mun

ity

enga

gem

ent i

n le

arni

ng

Building communities Evolving

Global citizenship Evolving

Networks with schools, services and agencies Evolving

Parents and carers as partners Evolving

Enter your reflective comments Throughout 2020 teaching staff have gained significant growth in their use of ICT and formative assessment practices to deliver their teaching and learning program remotely. This has resulted in more frequent feedback to students and teachers beginning to incorporate developmental rubrics into their teaching. Teachers have also focused on building effective student relationships during Remote Learning to maintain student connection with the school. This increased expertise by teachers has resulted in teachers further adjusting their practice when students returned to onsite learning. The focused work of the leadership team in developing comprehensive Remote Learning protocols for students, teachers and parents provided an orderly and structured learning program and has also helped further inform management practices when returning to onsite learning.

Brentwood Secondary College (7647) - 2021 - AIP - Self Evaluation Summary Page 3

Throughout 2020, the use of digital technologies to engage with parents via interactive YouTube broadcasts for information nights along with online parent teacher conferences has helped connect with families and will inform future efforts to engage families at the school. Teacher collaboration on Teams was also a feature of how staff worked together in 2020. There were numerous examples of staff sharing their practice across faculties which helped maintain the connection of staff to the school. In addition, the leadership team implemented structured staff check-ins to provide an extra layer of support for teachers who were working from home for an extended period of time. This provided extra opportunities for staff to connect and collaborate around their practice.

Considerations for 2021 In 2021 Brentwood will re-launch the Professional Learning Communities with adjustments based on staff growth due to Remote Learning this year. Through a whole staff reflection activity against the FISO continua, it was evident that this approach will help embed a culture of collaboration that identifies specific student learning needs and co-constructs a range of teaching interventions designed to address them. This will be a feature of the professional learning program in 2021. Furthermore, the experience of Remote Learning demonstrated to the school the importance of a well documented curriculum, the use of more formative assessment practices and the benefit of developmental rubrics. These will continue to be a feature of curriculum planning and development throughout all faculties in 2021. In terms of community engagement, the use of digital platforms to engage with families was a great success in 2020 and will be integrated into our approach in the future. Staff have reflected on how important their focus was on building and maintaining student relationships in 2020 was and this will be a focus for the Positive Climate for Learning team in supporting staff to further foster these positive relationships with students. The use of specific staff to support senior students who were identified as being a risk had a significant impact and will be a basis for part of the Tutor Learning Initiative in 2021.

Documents that support this plan

Brentwood Secondary College (7647) - 2021 - AIP - SSP Goals Targets and KIS Page 4

SSP Goals Target and KIS

Goal 1 2021 Priorities Goal

Target 1.1 Support for the 2021 Priorities

Key Improvement Strategy 1.ay Building practice excellence

Learning, catch-up and extension priority

Key Improvement Strategy 1.by Health and wellbeing

Happy, active and healthy kids priority

Key Improvement Strategy 1.cy Empowering students and building school pride

Connected schools priority

Goal 2 1. To improve student achievement through improving teaching and learning

Target 2.1 1. NAPLAN Relative Growth Gain Year 7 – 9: Improve relative growth from Years 7-9 according to NAPLAN results at Year 9.

Grammar & Punctuation Targets:

2017 2021

Medium % High % Total % Medium% High %

Total %

48.9 29.9 78.8 53 32 85

Reading Targets:

2017 2021 Medium % High % Total % Medium % High % Total % 56.8 27.3 84.1 58 32 90

Spelling Targets:


Writing Targets:


Numeracy Targets:



2. Increase the percentage of students in the top two bands at Year 9 to 35% for Reading (23% in 2016) and 45% for Numeracy (34% in 2016).

Target 2.2 Improved VCE Study Scores:

VCE Study Scores 2016 Result 2021 Target Mean study score: All studies 30.38 32 Mean study score: English 30.53 32 Mean study score: Further Mathematics 31.42 32 Mean study score: Mathematical Methods 29.75 31 Study scores at or above 40 (percentage) 7% 10%

90% of all VCE Unit 3 / 4 subjects are at or above the adjusted score of 0 according to the Selected VCE Studies (Adjusted) VASS Report 10.

Target 2.3 School Staff Survey Targets:

Factor 2017 Average Percent of Positive Endorsement

2021 Target

School Climate Factors - Collective Efficacy 53.8% 60% - Collective Responsibility 73.9% 80% - Staff Trust in Colleagues 68.8% 75% - Teacher Collaboration 54.8% 60% Teaching and Learning Components (Average Positive Percentage Endorsement)

69.8% 75%

Target 2.4 Parent Opinion Survey Results:

Factor 2017 Score (% positive)Overall Percent of Positive Endorsement 2021 Target (% positive) Stimulating Learning Environment 73 87 Effective Teaching 70 84


Target 2.5 Attitude to Schools Survey Targets (% of positive endorsement from students):

Factor 2017 Score (% positive endorsement) 2021 Target (% positive endorsement) Effective Teaching Time 62% 74% Differentiated Learning Challenge 58% 70% Stimulated Learning 59% 72% Learning Confidence 65% 80%

Target 2.6 Retention Rate:

Reduce the number of students exiting to fulltime Tafe programs at external providers prior to completing Year 12 by at least 20.

Key Improvement Strategy 2.ay Building practice excellence

Build teacher practice to improve student learning.

Key Improvement Strategy 2.by Curriculum planning and assessment

Increase the active engagement of each student in their learning.

Key Improvement Strategy 2.cy Evaluating impact on learning

Action Plan to accelerate improvement

Goal 3 To improve the positive climate for learning.

Target 3.1 Student Attendance: Reduce the number of students with 20 or more days absent from school (2016 score was 14%).

Target 3.2 Attitude to Schools Survey Targets:

Factor 2017 Score (% positive endorsement) 2021 Target (% positive endorsement) Student Safety 64.1% 75% Social Engagement 60.9% 73% School Connectedness 60% 72% Student Voice & Agency 44% 52%


Advocate at School 65% 78% Managing Bullying 62% 74% Respect for Diversity 50% 60% Teacher Concern 39% 47%

Target 3.3 Parent Opinion Survey Targets:

Factor 2017 Score (% positive) 2021 Target (% positive) Parent participation and involvement. 52% 63% Teacher Communication 60% 72% Promoting Positive Behaviour 71% 85%

Key Improvement Strategy 3.ay Empowering students and building school pride

Foster learning communities which support and nurture the development of the whole person to improve student engagement and wellbeing.

Brentwood Secondary College (7647) - 2021 - AIP - Annual Goals Targets and KIS Page 2

Select Annual Goals and KIS

Four Year Strategic Goals Is this selected for focus this year?

Four Year Strategic Targets 12 month target

The 12 month target is an incremental step towards meeting the 4-year target, using the same data set.

2021 Priorities Goal Yes Support for the 2021 Priorities 1.

1. To improve student achievement through improving teaching and learning

No 1. NAPLAN Relative Growth Gain Year 7 – 9: Improve relative growth from Years 7-9 according to NAPLAN results at Year 9.

Grammar & Punctuation Targets:

2017 2021

Medium % High % Total % Medium% High %

Total %

48.9 29.9 78.8 53 32 85

Reading Targets:


Spelling Targets:


Writing Targets:


Numeracy Targets:



2. Increase the percentage of students in the top two bands at Year 9 to 35% for Reading (23% in 2016) and 45% for Numeracy (34% in 2016).

Improved VCE Study Scores:

VCE Study Scores 2016 Result 2021 Target Mean study score: All studies 30.38 32 Mean study score: English 30.53 32 Mean study score: Further Mathematics 31.42 32 Mean study score: Mathematical Methods 29.75 31 Study scores at or above 40 (percentage) 7% 10%

90% of all VCE Unit 3 / 4 subjects are at or above the adjusted score of 0 according to the Selected VCE Studies (Adjusted) VASS Report 10.

School Staff Survey Targets:

Factor 2017 Average Percent of Positive Endorsement

2021 Target

School Climate Factors - Collective Efficacy 53.8% 60% - Collective Responsibility 73.9% 80% - Staff Trust in Colleagues 68.8% 75% - Teacher Collaboration 54.8% 60% Teaching and Learning Components (Average Positive Percentage Endorsement)

69.8% 75%

Parent Opinion Survey Results:

Factor 2017 Score (% positive)Overall Percent of Positive Endorsement

2021 Target (% positive)

Stimulating Learning Environment 73 87

Effective Teaching 70 84


Attitude to Schools Survey Targets (% of positive endorsement from students):

Factor 2017 Score (% positive endorsement) 2021 Target (% positive endorsement) Effective Teaching Time 62% 74% Differentiated Learning Challenge 58% 70% Stimulated Learning 59% 72% Learning Confidence 65% 80%

Retention Rate:

Reduce the number of students exiting to fulltime Tafe programs at external providers prior to completing Year 12 by at least 20.

To improve the positive climate for learning.

No Student Attendance: Reduce the number of students with 20 or more days absent from school (2016 score was 14%).

Attitude to Schools Survey Targets:

Factor 2017 Score (% positive endorsement) 2021 Target (% positive endorsement) Student Safety 64.1% 75% Social Engagement 60.9% 73% School Connectedness 60% 72% Student Voice & Agency 44% 52% Advocate at School 65% 78% Managing Bullying 62% 74% Respect for Diversity 50% 60% Teacher Concern 39% 47%

Parent Opinion Survey Targets:

Factor 2017 Score (% positive) 2021 Target (% positive)


Parent participation and involvement. 52% 63% Teacher Communication 60% 72% Promoting Positive Behaviour 71% 85%


12 Month Target 1.1 1.

Key Improvement Strategies Is this KIS selected for focus this year?

KIS 1 Building practice excellence

Learning, catch-up and extension priority Yes

KIS 2 Health and wellbeing

Happy, active and healthy kids priority Yes

KIS 3 Empowering students and building school pride

Connected schools priority Yes

Explain why the school has selected this KIS as a focus for this year. Please make reference to the self-evaluation, relevant school data, the progress against School Strategic Plan (SSP) goals, targets, and the diagnosis of issues requiring particular attention.

Please leave this field empty. Schools are not required to provide a rationale as this is in line with system priorities for 2021.

Brentwood Secondary College (7647) - 2021 - AIP - Actions Outcomes and Activities Page 2

Define Actions, Outcomes and Activities


12 Month Target 1.1 1.

KIS 1 Building practice excellence

Learning, catch-up and extension priority

Actions We collectively develop our practice to respond to the various learning needs of individuals and groups of students.

Outcomes Students Will: - Be active agents in their learning by setting meaningful and challenging learning goals - Know where they are on their learning continuum - Progress in their learning - Reflect on their learning growth and celebrate their achievements Teachers Will: - Differentiate student learning - Use formative practices to co-construct learning goals with their students and provide feedback and reflection opportunities so that students can plan, monitor and evaluate their progress - Moderate student work and engage in peer observations as an active member of a PLC team - Collaboratively design and implement developmental rubrics - Liaise with tutors to support the learning needs of identified students - Monitor and evaluate their practice based on student feedback using PIVOT surveys Leaders Will: - Lead the implementation of Professional Learning Communities (PLC’s) - Implement, monitor and evaluate the Middle Years Literacy and Numeracy Strategy (MYLNS) and the Victorian Higher Abilities Program (VHAP) - Collaboratively develop and implement an observational framework - Develop a structured evidence based approach that identifies and caters for students in need of support and extension - Restructure Individual Education Plans (IEP's) to be more consistent and accessible and support teachers to use these to enhance their capacity to differentiate student learning - Engage the college community in a review of current assessment and reporting practices to enhance student learning growth. - Provide a consistent process for moderation - Support teachers in solving problems of practice - Implement the Tutoring Learning Initiative (TLI) - Use data to identify students for further support at an individual or cohort level

Success Indicators - Increased positive responses on the Attitude to Schools Survey in the Effective Teaching Time and Differentiated Learning Challenge (specifically 'My teachers give different work to students depending on their ability') categories - Edapt student learner profiles developed for identified cohorts of students - Data walls will celebrate and demonstrate an increase in individual student learning growth - Student Achievement Trackers trialled by English, TLC and Maths will demonstrate an increase in identified cohort (MYLNS, TLI, IEP, VHAP) and individual learning growth - Increased positive responses on the Staff Opinion Survey in the Collective Efficacy and Teacher Collaboration categories - Increased positive responses on the Staff Opinion Survey in the Formative Assessment Implementation category - A minimum of 250 students receiving tutoring support - All VHAP students identified on Compass for staff - Increased student participation in the Victorian Challenge and Enrichment Series

Activities and Milestones Who Is this a PL Priority When Budget

Provide differentiated formative assessment professional learning through faculties to build upon current practices

KLA Leader Learning Specialist(s)

PLP Priority from: Term 1 to: Term 4

$0.00

Equity funding will be used


Develop and trial a process for staff to co-construct learning goals with students Learning Specialist(s) Teacher(s)


$0.00


Implementation of PLC Assistant Principal Leadership Team

PLC Leaders

Teacher(s)


$0.00


Implementation of MYLNS, VHAP and TLI Assistant Principal Learning Specialist(s)

Literacy Improvement Teacher

Literacy Leader

Numeracy Improvement Teacher

Numeracy Leader


$0.00


Develop and implement an Observational Framework Assistant Principal Learning Specialist(s)


$0.00


Review of current Assessment and Reporting practices and provide future recommendations

Assistant Principal Leading Teacher(s)

Learning Specialist(s)


$0.00


Restructure of IEP documentation and implementation of updated IEP Learning Profiles that are shared with all staff

Leading Teacher(s) Learning Specialist(s)

Literacy Leader

Numeracy Leader

Wellbeing Team


$0.00


Edapt learner profiles trialled for identified cohorts of students. Assistant Principal Leadership Team


$3,500.00


Trial and develop an instructional coaching model Learning Specialist(s)


$0.00



Embed the use of PIVOT as a tool for teacher reflection and student voice Leadership Team Teacher(s)


$15,000.00


KIS 2 Health and wellbeing

Happy, active and healthy kids priority

Actions In partnership with families, we will engage students in opportunities so they are actively focusing on their wellbeing (mental, physical and creative) to empower their growth as a learner and a person.

Outcomes Students Will: - Have a wider involvement and voice in school/house based and community opportunities - Participate in a house day each term - Recognise peers who model our school values - Participate in check-ins with their ASPIRE teacher - Practice appropriate self care skills and strategies and care for others - Set personal development goals and reflect on them during ASPIRE Teachers Will: - Build positive relationships with parents and students - Participate in house activities - Celebrate and recognise students who model our school values - Differentiate delivery of the ASPIRE program - Engage in professional learning in building effective relationships with students to know them as a learner and a person - Co-construct personal development goals with their students and provide feedback/reflection opportunities so they can plan, monitor and evaluate their progress - Follow House Hub protocols when referring students to House Leaders or Wellbeing - Encourage students to engage with the broader community in a way that complements their learning and achievement of their goals Leaders Will: - Develop a framework to capture and share student achievements and personal interests - Provide professional learning on: effective communication with students and parents, building positive and effective relationships with students (model strategies), health & wellbeing, current issues relevant to our students - Actively promote opportunities with students by highlighting the importance and benefit of these to personal growth and development - Further embed house activities and empower students to have greater agency in their implementation - Celebrate staff involvement in house activities - Create opportunities for ASPIRE teachers to collaborate in and share best practice - Provide student goal setting framework and tools - Clarify documented House Hub and Wellbeing processes

Success Indicators - Increased number of students and staff involved in house, school and community activities - Edapt student learner profiles will indicate increased engagement and reflection on personal goals for all IEP, Middle Years Literacy and Numeracy & other identified students - Teacher feedback on professional learning indicates that it is enhancing their capacity to build effective relationships with students - Pivot feedback will show an increase in positive responses relating to a. This teacher treats me with respect b. This teacher cares about students' point of view c. I feel comfortable asking this teacher for individual help about the things we are learning - Student ASPIRE survey shows an increase in student connection to their House throughout the year


Regular staff professional learning in staff meetings that includes processes, policies and procedures around student engagement, relationships and wellbeing.



$0.00



Development of a personal goal setting framework Leading Teacher(s) Teacher(s)


$0.00


Faculties to integrate House activities into national weeks that celebrate diversity and inclusion (E.g. NAIDOC, Literacy & Numeracy, Wellbeing week, Science week etc.)

KLA Leader


$0.00


Develop House Activities Leading Teacher(s) Year Level Co-ordinator(s)


$0.00


Document best practice ASPIRE activities shared in professional learning sessions

All Staff


$0.00


Extending ASPIRE program to introduce a Year 11 and 12 focus on Assessment, Careers and Pathways, House Culture and Wellbeing

Leading Teacher(s) Teacher(s)


$0.00


Develop and implement processes to celebrate student achievements Leading Teacher(s) Student Leadership Coordinator

Teacher(s)


$0.00


Review & refine college student management processes and documentation as identified

Leadership Team


$0.00


Implement an ASPIRE Student Survey Leadership Team Teacher(s)


$0.00


KIS 3 Empowering students and building school pride

Connected schools priority

Actions We will strengthen relationships between students, staff and families to foster a collective responsibility for the development of our students and celebrate the diversity of our community.

Outcomes Students Will: - Celebrate and promote peer/school involvement (for example, video tours of art exhibitions) - Regularly communicate with their families and the school about their needs and progress as a learner and a person - Build strong relationships with teachers - Begin developing a portfolio encompassing learning and personal development goals and evidence of progress - Participate in forums as needed to provide feedback and inform improvement of their experience at school


Teachers Will: - Engage in new and maintain current relationships with external networks - Equally value and celebrate all student learning pathways - Provide opportunities for students to promote and celebrate peer / school involvement - Use Green Chronicle Posts to acknowledge and celebrate student involvement in co-curricular activities - Adopt a proactive and positive approach when communicating to parents (i.e. Green Chronicle Post, Proactive Phone calls, introductory emails) - Share ways in which they collect and engage students with student voice data - Have regular check in conversations with students about their wellbeing and learning needs during ASPIRE Leaders Will: - Provide Professional Learning on senior and post secondary pathways options for students - Inform parents about the pathways options available for students - Build links with community organisations and businesses to complement learning and future pathways - Inform parents about the strategies they can implement at home to support their children in their learning - Seek feedback from students, staff and parents - Provide opportunities for staff members to participate in external networks and embed a culture of sharing our learning - Provide professional learning and opportunities to workshop constructive conversations with parents - Investigate and develop a process that informs parents about student growth so they can celebrate with students

Success Indicators - Increased engagement of parents in Webex presentations and workshops - Teacher feedback on professional learning will report increased confidence and communications with parents - Increased number of staff participating in external networks (i.e. communities of practice) - Increase positive response to ‘positive transitions’ and 'parent community engagement' factors as measured on the Parent Opinion Survey - Increase in positive responses to to 'teacher concern' as measured on the student Attitudes to School Survey


Create a process/timeline for teachers and students to contribute to newsletter/social media and recognise achievements throughout the college (i.e. assemblies etc.)

Education Support Student Leadership Coordinator


$0.00


Provide opportunities for staff to engage in professional learning on difficult conversations



$0.00


Conduct a mid-year parent/student/teacher review meeting of IEP goals/progression

Literacy Improvement Teacher Numeracy Improvement Teacher

Teacher(s)


$0.00


Create a whole school assessment schedule and share with students, parents and staff

Assistant Principal KLA Leader

Leadership Team


$0.00


Facilitate student and parent forums Leadership Team PLP Priority from: Term 1

$0.00


to: Term 4


Promote communities of practice and regional professional learning through Principal Briefings

Assistant Principal Leadership Team

Principal


$0.00


Professional Learning for staff on Senior Pathways delivered through staff meetings

Leading Teacher(s)


$0.00


Parent Information evening on Senior Pathways, Compass, Assessment data, programs (NAPLAN etc) and camps

Leading Teacher(s)


$0.00


Develop database of willing community members to have work experience students or present videos on VCE Expo Day

Leading Teacher(s)


$0.00


Contribute to the regular communication in the newsletter All Staff


$0.00


Brentwood Secondary College (7647) - 2021 - AIP - Equity Funding Planning Page 2

Equity Funding Planner Equity Spending Totals

Category Total proposed budget ($) Equity Spend ($)

Equity funding associated with Activities and Milestones $0.00 $0.00

Additional Equity funding $455,188.00 $119,439.80

Grand Total $455,188.00 $119,439.80

Activities and Milestones Activities and Milestones When Category Total proposed budget ($) Equity Spend ($)

Totals $0.00 $0.00

Additional Equity spend Outline here any additional Equity spend for 2021 When Category Total proposed budget ($) Equity Spend ($)

Literacy and Numeracy Support Program as part of the MYLNS initiative

from: Term 1 to: Term 4

School-based staffing $146,053.00 $26,529.20

Wellbeing Team & Program from: Term 1 to: Term 4

School-based staffing $309,135.00 $92,910.60

Totals $455,188.00 $119,439.80

Brentwood Secondary College (7647) - 2021 - AIP - Professional Learning Plan Page 2

Professional Learning and Development Plan

Professional Learning Priority Who

When

Key Professional Learning Strategies Organisational Structure Expertise Accessed Where

Provide differentiated formative assessment professional learning through faculties to build upon current practices

KLA Leader Learning Specialist(s)


Preparation Design of formative assessments

Curriculum development

Formal School Meeting / Internal Professional Learning Sessions

Internal staff Learning Specialist

Literacy Leaders

Maths/Sci Specialist

Departmental resources

VCAA Resources

Numeracy leader

On-site

Implementation of PLC Assistant Principal Leadership Team

PLC Leaders

Teacher(s)


Formalised PLC/PLTs Whole School Pupil Free Day Formal School Meeting / Internal Professional Learning Sessions

PLC/PLT Meeting

PLC Initiative Departmental resources

PLC Manager

Student Achievement Manager

On-site

Develop and implement an Observational Framework

Assistant Principal Learning Specialist(s)


Collaborative Inquiry/Action Research team Peer observation including feedback and reflection

PLC/PLT Meeting PLC Initiative Internal staff

On-site

Embed the use of PIVOT as a tool for teacher reflection and student voice

Leadership Team Teacher(s)


Individualised Reflection Student voice, including input and feedback

Demonstration lessons

Formal School Meeting / Internal Professional Learning Sessions PLC/PLT Meeting

Internal staff Learning Specialist

On-site

Regular staff professional learning in staff meetings that includes processes, policies and procedures around student engagement, relationships and wellbeing.



Planning Preparation


Internal staff On-site

Provide opportunities for staff to engage in professional learning on difficult conversations



Planning Preparation



Professional Learning for staff on Senior Pathways delivered through staff meetings

Leading Teacher(s)


Preparation Curriculum development

