Trinity 2030: Strategic Plan

TRINITY 2030

STRATEGIC PLAN

We acknowledge the Traditional Owners of the lands and waterways on which our people are gathered. Amongst others, we recognise the Wurundjeri People of the Kulin Nation as the Traditional Custodians and acknowledge their continuing connection to these lands. We pay our respects to their elders –past, present and emerging – and acknowledge that sovereignty of these lands has never been ceded. We acknowledge that teaching and learning has been happening on these lands for thousands of years.

For 120 years Trinity Grammar School, Kew has been an aspirational learning community and one which has prized a “values education”.

As we pause to consider the next step in our future, adding to our proud past, we do so with a knowledge that it is culture that defines TGS.

As we emerge through the tail of the pandemic, we have the opportunity to reset our thinking and set our direction for Trinity’s future. We can lean on the things we understand to be particularly us – the value we place on the individual, the richness of genuine partnerships and the expectation of a humble approach – as well as a history of innovation that has benefitted the students in our care.

At Trinity, we strive to ensure each person is known. As we imagine our future, we do so emphasising a personalised approach to learning, leading, wellbeing and agency.

Our plan will inform the structure and setting of our campuses which will complement the school’s commitment to an inclusive and contemporary environment.

This 2030 Strategic Plan provides the opportunity for our people to embark on their own Trinity adventure, and help to shape our world beyond.

Virilite Agite

Adrian Farrer Principal Simon Gipson Chair of Council

STRATEGY

The development of our 2030 vision has resulted from extensive community consultation and significant planning by the School Council and Senior Leadership Team. This strategic plan builds on the past and the school’s reputation for innovation, service, community connection, high achievement and leadership. It represents a considered evolution of the holistic approach to education and the development of young people that defines Trinity.

The development of the circular representation seeks to reflect the integrated nature of the strategy within our purpose, or answer the question – why do we exist? The values give expression to our way of being and our culture of truth, service, courage and community –it unpacks how we act individually and collectively as a community.

Charting forwards, we have built on our purpose and values to define our ambition – to lead in personalised learning, leading and wellbeing. This represents a leadership position that will ensure that our students, staff and community are engaged in an environment that enables them to “be known”. This is a place where individuals learn deeply, grow strong in character and personal wellbeing, create deep connections and explore different pathways, beyond the standard offerings of an independent school.

Our ambition goes beyond the Trinity community and embraces contemporary perspectives of education that enables single sex and co-education to co-exist.

A reimagined Coordinate model with Ruyton Girls’ School, grounded in a deep partnership, will set a new standard in ways of working and delivering education. Partnerships will also extend to different community organisations, tertiary institutions and the business world to create alternative pathways in which students and staff can learn and build skills beyond the academic mainstream. In combination, these channel the Trinity history of redefining what is possible in education.

Trinitarians are realists. They don’t aspire to be the largest, the wealthiest or the most prestigious school. While they value achievement and distinction, they value individuality and personality more.

Dr Jane Carolan Historian

PURPOSE VALUES

TRINITY 2030

STRATEGIC PLATFORMS

AMBITION

Realising this ambition will require investment across the school in four key areas – learning and wellbeing, leadership, community and stewardship. These four strategic platforms will focus the required work and allocation of resources to realise the ambition and purpose and reinforce

the unique aspects of a Trinity education – personalisation, partnerships, perspectives and pathways.

At the centre sits the Trinity crest. This represents everyone – past, present and future – for whom the school dedicates and focuses its

work and the strategic intent. It also brings into sharp relief the role and relevance of the school motto, “viriliter agite”. This strategic intent is ambitious and will require us to act courageously as an aspirational learning community that inspires every individual to thrive and contribute positively to society.

PURPOSE

An aspirational learning community that inspires every individual to strive and contribute positively to society.

We are proud of our Anglican heritage. Trinity is an Anglican school stamped by an open, inclusive and service-centred perspective. All are welcome here. All belong.

Adrian Farrer Principal

VALUES

The culture that we have developed over our rich history is characterised by the values that shape who we are and who we will become.

TRUTH

Seeking Understanding

• Character

• Faith

• Learning

• Reasoning

• Rigour

COURAGE

Being our best selves

• Achievement

• Agency

• Growth

• Humility

• Integrity

• Responsibility

COMMUNITY

Connecting and learning together

• Belonging

• Engagement

• Inclusion

• Partnerships

• Relationships

SERVICE

Putting others first

• Compassion

• Contribution

• Generosity

• Respect

• Social awareness

AMBITION

Our ambition is to be a leader in personalised learning, deeper partnerships, broader perspectives and rich pathways

Individuality has always mattered at Trinity, and the ability to personalise learning, leadership and wellbeing will continue to be a point of difference for our school. Knowing our people, deeply and personally, will be at the centre of our focus as we venture towards Trinity 2030.

An integrated and comprehensive approach to our partnership with Ruyton Girls’ School through the Coordinate Program will equip our young people to be skillful in collaboration, respectful of relationships and inclusive of difference through fresh perspectives. Through this contemporary model, the benefits of both single-sex and co-education will be able to shine whilst maintaining the unique character of each school environment.

Forming intentional partnerships to foster new and better ways for learning, leading and wellbeing will enable our individuals to thrive. Connecting locally, internationally and with First Nations peoples, together with like-minded and forward-thinking organisations across education, business and the NFP (not for profit) sector, whilst enhancing existing and future connections with our families and alumni, will inform our direction as an aspirational learning community. This is coupled with a strong talent strategy that demonstrates a commitment to growing our staff and providing a positive and proactive cultural workplace that will be evident with all leaders empowered to deliver on this plan. We will further strengthen a dynamic and sustainable business services model that supports

student learning outcomes and ensures capacity and capability to resource effective operations, sound, safe and responsible learning environments and technological advances.

We will create the pathways for our community to choose and create their own “Trinity adventure”. By leveraging technology and celebrating agency, we can broaden opportunities for learning and growth and in turn help our people begin their positive contribution to society.

STRATEGIC PLATFORMS

Four Strategic Platforms have been developed to enable us to realise our ambition.

PROGRESSIVE LEARNING AND WELLBEING

Personalised, evidence-based learning and wellbeing that enables every individual to achieve and thrive.

PURPOSEFUL LEADERSHIP

Inspiring and empowering students, staff and our community to be leaders and partners in the future of education and society.

ENGAGED COMMUNITY

Building deeper connections and strong relationships to expand learning and make a positive contribution to society.

DYNAMIC STEWARDSHIP

Ensuring a resilient and productive organisation that is adaptive to opportunity, rigorous in building safe and supportive environments and culturally rich.

Trinity differs from other independent schools chiefly in one particular. The aim has been to emphasise the value of moral training as distinct from merely intellectual.

Frank Shann Headmaster (1917–1943)

Strategic Platforms PROGRESSIVE LEARNING AND WELLBEING

Create personalised, evidence-based learning and wellbeing programs that enable every individual to achieve and thrive.

We know that every student is different and every journey through Trinity is unique. We also know that you cannot effectively teach a young person unless you know them as people and as learners.

We believe that wellbeing and learning go hand in hand, which is why we aim to develop a model of personalised learning underpinned by teaching philosophies and care structures that promote willing learners and informed teachers.

Our staff are pivotal in our endeavours to deliver a progressive learning and wellbeing program. We will continue to invest in developing professional learning models with defined pathway opportunities for our staff so that they can thrive. We will support them to enhance reflective practice and feedback channels and to equip them for contemporary workplace needs.

As we step into the future, we do so knowing that the digital landscape will change and that

our integration of emerging technologies and AI (artificial intelligence) into our teaching and learning structures will support our students’ journey beyond our gates.

This platform aligns with our ambition in that it requires new pathways and partnerships, drives personalisation, focuses on individual growth and drives change in structure and delivery.

Key Features

• Raise the depth and level of personalisation in the learning experience and wellbeing support for students using data, evidence, technology and insight

• Develop and embed the Coordinate model of education

• Develop new pathways for learning with microcredentials and tertiary access

• Challenge and create school structures and ways of operating that elevate personalisation, agency, flexibility and different learning pathways

• Embed a culture of professional growth and learning for all staff

• Develop and embed practices and ways of work that support staff wellbeing

Strategic Platforms PURPOSEFUL LEADERSHIP

Inspire and empower students, staff and our community to be leaders and partners in the future of education and society.

Authentic opportunities for leadership and collaboration are a key focus moving towards 2030 and beyond.

Solidifying our partnership with Ruyton Girls’ School with intention and purpose will be pivotal to our commitment to providing meaningful educational experiences to our young people. Further embedding the Trinity/Ruyton Coordinate program and internal cross-age mentoring models as educational,

partnership and leadership priorities will be central to creating genuine development opportunities for our students. As an aspirational learning community, we strive to empower current and future leaders in our staff with pathways, structures and training opportunities, and with a defined model for leadership growth.

We will ask our students and staff to dare to lead in their areas of interest and expertise. We will

seek to support them in their endeavours to do so. We plan to give our students and staff the opportunities to become their best selves.

This platform aligns with our ambition in that it commits us to growing our people through enhanced pathways and partnerships, drives personalised opportunity and creates a focus on leadership at all levels.

Key Features

• Develop and embed into culture a shared understanding of the purpose of leadership, the attitudes, attributes and observable behaviours our community prioritises and looks to foster in leadership at any level

• Create different student leadership pathways that enable greater opportunity and impact across the school and in the wider community

• Create organisational structures, experiences and pathways that build staff leadership capability and capacity

• Create an environment that attracts outstanding leaders from within and beyond the education sector

• Be recognised as a school that shapes and influences the future of education through active strategic partnerships, research and practices that change and improve student learning, wellbeing and staff professional outcomes

Strategic Platforms ENGAGED COMMUNITY

Building deeper connections and strong relationships to expand learning and make a positive contribution to society.

Our community is central to who we are. Celebrating and strengthening the relationships across our student, staff, families, alumni and philanthropy networks reinforces what makes Trinity, ‘Trinity’.

Communication continues to shape our practice and priorities. Enabled by evolving technology, we will ensure our community knows and understands our purpose and plans.

In partnership with social service agencies, we promote service and social justice practices by every member of the community.

Our Old Trinity Grammarians are positive and informed advocates of the school, and we enjoy providing them with opportunities to engage through events, digital platforms, mentoring and employment opportunities with the goal of maintaining a strong and active alumni.

Through a contemporary evidence-based approach to philanthropy, with a focus on relationship building, partnered with a comprehensive stewardship program that will be crucial to our approach, we seek to develop a culture of giving that is impactful and purposeful in the next phase of Trinity’s future.

This platform aligns with our ambition in that it cements our commitment to community engagement, supporting partnerships and those in need.

Key Features

• Raise the level of active participation in service and social justice initiatives to skill people to address issues of diversity and inclusion, and social challenges

• Bring a personalised partnership approach to engagement and communication with families that raises their connection and involvement in the school

• Remain connected and relevant to all alumni

• Build a culture of philanthropy and giving

Strategic Platforms DYNAMIC STEWARDSHIP

Enable a resilient and productive organisation that is adaptive to opportunity and rigorous in building safe and supporting environments.

Underpinned by our Anglican ethos, we strive to act with purpose as we evolve our digital, physical and cultural environments in line with and beyond contemporary industry standards.

We will continue to enhance a strong people and culture strategy in the school that is focused on attraction, development and retention, and builds on our reputation as a great place to work.

Communication, particularly in the digital era, continues to shape our practice and priorities. Enabled by evolving technology, we aim to achieve purposeful communications with continuous real time flow of information that engages and builds community confidence.

By 2030, we want to see our educational environment be responsive, technologically adaptive and environmentally sustainable.

Achieving financial and operational sustainability through a dynamic business and leading governance model will be a priority to ensure Trinity’s legacy well into the future.

We will be carbon neutral and will enable student voice where possible on matters of sustainability.

This platform aligns with our ambition in that it builds purpose, whilst embedding our cultural ideals in all that we do operationally and physically.

Key Features

• Build the culture and reputation of the school in the spirit of the Anglican ethos

• Ensure that we provide a workplace that attracts the best staff in the field of education, and provides opportunities for genuine career growth and progression

• Develop and optimise the built form to facilitate learning, minimise environmental impacts and enhance safety

• Invest in technology that intelligently supports student learning, staff practice and organisational efficiency and effectiveness

• Ensure operational resilience through committed safe and supportive planning

• Investigate new and different ways of funding and service delivery

Master Planning REIMAGINING OUR PLACES AND SPACES

This strategy generates immediate and ongoing opportunities and implications for the way in which we use and reimagine our campuses.

Kew is “home” and will continue to be the beating heart of our operations, supported by the extraordinary Marles Playing Fields sporting facilities at Bulleen which are being enhanced continually and invested in heavily during this part of our history.

Also complementing our urban campuses are our two rural locations, in Nillahcootie and Licola. These are the hosts and staging posts for some of our Outdoor Education activities and provide rich learning experiences for our city based students.

Our facilities will be reorganised to reflect the priorities of this plan in the years to come. There will be exciting projects and ongoing improvements to Kew in particular.

We look forward to working with our community to articulate the vision of our development ahead.

Trinity Grammar School, Kew

Bulleen Licola

Nillahcootie

The aspirations of the student leadership group this year, as well as the senior year level in general, revolve around Trinity maintaining its celebration of difference. This is the inherent quality of being in a place where you need not try to ‘fit in’. All those who individually constitute the school, whoever those individuals may be, will be supported, included, and find belonging within our gates.

Oscar Brown 2022 School Captain

TRINITY GRAMMAR SCHOOL, KEW