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

Momentum and opportunities for change provided through the values projects
There is widespread evidence across all the data sources of the ‘ripple effect’ of the values projects and the
momentum created for widespread professional and personal change. In particular, the MSC stories and
the reflective comments included with the post-project survey provide valuable insights into teachers’
perceptions of this change, as shown here:
I am definitely more aware of the positive impact that the explicit teaching of values has to students. I feel
it has a major impact on their lifelong learning as positive, productive citizens and to them as individuals
acting and thinking effectively within society. (Teacher reflection, post-project survey)
[I am] new to the world of [values education] and I have been thoroughly converted to the idea of teaching
values explicitly and creatively in our schools. The development of our teachers as well as the students who
have participated has been astonishing. (Teacher reflection, post-project survey)
I [developed] a deeper resolve and commitment to pursue a very explicit approach to teaching values.
(Teacher reflection, post-project survey)
[The VASP] has asked me to take a risk in my teaching and I have loved it. (Teacher reflection, postproject
survey)
Some of the transformation for teachers was so comprehensive that it was described in terms of a ‘cultural
shift’ (Teacher MSC story, Palmerston Cluster) or a ‘paradigm shift’ (Teacher MSC story, Palmerston Cluster).
Three examples here illustrate the extent to which the focus on values transformed teachers, schools
and communities:
An example of the increased evidence of explicit values teaching and a shared values language: One parent
inquired about some perceived bullying saying, ‘May I talk with you within a values context’ The teacher,
who taught both students concerned, was able to provide evidence to the parent of work being undertaken
through a friendship circles activity completed while focusing on kindness, care and compassion. (Teacher
reflection, final VASP report, Tasmanian Values Cluster)
Teachers across the school are now teaching an activity/activities that ask the question, ‘What do I value’
Students then take the work home and discuss it with their families. Seems to have taken on a selfstimulating
momentum. Everywhere I go people are either talking to each other or to me about values.
Teachers want to share activities with each other, and discuss family responses. Teachers are proud of what
their students and families are saying about values. One teacher commented that she reckons she should
send home good work more often, since her families have commented how good it is to share their child’s
learning. Support staff are discussing values during morning tea. Office staff have given me feedback forms
within a couple of days of receiving them – lots of thoughtful ideas. (Teacher reflective journal, Tasmanian
Values Cluster)
The pride that the project has inspired in the parents and community is outstanding. We had some of our
most disconnected parents attend the combined performance day and comment how proud they were. We
had a number of residents from the local retirement village attend our performance day and they ended
up in tears as the children’s affirmations were so powerful and moving. (Teacher reflection, University
Advisor’s report, Beenleigh Cluster)
Section 2: Impacts of the Values in Action Schools Project
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