Giving Voice to the Impacts of Values Education The Final Report of ...

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Appendix 5: Values Education Project Advisory Committee Academic Advisor Academic Advisor Australian Parents Council Australian Education Systems Officials Committee Australian Joint Council of Professional Teaching Associations Independent Schools Council of Australia Australian Primary Principals Association Principals Australia Australian Secondary Principals Association Australian Council of State School Organisations Australian Council of Deans Education National Catholic Education Council Department of Education, Employment and Workplace Relations Department of Education, Employment and Workplace Relations Professor Judith Chapman AM Professor of Education & Director of Centre for Lifelong Learning Australian Catholic University Limited Dr Thomas Nielsen Lecturer in Education Studies University of Canberra Mr Ian Dalton Executive Director Australian Parents Council Dr Thelma Perso Executive Director Central Australia NT Department of Education and Training Ms Anne Tumak President Australian Joint Council of Professional Teaching Associations Ms Libby Burns C/O Special Learning Needs Coordinator Association of Independent Schools of South Australia Ms Anne McGowan C/O Principal St Margaret Mary’s School Ms Susan Boucher Executive Officer Principals Australia Mr Andrew Blair President Australian Secondary Principals Association Mr Rupert Macgregor Projects Manager Australian Council of State School Organisations Professor Terry Lovat Pro Vice-Chancellor Faculty of Education & Arts University of Newcastle Ms Philippa Lovell Education Officer Catholic Education Commission of Victoria Mr Richard Smith Director, Student Engagement, Inclusive Education Branch Ms Catherine Simmons Assistant Director, Student Engagement, Inclusive Education Branch Section 4: Appendices 129
Appendix 6: Teacher survey demographic data Gender Pre-project Post-project Per cent Count Answered Per cent Count Answered Female 71.2% 222 312 73.2% 150 205 Male 28.8% 90 312 26.8% 55 205 State or Territory Pre-project Post-project Per cent Count Answered Per cent Count Answered ACT 7.7% 24 312 11.7% 24 205 NSW 27.2% 85 312 28.8% 59 205 NT 4.8% 15 312 3.4% 7 205 Qld 24.4% 76 312 15.1% 31 205 SA 5.1% 16 312 8.3% 17 205 Tas 5.8% 18 312 6.3% 13 205 Vic 22.1% 69 312 22.9% 47 205 WA 2.9% 9 312 3.4% 7 205 Location Pre-project Post-project Per cent Count Answered Per cent Count Answered Metropolitan 70.5% 220 312 69.8% 143 205 Regional 19.6% 61 312 17.1% 35 205 Rural 8.7% 27 312 12.2% 25 205 Remote 1.3% 4 312 1.0% 2 205 Which of the following best describes your role in education Role Pre-project Post-project Per cent Count Answered Per cent Count Answered Teacher 78.8% 246 312 83.4% 171 205 Student support 6.7% 21 312 3.4% 7 205 Other 14.4% 45 312 13.2% 27 205 130 Giving Voice to the Impacts of Values Education: The Final Report of the Values in Action Schools Project
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Giving Voice to the Impacts of Valu
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Giving Voice to the Impacts of Valu
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Acknowledgements The Values in Acti
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sharing professional expertise; par
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interventions and, ultimately, futu
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from action. Evidence gathered from
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These projects complement the compr
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how the class had ‘evolved’ and
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12 Giving Voice to the Impacts of V
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Looking for the impacts of values e
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On the matter of method In common w
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Evaluation of VASP projects This ph
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ACTIVITY Submission of project desi
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The participatory and reflective na
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Story 2: Teacher story I think the
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Story 4: Student story Basically my
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It was significant for me because..
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More voices of Most Significant Cha
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Story 9: Student story I’ve had t
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I thought it was interesting that t
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36 Giving Voice to the Impacts of V
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Impacts of the Values in Action Sch
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Australian Juvenile Detention Centr
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Another reflection from a school le
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Interestingly, this general trend t
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It is perhaps not surprising then t
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left some gasping. There were some
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said: ‘I liked the fact that this
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Since we have been doing this thing
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Evidence indicates that student age
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Other students revealed how learnin
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How do students in your school act
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Impact 4: Connectedness The impact
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Other examples of collaborative par
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One reflective comment from a teach
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Values in Action Teacher Survey 1 -
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Impact 5: Transformation Change and
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Professional transformation was als
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How is values education addressed i
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Collaborative student artwork - Eva
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Accounts of the VASP cluster projec
Page 83 and 84: The national gatherings proved an i
Page 85 and 86: Beenleigh Believe, Achieve, Succeed
Page 87 and 88: Key outcomes • Students demonstra
Page 89 and 90: weekend to draft the new units of w
Page 91 and 92: Cross Border Values Community North
Page 93 and 94: Far North Queensland Cluster Queens
Page 95 and 96: The reach of the values work into c
Page 97 and 98: I think that the project’s change
Page 99 and 100: The service-learning projects were
Page 101 and 102: Lanyon Cluster of Schools Australia
Page 103 and 104: done, great, that’s fantastic’.
Page 105 and 106: The first of these was a forum wher
Page 107 and 108: the Cluster Coordinator to keep all
Page 109 and 110: Palmerston Values Cluster Northern
Page 111 and 112: anxieties through a values prism, u
Page 113 and 114: all going through this, working out
Page 115 and 116: Skoolaborate Cluster New South Wale
Page 117 and 118: that, yes, maybe interacting in a v
Page 119 and 120: I believe the most significant chan
Page 121 and 122: students’ responses and developme
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Page 125 and 126: Appendices Appendix 1: Background t
Page 127 and 128: The VASP is distinguished from thes
Page 129 and 130: Cluster selection for the VASP One
Page 131 and 132: Appendix 3: The Values in Action Sc
Page 133: Appendix 4: The Values in Action Sc
Page 137 and 138: How long have you worked in an educ
Page 139 and 140: Fraillon, J 2005, Measuring Student
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