Towards 2026

Term 4 is always busy in schools, and this year is no exception. As we celebrate our graduating students, support those sitting exams, welcome our incoming Year 7s, and ensure every student finishes the year well, we are also working hard behind the scenes to set up staffing and structures that will allow Brighton Secondary College to thrive in the years ahead.

After nearly a full year serving this community, I’ve had the opportunity to observe many of our existing structures, programs and organisational approaches – some of which were created long ago by people no longer at the school. Over time, initiatives can remain without review or gradually shift away from their original purpose. Like many schools, BSC has also had to rebuild after the disruption of COVID and the leadership instability that followed.

As we move toward 2026, it’s clear that some recalibration is necessary. Guiding an organisation of more than 100 staff and over 800 students through meaningful change is never simple, but every decision we make has students at its centre. Day-to-day, most students will notice little difference – their classes continue, their teachers continue teaching, and learning continues. But over time, structural improvements help create calmer classrooms, more consistent expectations, and stronger support for teachers through coaching and mentoring. Ultimately, these changes ensure more of our teachers can operate at their very best, more of the time.

Many of our parents know from experience that transformational change in large organisations can be challenging – even when everyone is on board. As we navigate this change period, some students may feel small, temporary impacts, but the long-term benefits will be shared by all. I ask for your patience and trust as we work through this transition.

Amid this work, we have also received some deeply encouraging news. At the Department of Education’s South-Eastern Victorian Region (SEVR) Leadership Team meeting last week, leaders reviewed School Staff Survey data from 162 government secondary schools. They identified the Top 5 most improved schools in five key categories, and Brighton SC placed in the Top 5 for three of them.

Instructional Leadership – 5th most improved in the SEVR
Teacher Collaboration – 4th most improved school in the SEVR
Guaranteed and Viable Curriculum – 4th most improved in the SEVR

The survey questions that make up those categories can be seen below, if you’re interested, if not, please skip to the next section.

Instructional leadership

• The school leadership team are directly involved in helping teachers address instructional issues in their classrooms

• The school leadership team are directly involved in helping teachers design instructional activities in their classrooms

• The school leadership team are directly involved in helping teachers make instructional decisions using assessment data

• The school leadership team are very knowledgeable about curricular issues

• The school leadership team are very knowledgeable about instructional practices

• The school leadership team can accurately determine how effectively our school enhances student learning

• The school leadership team continually monitor the effectiveness of our curriculum

• The school leadership team continually monitor the effectiveness of the assessment practices used in our school

• The school leadership team continually monitor the effectiveness of the instructional practices used in our school

• The school leadership team provide conceptual guidance for teachers regarding effective classroom practice

Teacher collaboration

• Staff in this school collectively influence decisions about determining professional development needs and goals

• Staff in this school collectively influence decisions about evaluating curriculum programs

• Staff in this school collective influence decisions about planning professional development activities

• There is constant focus on the goals for learning the essential curriculum

• Staff in this school collectively influence decisions about planning school improvement

• Staff in this school collectively influence decisions about selecting instructional methods and activities

Guaranteed and viable curriculum

• Curriculum, instruction, and learning materials are coordinated among staff in the same year level

• Curriculum, instruction, and teaching and learning programs are well coordinated across the different year levels at this school

• Once we start a new program, we follow-up to make sure that it’s working

• There is constant focus on the goals for learning the essential curriculum

I share this not only because it is something our community should be proud of, but also because it reflects a critical ingredient in successful organisational change: staff culture. Students may not always perceive the difference between a good teacher and a great teacher, but the impact on learning and long-term retention is profound. The work we are doing – restructuring, reprogramming and reorganising – is ultimately about increasing that impact.

Finally, the most compelling result from the Staff Survey came from a question not included in the SEVR review: Teachers in this school have a genuine interest in improving their practice.

In 2024, 63% of staff agreed with this statement. In 2025, that number rose to 92%. This is 11% above schools “similar” to BSC, 12% above our local network, and 15% above the Victorian average. This extraordinary shift reflects a staff committed to learning, growth, and better outcomes for your children.

Thank you for your trust as we work through this period of change. I’m confident that, together, we are building a stronger and more consistent learning environment for every student at Brighton Secondary College.

Peter Langham,

Principal

Year 12 Economics