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

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