Welcome to Country

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Welcome to Country!
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Values Education Seminar Implied to Explicit
How do we get our students to live and breathe
our school values 12 May 2008
Salisbury High School Presented by Sylvia
Groves Deputy Principal
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What values education is not

• new
• another whole school approach
• a one size fits all model
• a project eg Program Achieve, Drug Strategy,
  Responsible Gambling Ed, Bullying Harassment,
  APNIEVE, Road Safety, Child Protection
• something tacked on to mainstream curriculum
• solely the responsibility of schools/sites

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Values are the beliefs which are central to the
way we see ourselves, what we do, how we do
it, and why. In general terms, values guide the
decisions we make. Tenix
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Values Education became explicit 2001
Qualities in Schools project - articulating
values in the schools mission/ethos 2003 -
Values Education Study unpacked values and made
explicit in school programs (1 of 12) 2004
Values Led Leadership - T D series -
Restorative practices underpinning student
behaviour management introduced 2005 Values
Education Good School Practice Cluster (1 of 26)
Our cluster Modbury School R-7 with St
Augustine's Parish School, Para Vista PS, Penola
PS, St Columba College 4 Government, 2
Catholic - opportunity to revisit what
we do and how we do it eg - review practices and
policies - -staff professional learning, cultural
norms and staff team values research
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2006 Building Respect identifying respect as a
key value to embed in our teaching and
learning. 2007 Development of a Respect
Committee to identify how respect can be
promoted, embedded and embraced as a school
value. Eg. what it looks like, feels like,
etc. 2008 Initiatation of Positive Behaviour
for Learning to change the way student behaviour
management is addressed. Public visual display of
our school values as banners/flags at front
entrance of the school and in the
gym. Development of postcard to send to
students embracing our values.
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WHY START A SALISBURY HIGH SCHOOL VALUES JOURNEY

• The need to develop explicitly shared Community
  Values was part of a bigger Quality and
  Improvement process that our school had embarked
  on.
• We were clear that in order to improve the
  systems and processes of our work site we needed
  to know what the people within the system valued
  what they believed was important.
• Work on the system rather than work on finding
  who to blame.

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GUDELINES TO DEVELOP WHOLE SHARED COMMUNITY VALUES

• Process needed to be open and honest
• We needed to challenge presupposed middle class
  values
• We needed to trust our community
• The How
• Inclusive of parents ,students and teachers.
• Use of Langford tools
• Take the slow approach.

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Salisbury High School Shared Values
RELATIONSHIPS
RESPECT
HONESTY
SUCCESS
ORGANISATION
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SHS Values, DECS, Aust Schools values
RELATIONSHIPS 1. Care and Compassion 2.
Understanding Tolerance and Inclusion. COOPERATION
RESPECT 3. Respect 4. Fair Go 5.
Freedom RESPECT, FAIRNESS
SUCCESS 8. Doing your best EXCELLENCE
HONESTY 6. Honesty and Trustworthiness 7.
Integrity INTEGRITY
ORGANISATION 9. Responsibility RESPONSIBILIY
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Values education occurs through a number of
functions and structures

• Vision, value, aims and mission statements
• Contexts, ethos and cultures eg learning
  environments, code of conduct, expectations,
  image, communication, evidence
• Policies, programs resources
• Curriculum pedagogy access and equity, what
  we teach, how we teach learn, is it inclusive
  of learner diversity?

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• We need to ensure that we apply values education
  priorities to
• School operations How well are our school
  values reflected in our school operations?
  (school ethos, directions, structures, policies
  and procedures)
• Human Resources - What are our beliefs about
  teaching and learning? How well do we work
  together? Do we model our values?
• Curriculum How well are our students learning
  about the compelling social forces that affect
  our lives? How well do they understand different
  worldviews?

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• Pastoral care programs How are we building
  students skills, knowledge, values and confidence
  for a productive, meaningful life? How well are
  we developing students responsibility in local,
  national and global contexts?
• Finance - how is that allocated to reflect our
  vision, aims, values and priorities?
• Facilities what do they reflect
• Strategic Alliances - parent and community
  relationships how can we further develop these?
  Who else do we need to partner with?
• 8. Marketing what image (values) are we
  promoting?

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Leadership and Values

• Maintaining Optimism, Honesty and Energy.
• Strategic planning.
• Performance management
• School Processes eg timetabling,behaviour
  management.
• What is my core business ?

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The Language Of Values

• Who is the adult ?
• Students recognise any mismatch between what
  teachers and other school personnel preach, and
  what they do. Penola Primary 2006
• The power of mentoring.
• Scenario based professional learning
• The challenge of contextual language

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Salisbury High School Staff Activities Exploring
current staff thinking.

• 1. Cultural Norms Activity
• Staff to work through this activity in table
  groups as a school self assessment activity
• 2. Team Values Survey
• Staff to work through Values Continuum on (a)
  your own
• (b) Discussion in table groups
• (c) Report back to whole staff
• Purpose to identify which of 5 values used most
  and least by staff and students to guide future
  work
• OUT OF THIS CAME THE NEED TO STUDYRESPECT AND
  ORGANISATION

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• 2006 Priorities
• Respect
• Restorative practices
• Personalised learning
• Performance and development culture

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2007 Priorities Respect Committee
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• 2008 Priorities
• Introduction of Positive Behaviour for Learning
  program.
• Marketing school values.

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Step 1 Identify the Problem
During discussions in staff meetings at the end
of 2005, the conclusion was made that RESPECT was
one of our school values that teachers thought
students could use some work on. (ORGANISATION
was thought to be the one value that teachers
needed to work on!!!) The DATA Project Team
decided that How to build respect was the
problem that we would work on throughout this
project. The RESPECT Project Team worked on
unpacking the reality of respect and what it
means to be respectful within our school. They
presented case studies and best practice
scenarios to staff
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Step 2 Hunches Hypothesis

• Aim to collaboratively come up with a list of
  5 hunches/hypothesis to identify why respect
  is a problem at school
• Individually write 5 hunches on separate
  post-its
• Table groups then create an Affinity Diagram
• Create a whole staff Affinity Diagram
• Individuals then use sticky dots to choose 3
  most important factors
• Create a SHS Top 5

Activity create your own TOP 5
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SHS TOP 5 Values

• Lack of accepting responsibility for their own
  actions
• Poor role modelling at home
• Valuing of disrespect/peer pressure
• Inconsistency of consequences
• Low self esteem

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Step 2a Hunches Hypothesis

• Aim to identify possible relationships between
  the SHS Top 5 factors contributing to why respect
  may be a problem at school
• Discuss each pair of factors in turn and
  identify whether a relationship exists or not.
• Decide which of the pair is the cause and which
  is the effect
• Analyse this Interrelationship Diagram to
  identify root causes and effects

Activity Create an IR Diagram for your own Top 5
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SHS Interrelationship Diagram
Root Cause Community Home Values -
Inconsistency of Consequences
- Low Self-Esteem - Valuing
disrespect/peer pressure Effect - Lack of
accepting responsibility
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Step 3 Identify Questions Data

• Community Home Values survey/questionnaire to
  all parents
• Inconsistency of consequences post-it notes to
  write down questions/comments that would help
  define what this means

• Analysis staff comments fell into several
  categories
• Student/parent perceptions
• Staff attitudes/well-being/values
• Whole School SBM policy
• Individual classroom management
• Philosophical questions

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Respect Team

• Staff T and D on modelling respect, show-casing
  best practice
• - Choice Theory
• - Restorative Practice
• - Ethical Thinking
• 2. Student PD on What is/is not respectful
  behaviour
• - student to student
• - staff to student
• - student to staff

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We know that to establish and maintain community
confidence, we need to be able to show

• what we stand for
• where we are headed
• what we hope to achieve
• how we are going to get there
• in a language that is easily and commonly
  understood
• and provide evidence of achievement.

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• EFFECTIVENESS
• Teacher retention
• Student retention/attendance
• Reduction of negative referrals
• Increase in positive referrals
• An active group of student action teams
• Instilled in our everyday school talk, part of
• The language of Salisbury High School
• These are measurements of positive school
• culture which reflects on values usage.

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• CHALLENGES
• Consistency
• (In raw situations the fallback is what we
• have used in the past and what we know)
• Changing staff attitudes that should have
• respect not have to earn it.
• Changing staff beliefs of perceptions of
• some of our students.