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

Professional transformation was also highlighted in comments from teachers about the future directions
for their schools: ‘I believe that the next step for our school is to provide future opportunities for children
to practise their values in action and to feel the inner “goodness” that comes from being a good person and
treating others well’ (Teacher reflection, post-project survey).
It is also necessary to emphasise that a number of reports from teachers stated that the VASP confirmed,
rather than transformed, their practice or their perspectives on values education, as seen in these
reflective comments:
VASP has once again confirmed my strong belief that values education, both explicit and implicit,
must underpin all we do in our schools. (Teacher reflection, post-project survey)
It has confirmed for me that the teaching of values is important and valuable. (Teacher reflection,
post-project survey)
Reflections from teachers also point to profound transformations in student learning. Teachers described
students’ ‘deeper understanding’ of ‘complex issues’ – how children ‘can take on sophisticated concepts
when they are explicitly taught’ and change ‘their attitude and perception of [a] value’. In turn, teachers
wrote of being encouraged to ‘continue exploring complex issues and values with students’. Another
reflected that:
[The VASP was an] absolutely fantastic experience for me both personally and professionally and to see
the growth in student awareness, caring and acceptance of responsibility has just been the best thing.
(Teacher reflection, post-project survey)
One teacher wrote that she now believes ‘students benefit immensely from the teaching of values explicitly’,
and one commented that ‘through involvement in real-life values projects, values learning occurs through
purposeful projects that occur as a result of a genuine need or issue, not by learning values out of a book’
(Teacher reflections, post-project survey).
As described and shown above, a number of teacher stories focused on the transformation in wellbeing,
behaviours and academic learning of students assessed as ‘at risk’. The moving story of Jack (Story 3,
Evaluation Summit, Section 2) was but one of the many heartfelt recollections of the impact of the VASP on
students. In sharing a story about a disaffected student, one teacher emphasised that ‘behind this story of
Henry is also the story of his two teachers’ [transformation]’:
For Kevin, in particular, an openness to identify and share feelings and interests seemed to open doors for
him to establish new and positive relationships, both with his peers and teachers, and to actively problem
solve with the support of his classmates and teachers. The amount of negative self-talk has decreased
significantly. Now, Kevin arrives at school with a much more positive outlook to each day. In his learning,
he settles to tasks more quickly, remains engaged and completes work to a higher standard. Resistance
to participate in low interest tasks has decreased, and Kevin has begun to work towards his potential.
He is much happier and is engaging more positively both in and outside the classroom. (Teacher MSC story,
Melbourne Eastern Regions Cluster)
70 Giving Voice to the Impacts of Values Education: The Final Report of the Values in Action Schools Project