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

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It is worth noting that the nature of the relationships established between members of the different communities of practice through the VASP, as revealed in both qualitative and quantitative data, both confirm and contrast with the findings of Lovat et al (2009b) in their report to the Australian Government on the impact of values education on student effects and school ambience. The connections built through many of the VASP projects exemplify the quality outcomes for students, teachers and parents that arise from community engagement. This is particularly the case for the relationships established between teachers and parents. The following reflective comments from teachers on the post-project survey demonstrate this: Confirmed: That students, parents and teachers have to work together in implicitly and explicitly teaching values. It is not the role of parents alone. (Teacher reflection, post-project survey) I have realised the importance of involving parents at a deeper level. (Teacher reflection, postproject survey) Partnership with parents STRENGTHENS values education. (Teacher reflection, post-project survey) Section 2: Impacts of the Values in Action Schools Project 67
Impact 5: Transformation Change and transformation was the heart of the VASP in that all clusters implemented their values projects using an action research cycle process and were encouraged to apply the principles of good practice in values education (Curriculum Corporation 2008). Teachers were encouraged to engage in continuous reflection on the action they implemented in their schools (Schön 1983). This systematic reflection on action taken was incorporated into the VASP through the Most Significant Change stories and the Evaluation Summit; the briefing sessions; pre- and post-project surveys; mid-project and final VASP reports; and the analysis of different forms of evidence to illustrate impacts. It is worth emphasising the unique contribution of the VASP to reflective practice in values education through this range of activities and through the inclusion of the reflections of parents and students in the evaluation of project impacts. Although reflective practice in values education was central to all the schools involved in the VASP, six clusters planned their action projects around teacher professional learning, teachers as researchers, or the evaluation of teacher practice. Far North Queensland Cluster Flinders Park–Whyalla Link Values Cluster Lanyon Cluster of Schools Melbourne Eastern Regions Values Cluster Palmerston Values Cluster Reporting Values Cluster Aimed to improve the explicit teaching and learning of core values based on faith values, cultural values and the National Framework. Professional learning for staff was central to this action. Aimed to evaluate current approaches to student transition across school settings with the intention of establishing supportive communities considerate of student wellbeing. Focused on teachers as researchers, where an action research model was implemented to deepen teachers’ understanding of pedagogy, curriculum and assessment, to evaluate the impact of teaching values and to produce evidence of student learning in relation to both values and academic learning. Within the context of improved student learning outcomes, focused on the professional development of teachers and the development of positive teacher–student relationships. As part of a longer-term initiative to prioritise values education in the cluster schools, this project aimed to establish a professional community of teachers around various approaches appropriate to the explicit teaching of values. The action research process was used to assist teachers to work with parents in developing appropriate assessment language and tasks to evaluate students’ values learning and to report this clearly and accurately to parents. The transformations reported by clusters centred around changes in professional practice as well as personal attitudes, behaviours, relationships and group dynamics. Transformations were experienced and observed by teachers, students and parents alike. Evidence indicates that these transformations were supported through the momentum and opportunities for change provided through the values projects. 68 Giving Voice to the Impacts of Values Education: The Final Report of the Values in Action Schools Project
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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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Page 33 and 34: It was significant for me because..
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Appendices Appendix 1: Background t
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The VASP is distinguished from thes
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Cluster selection for the VASP One
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Appendix 3: The Values in Action Sc
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Appendix 4: The Values in Action Sc
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Appendix 6: Teacher survey demograp
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How long have you worked in an educ
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Fraillon, J 2005, Measuring Student
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