slide heading: - department of education and … · web view(slides 24-26): icebreaker introduction...

SLIDE HEADING: DET’s Values

SLIDE CONTENT: A resource for school leaders to use with school staff as part of the 7 Values in 7 months initiative

Responsiveness - We respond in a timely way with our best work.Integrity - We are honest, ethical and transparent.Impartiality - We behave in the best interests of the public by making fair and objective decisions.Accountability - We hold ourselves and others to account for the work that we do.Respect - We value others and accept their differences.Leadership - We are genuine, supportive and do the right thing.Human Rights - We uphold and respect the rights of others.

FACILITATOR NOTES:• The values event pack supports school leaders and school-based facilitators

to introduce or revisit DET’s Values with school staff.• You can decide how and when you use the values event pack resources

and which are the most useful for you and your staff.• These PowerPoint slides have been updated and include new team activities,

including scenarios focussed on the value of Respect – Slides 12-16.• The slides are designed for you to pick and choose which slides or

activities are most useful for you and your staff. You can present the full slide pack in a single session, break it up over multiple staff meetings, or set aside 10-15 minutes to focus your attention on the new team activities and Respect scenarios – Slides 12-16.

• This file can be downloaded and saved from HRWeb: http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

This interactive presentation includes:• Purpose of 7 Values in 7 Months initiative in schools – Slide 3• What are DET’s Values? – Slide 4 • Why are DET’s Values important to school staff? – Slide 5 • Why DET’s Values matter – Slide 6• How DET’s Values:

• fit with school values and the Code of Conduct – Slide 7 • connect to the Strategic Plan – Slide 8 *NEW*• align with the Framework for Improving Student Outcomes – Slide 9

*NEW*• support decision-making – Slide 10 *NEW*

• Team Activities – Slides 11-26 *NEW*• Additional Resources – Slide 27

SLIDE HEADING: Table of Contents

SLIDE CONTENT: • Purpose of 7 Values in 7 Months initiative in schools (7 in 7)• What are DET’s Values? • Why are DET’s Values important to school staff? • Why DET’s Values matter • How DET’s Values fit with your school values and the Code of Conduct • How DET’s Values connect to the Strategic Plan• How DET’s Values align with the Framework for Improving Student Outcomes• How DET’s Values support decision-making • Team Activities: Defining DET’s Values, Scenarios, Demonstrating DET’s

Values at work • Additional Resources

FACILITATOR NOTES:The Team Activities include:

• Activity One *NEW* (Slide 11): This activity supports you and your staff to define what individual values look like in practice at your school and to develop shared expectations for value-led behaviours.

• Activity Two *NEW* (Slides 12-16): The 7in7 focus of October is the DET Value of Respect. You can select from five new scenarios to discuss as a group/s. The aim of this activity is to further develop staff’s understanding of the expected behaviours and what Respect looks like in everyday scenarios at your school.

• Activity Three (Slides 17-23): You can select from the seven DET’s Values to discuss as a group/s. The purpose of this activity is to encourage discussion about what DET’s Values mean for school staff in terms of behaviours in the classroom or workplace practice and relationship with colleagues.

• Activity Four (Slides 24-26): Icebreaker introduction to (or revisiting) the Conversation Cards and conduct quick test. School principals should have previously received the Conversation Card packs containing 20 real-life scenarios and good practice responses. If you have not had a chance to discuss these scenarios with your school staff, these cards are a useful introduction to how DET’s Values can be a helpful framework for everyday decisions.

SLIDE HEADING: Purpose of 7 Values in 7 Months (7 in 7)

SLIDE CONTENT: • Promoting understanding of the trust the community places in those of us in

public education • Connect the whole Department through common values – schools and

corporate staff • Make DET’s Values relevant to everyone by using day-to-day examples• To give you useful tools to help have conversations with staff about behaviour

at work• To link values to how problems of practice are addressed and FISO objectives

are achieved

FACILITATOR NOTES:Refer to the ‘From Our Leaders’ Message from Bruce Armstrong, Deputy Secretary, Regional Services Group, on 14 June 2017.

• 7 Values in 7 Months in Schools is about working together to strengthen pride and confidence in our public education system.

• The corporate workforce celebrated the values over seven weeks in early 2017, discussing what the values mean in practice and look like in day-to-day work.

• 7in7 in Schools focusses on seven values over seven months. • October is the fifth month and the focus is the value Respect.• In many ways, we are already living the values every day just by doing what

we know and what we believe to be right. • What we need to do more of is recognising these actions, articulating our

values and ensuring we are all on the same page when it comes to the way we work and support our communities.

SLIDE HEADING: What are DET’s Values?

SLIDE CONTENT: Responsiveness - We respond in a timely way with our best work.Integrity - We are honest, ethical and transparent.Impartiality - We behave in the best interests of the public by making fair and objective decisions.Accountability - We hold ourselves and others to account for the work that we do.Respect - We value others and accept their differences.Leadership - We are genuine, supportive and do the right thing.Human Rights - We uphold and respect the rights of others.

FACILITATOR NOTES:Introduction to DET’s Values

• DET’s Values are the public sector values and apply to all school and corporate staff employed by the Department of Education and Training.

• They are Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights

• While the values are the same for the whole Victorian public sector - which we are all a part of - the behaviours that sit beneath the values have been tailored to public education staff to make them more meaningful to us. These behaviours are outlined on the Activity Three slides (17-23), in the School Guide booklet and on other DET’s Values resources (e.g. posters, flyers).

SLIDE HEADING: Why are DET’s Values important to school staff?

SLIDE CONTENT: • Values help set expected behaviours and how we should treat each other

across the teaching profession and with all DET staff• Living the values sets a positive example to colleagues, students and the

Victorian community• Living the values creates healthy, respectful and supportive workplaces • Living the values strengthens our performance and contributes to stronger

student outcomes

FACILITATOR NOTES:• DET’s Values apply to all DET staff; corporate and school staff. They are

binding on all of us as members of the public sector. The community across Victoria have a right to know what our values are and what to expect of us as public servants serving the Victorian community.

• Values help set expected behaviours and how we should treat each other. • DET’s Values help develop a shared understanding of expected behaviours

and provide a framework for difficult conversations with staff, students, parents and the community.

• Living the values sets a positive example to colleagues, students and the community

• Living the values creates healthy, respectful and supportive workplaces• Living the values strengthens our performance and contributes to stronger

student outcomes

SLIDE HEADING: Why DET’s Values matter

SLIDE CONTENT: • DET’s Values and how we live them, go to the heart of the integrity of our

Public Education system which has an immeasurable impact on thousands of lives each year

• The work we do is really important – and the way we do it also matters• Having shared values helps us to set expectations of how we should all

behave and treat each other to become an organisation that values high performance, strong accountability and continual learning – for ourselves as much as our students

• Values-driven behaviours increase trust and confidence in the work that we do

• DET’s Values provide us with guiding principles for the decisions we make every day

FACILITATOR NOTES:• Values-driven behaviours strengthen our capabilities and improve outcomes.• They support collaborative and reflective leadership, build trusting and

respectful teams and promote ethical and professional practices.• DET’s Values help us create strong positive cultures where ethical leadership

is displayed, teachers are supported and children and young people get the chance to be their best.

• This does more than create a good place to work – it cultivates a great place to learn.

• As students know more and are able to do more we will make progress towards the Education State together.

• The conversation about values-driven behaviour is important and ongoing.

SLIDE HEADING: How DET’s Values fit

SLIDE CONTENT: • DET’s Values should be read in conjunction with any professional

standards/codes of conduct and school values. • DET’s Values complement and are upheld alongside schools’ own values. • School values apply to the whole school community, including students. • DET’s Values are values that all Department employees, including school

staff, uphold as part of their employment.

FACILITATOR NOTES:• The values are embedded in and align to the Code of Conduct for Victorian

Public Sector Employees, which is binding on all staff as part of their employment. For example, the behaviours in DET’s Values have been developed in alignment with the behaviours and expectations in the Code.

• DET’s Values should be read in conjunction with any professional standards such as the Victorian Institute of Teaching standards and our school’s own values. They should work in partnership and be complementary.

• DET’s Values relate to our employment and conduct at work, the VIT standards relate to our professional ethics as teachers and are tied to our registration, and our school values apply to our local context, and our whole school community. School values have meaning for our students, families and community, as well as us.

• As a conversation starter – ask how your school values complement DET’s Values. (Team Activity One on Slide 11 explores this in greater detail)

SLIDE HEADING: How DET’s Values connect to the Strategic Plan

SLIDE CONTENT: The slide highlights the sections of the DET 2017-2021 Strategic Plan that relate to DET’s Values: Approach 4: Organisational Reform and the Principles, How we work.

DET Statement of Strategic Intent

Strategic intentTogether we give every Victorian the best learning and development experience, making our state a smarter, fairer and more prosperous place.

Vision Our future. Children and young people are confident, optimistic, healthy and resilient Students reach their potential regardless of background, place, circumstance or

abilities All Victorians develop knowledge, skills and attributes needed now and for the

jobs of the future Our workforce is high performing, empowered, valued and supported

Objectives Our aims. To ensure Victorians have equitable access to quality education and training To work with providers and partners to build an integrated birth to adulthood

education and development system To support children, young people and adults with well-coordinated universal

and targeted services close to where they live To activate excellence, innovation and economic growth

OutcomesWe aspire to excellence in: Achievement Engagement Wellbeing Productivity

ApproachesHow we will achieve thisApproach 1: Service and Funding Reform Give additional, targeted support to Victorians who need it Connect settings and sectors to improve transitions and ensure continuity of

learning Focus on mental and physical health and wellbeing as an integral part of

learning and development

Monitor and improve systems, including by setting standards Map demand for services and effectively target resources to community needs Use evidence to design and implement policy Approach 2: Workforce strategies and practices Develop excellence in educational practice, targeted to individual learning and

development needs Support children and students to learn independently and contribute to each

other’s learning Build creative and critical thinking through a world-class curriculum Build performance, develop capabilities and share expertise across all

workforces Unify the education system through new pathways between schools and central

and regional offices Build workforce capacity to support all children, young people and families,

regardless of circumstancesApproach 3: Partnership and Innovation Work with providers, employers, not for profits, families, children and young

people to develop new approaches and share best practice Strengthen learning, health and wellbeing through stronger place-based

partnerships Strengthen career pathways for learners while meeting the needs of business

and industry Prepare learners to be global citizens and provide them with the skills to succeed

in a fast-changing world Partner with other agencies, Departments and levels of government to deliver

outcomesApproach 4: Organisational Reform Promote strong public sector leadership and the highest standards of

governance, integrity and conduct Build inclusive workplaces based on public sector values (integrity,

accountability, impartiality, respect, responsiveness, leadership and human rights)

Ensure use of resources provides value for money and meets community expectations

Establish shared responsibility and clear accountability for decisions Provide stronger, more direct and place-based support to schools, services and

providers

PrinciplesHow we work We are accountable We work with integrity, transparency and impartiality We use evidence to make decisions We are responsive to the needs of Victorians We deliver high-quality advice and services We have the capabilities and skills to achieve our priorities

FACILITATOR NOTES:• DET’s Values are embedded in every aspect of our work, including the

Department’s Strategic Plan for 2017– 2021. • The Department’s Vision is: Together we give every Victorian the best

learning and development experience, making our state a smarter, fairer, more prosperous place.

• The Department recognises how the values and behaviour of staff affects outcomes and is committed to the DET’s Values.

• Acting consistently with DET’s Values strengthens the capacity of our organisation to operate effectively and achieve its objectives.

• How we behave and how we treat one another is just as important as the work we do.

SLIDE HEADING: How DET’s Values align with FISO

SLIDE CONTENT: The FISO Improvement Model provides a common language for school improvement across the Victorian government school system. It is structured around four statewide priorities that are proven to have a strong bearing on the effectiveness of a school:

1. Excellence in teaching and learning2. Professional leadership3. Positive climate for learning4. Community engagement in learning

Each priority has four dimensions. Six of these dimensions have been identified as high-impact Improvement Initiatives on which to focus effort:

Building practice excellence Curriculum planning and assessment Building leadership teams Empowering students and building school pride Setting expectations and promoting inclusion Building communities

Under the statewide priority of Professional Leadership is the dimension Vision, values and culture.

Through this dimension schools articulate to the whole school community their vision, values, culture, and desired future achievements for student improvement.

DET’s Values overlap with, and work in partnership with school values, as well as professional standards and codes.

DET’s Values describe the behaviours that strengthen the capacity of school staff to achieve FISO objectives.

FACILITATOR NOTES:• The Framework for Improving Student Outcomes (FISO) is an evidence-

based model that helps schools implement and embed their strategic planning within an effective, continuous improvement cycle.

• DET’s Values describe the behaviours that strengthen the capacity of school staff to achieve FISO objectives – “the how”.

SLIDE HEADING: How DET’s Values support decision-making

SLIDE CONTENT: All Department employees in schools and corporate offices are required to work ethically.

The Department’s ethical decision-making guide provides a framework that all employees can use when thinking through ethical challenges they face, and make sound choices that align with DET’s Values.

The model should be applied during the decision-making process – not after a decision is made or to judge the qualities of an action already taken.

Ethical decision-making model: Recognise the nature of the issue Get the facts Evaluate alternative actions Make a decision Test it Act Reflect on the outcome

FACILITATOR NOTES:• All Department employees in schools and corporate offices are required to

work ethically.• This is part of our responsibility to uphold the Code of Conduct for Public

Sector Employees and live DET’s Values.• It is critical to maintaining the community’s trust and confidence in our public

education system.• An ethical decision-making guide is available to support staff to make ethically

sound decisions in line with DET’s Values.• Public officials, including school staff, hold a special position of trust and are

accountable for their decisions and actions. • There are existing laws and policies, workplace and professional standards

and expected capabilities that govern the behaviours of the Department’s employees.

• The Department’s ethical decision-making guide provides a framework that all employees can use when thinking through ethical challenges they face, and make sound choices that align with DET’s Values.

• The model should be applied during the decision-making process – not after a decision is made or to judge the qualities of an action already taken.

SLIDE HEADING: Defining DET’s Values at your school

SLIDE CONTENT: Step 1: Group brainstorm - identifying your work contexts where the values are relevant

• Select one value and review the representative behaviours. • As a group, discuss and record contexts where the value is relevant

Step 2: Quick write and pair discussion – describing what the values look like• Group chooses two contexts and individually, write what the value would look

like in these contexts • Share with partner, condense and update ideas.

Step 3: Group discussion – developing a shared understanding • As a group, share ideas on two contexts and discuss benefits and barriers• Seek agreement on your school’s desired behaviours in the two contexts

FACILITATOR NOTES:Team Activity OneThe purpose of this activity is to encourage discussion about what individual values look like in practice at your school and to develop shared expectations for value-led behaviours.

• Use the activity sheet (contained in your DET’s Values Event pack) and follow steps 1-3.

The learning intention is to connect DET’s Values to work contexts at your school and to develop a shared understanding of what the values look like in your school.

1. Ask staff to select one value, review the representative behaviours and as a group, discuss and record contexts where the value is relevant. For example, Impartiality is relevant to staff selection; performance reviews; assessing student work; providing opportunities to students; handling parent complaints.

2. Ask the group to select two contexts. Ask staff to individually write what the value would look like in these contexts and then discuss with a partner to condense and update ideas. For example, Impartiality in providing opportunities for students could mean ensuring a clear, transparent and well communicated process for selecting students, so the same students aren’t always favoured.

3. Ask the group to share their ideas on the two contexts. Discuss the benefits and barriers and then seek agreement on your school’s desired behaviours in the two contexts. For example: the benefits could be that other students get a chance to grow, that parents have confidence in the process, and make fewer complaints; a barrier could be time taken to run an EOI; the agreed behaviour could be that wherever possible, staff seek to open opportunities to all students, encourage students to apply and communicate the process to parents.

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FACILITATOR NOTES:Team Activity Two – Scenarios focussed on Respect

• The purpose of this activity is to encourage group discussion about what Respect looks like at your school.

• Use the Team Activity sheets (contained in your DET’s Values Event pack) 1. Choose one of the five Respect scenarios – Slides 12-162. Review the behaviours expected of DET staff 3. Ask staff to read the selected scenario and then use the prompt questions to

discuss in detail and consider what best practice looks like4. Ask them to consider some of the pressures, competing priorities or barriers

that can make behaving with respect more challenging?5. Then ask each group to report back to how they would respond to the

scenario

SLIDE HEADING: Respect

SLIDE CONTENT: Team discussion:Consider what RESPECT looks like…

Scenario 1There are concerns that some new and more senior teachers are not collaborating as well as they could. The new staff believe their ideas about STEM teaching practices are not being adequately considered, and the more senior teachers feel their experience and perspective are not being respected.

1. What actions can be taken to improve collaboration?2. What is the impact on student outcomes of taking action?3. What is the impact of respectful and positive staff relationships on community

confidence in the school?

Scenario 2A teacher sends a Principal an email regarding the support required for an ESL student in preparation for a meeting with the parents. Within the email, the teacher has covered the student’s needs, but included a comment that could be interpreted as racist.

1. How should the Principal respond to the email?2. What other actions should be taken, if any, and why?

Would the situation be different if the teacher was from the same ethnic group as the ESL student?Would the situation be different if the comment was in an email from the Principal to the teacher?

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Scenario 3A teacher new to the school has observed that some staff members appear to be disrespectful to other staff based on cultural background, age and time at the school. This is demonstrated by excluding staff from social gatherings and group emails, dismissing their contributions and, in some cases, using hostile language.

1. What does this say about the culture at the school? 2. What responsibility does the teacher have to take action, and why?3. What should he/she do?

One of the staff subjected to this behaviour has told the teacher that making a complaint may make things worse. Should this make a difference to the teacher’s action?

Scenario 4The school’s sporting teams have achieved some great results and the relevant staff have been recognised at assembly and in staff meetings. Other staff members – not involved with these sporting achievements – have seemed less positive, because they feel that they have not been acknowledged for things they’ve achieved.

1. What actions can be taken to address this issue?2. What is the impact of the perceived lack of acknowledgment on workplace

culture?3. What are the impacts on students and the broader school community?

Scenario 5There are concerns that some staff are not supporting their colleagues who are faced with challenging and time-consuming responsibilities. Staff have complained that they don’t feel supported by their peers and don’t think the division of responsibilities is fair.

1. What actions can be taken to improve the collaboration and support amongst staff?

2. What is the impact of these actions on students and school outcomes?3. What is the impact of collaboration and respectful staff relationships on

community confidence in the school?

FACILITATOR NOTES:Team Activity Three – Demonstrating DET’s Values at work

• The purpose of this activity is to encourage discussion about what the values mean for school staff in relation to their classroom or workplace practice and relationship with colleagues.

1. Choose one of the seven slides outlining each value – Slides 17-232. Review the behaviours expected of DET staff 3. Ask staff to discuss how they demonstrate these behaviours as part of their

teaching or workplace practices and/ or professional relationships with peers and leaders

4. Ask them to use real life examples where possible (de-identified for privacy reasons)

5. Ask them to consider some of the pressures, competing priorities or barriers that can make behaving in this way more challenging?

6. Then ask what solutions they may have to overcoming these issues

SLIDE HEADING: Responsiveness

SLIDE CONTENT: Representative behaviours for DETWe always:

• care about the quality of our services and programs, and aim to be the best • strive to provide efficient and timely service, honest advice, and information

based on all available facts • remain committed to ensuring that the public has a high quality education

system that gives opportunities for all • strive to make a difference and seek better ways to do our work • respond promptly and get our work done well • remain apolitical, ensuring we don’t use our positions to support personal

political preferences

Representative behaviours in your classroomReflect on your practice and consider:

• How do you demonstrate responsiveness in the classroom? • What are the pressures, competing priorities or barriers, if any, to doing so?• How can we deal with these pressures or overcome these barriers? • Recall and discuss one real life example (de-identified) where a related-issue

was handled well and/ or one where it was not.

Representative behaviours with your colleaguesReflect on your relationships with your peers and leaders and consider:

• How do you demonstrate responsiveness with peers?• How do you demonstrate responsiveness with leaders? • What are the pressures, competing priorities or barriers, if any, to doing so?• How can we deal with these pressures or overcome these barriers?

SLIDE HEADING: Integrity


• spend money wisely for its intended purpose• ask questions, raise issues, speak up and report unethical behaviour and

misconduct• avoid or manage potential or perceived conflicts of interest• carry out our work safely and avoid conduct that puts ourselves or others at

risk• deliver on our promises and avoid conduct in our work or personal lives that

may diminish the public’s trust• act honestly, openly and consultatively in the performance of our work and

use our positions fairly and responsibly


• How do you demonstrate integrity in the classroom?• What are the pressures, competing priorities or barriers, if any, to doing so?• How can we deal with these pressures or overcome these barriers? • Recall and discuss one real life example (de-identified) where a related issue



• How do you demonstrate integrity with peers?• How do you demonstrate integrity with leaders? • What are the pressures, competing priorities or barriers, if any, to doing so?• How can we deal with these pressures or overcome these barriers?

SLIDE HEADING: Impartiality


• make decisions based on the best available facts, evidence, information and arguments

• provide clear and proper reasons for the decisions we make • act fairly, consistently, objectively and with equality (in all our interactions and

actions) • avoid being influenced by offers of gifts, benefits or hospitality and adhere to

DET policy• follow agreed processes and manage issues consistently, fairly and in a

timely manner


• How do you demonstrate impartiality in the classroom?• What are the pressures, competing priorities or barriers, if any, to doing so?• How can we deal with these pressures or overcome these barriers? • Recall and discuss one real life example (de-identified) where a related issue



• How do you demonstrate impartiality with peers?• How do you demonstrate impartiality with leaders? • What are the pressures, competing priorities or barriers, if any, to doing so?• How can we deal with these pressures or overcome these barriers?

SLIDE HEADING: Accountability


• use work resources responsibly and appropriately • engage genuinely with the community • use, share and disclose information as intended• consider and accept the consequences of our actions and own our decisions• know what we need to do in our work and take responsibility to achieve it • act and make lawful and transparent decisions within our level of authority


• How do you demonstrate accountability in the classroom?• What are the pressures, competing priorities or barriers, if any, to doing so?• How can we deal with these pressures or overcome these barriers? • Recall and discuss one real life example (de-identified) where a related issue



• How do you demonstrate accountability with peers?• How do you demonstrate accountability with leaders? • What are the pressures, competing priorities or barriers, if any, to doing so?• How can we deal with these pressures or overcome these barriers?

SLIDE HEADING: Respect


• treat everyone in a considerate, fair and courteous manner• maintain confidentiality and treat private information properly• recognise the achievements of others and share team success• listen and encourage everyone to explain ideas and actions• ensure that everyone has the right tools to do their work• collaborate and engage constructively with each other working towards a

common goal


• How do you demonstrate respect in the classroom?• What are the pressures, competing priorities or barriers, if any, to doing so?• How can we deal with these pressures or overcome these barriers?• Recall and discuss one real life example (de-identified) where a related issue



• How do you demonstrate respect with peers?• How do you demonstrate respect with leaders? • What are the pressures, competing priorities or barriers, if any, to doing so?• How can we deal with these pressures or overcome these barriers?

SLIDE HEADING: Leadership


• act in a genuine and authentic way, modelling the DET’s values and support others to do so

• walk the talk and match our actions with our words - others can rely on us to do as we promise

• promote frank and honest discussions and have courage to challenge the status quo

• acknowledge the great ideas of others that improve the way we work • help others to be accountable for their actions, decisions and their own

development • make choices and take actions that promote a safe working environment for

everyone


• How do you demonstrate leadership in the classroom?• What are the pressures, competing priorities or barriers, if any, to doing so?• How can we deal with these pressures or overcome these barriers? • Recall and discuss one real life example (de-identified) where a related issue



• How do you demonstrate leadership with peers?• How do you demonstrate leadership with leaders? • What are the pressures, competing priorities or barriers, if any, to doing so?• How can we deal with these pressures or overcome these barriers?

SLIDE HEADING: Human Rights


• are inclusive and embrace equal rights for all • make sure everyone can be involved, regardless of their circumstances,

background, or personal preferences• respect the rights of others• report any suspected breaches of human rights• promote the Charter of Human Rights and Responsibilities in all our

interactions and activities, with our colleagues, our students, our parents and in our communities


• How do you demonstrate a commitment to human rights in the classroom?• What are the pressures, competing priorities or barriers, if any, to doing so?• How can we deal with these pressures or overcome these barriers?• Recall and discuss one real life example (de-identified) where a related issue



• How do you demonstrate a commitment to human rights with peers?• How do you demonstrate a commitment to human rights with leaders? • What are the pressures, competing priorities or barriers, if any, to doing so?• How can we deal with these pressures or overcome these barriers?

SLIDE HEADING:Introduction to the Conversation Cards

SLIDE CONTENT:Scenario Seven Question Card

Your colleague sends humorous messages to a group of colleagues each week. This week includes a picture that you think is racist and could offend others.

What do you do?

Values to consider: Respect, Leadership, Human Rights

For the full series of cards see: HR Web

FACILITATOR NOTES:Team Activity Four – Introduction to (or revisiting) the DET’s Values Conversation Cards.

• This activity takes participants through one of the scenarios on the DET’s Values Conversation Cards, which were included in the DET’s Values packs School Principals received in late 2016 or early 2017.

• The Cards were designed to help staff apply the values to their decision making and to navigate challenging situations that may arise at school.

• Cards are also available on HRWeb. • As this is an ‘ice-breaker’, you can could talk through the scenario as an entire

group or encourage discussion in small groups.

http://www.education.vic.gov.au/hrweb/Documents/DET-School-Conversation-Cards.docx

SLIDE HEADING:Something to consider when discussing the scenario

SLIDE CONTENT:Conduct Quick TestNot sure if a decision or action is in line with the Public Sector Code of Conduct and Values? Do the conduct quick test.

The values test - Does it fit with the values?

The safety test - Could it directly or indirectly create a risk to health (physical or psychological), wellbeing and safety?

The law test - Is it legal and in line with our policies and standards?

The impact test - Would I still take this option, if it was my business, money, time or equipment?

The newspaper test - If the story appeared in the paper, would I feel comfortable with the decision?

The family test - Is it what I would tell my partner, child, family member to do?

The feel test - What’s my intuition or gut feel? If it feels bad or wrong, then it probably is.

FACILITATOR NOTES:Team Activity Four – Something to consider when discussing the scenario…

• Encourage staff to apply the ‘Conduct Quick Test’• There are no ‘perfect’ answers - there can be a range of responses to these

scenarios which are consistent with DET’s Values and may be acceptable. • Ask them to consider whether their responses would change if certain aspects

of the scenario were changed • At the end of the discussion, invite them to share their responses.

SLIDE HEADING:A good response…

SLIDE CONTENT:ResponseWe all have the right to work in a respectful workplace. You should tell your colleague that the email was offensive and explain why. Most of us find it easy to tell someone that we don’t want to be included in poor behaviour, but the challenge is taking steps to let your colleague know that this shouldn’t happen again. You could ask your colleague to make sure his emails are appropriate and encourage him to send an email to the group to apologise.

FACILITATOR NOTES:Team Activity Four – A good response…

• This response represents a good way of approach the dilemma in line with DET’s Values.

• You can use this response to enrich the discussion – and to tie up the discussion before ending the session or moving to a different activity.

SLIDE HEADING: Additional resources

SLIDE CONTENT: HRWeb – DET’s Values school staff resources Ethical decision-making modelIntegrity Portal Email [email protected]

FACILITATOR NOTES:Additional resourcesA number of resources are available to support you and your staff to understand DET’s Values and apply them to our work.

1. HRWeb – Values resources. This portal has links to e-copies of all DET’s Values resources, including Team Activities, Conversations Cards and the Facilitators’ Guide.

2. The ethical decision-making model is available in SPAG, the School Policy and Advisory Guide.

3. The Integrity portal contains many more resources to support staff to discuss ethical dilemmas and build ethical decision-making capability, including case studies specific to the school environment. The portal also includes an overview of the Integrity Reform Program and the Integrity Leadership Groups.

4. For more information about DET’s Values and school staff resources, email: [email protected]

5. For advice or support with the DET’s Values and any integrity-related matter, including conflicts of interest, contact your region’s integrity liaison officer or visit the Integrity portal on the intranet:

• NWVR: Colin Wellard, 5440 3115• SWVR: Kelly Bull, 5225 1057• SEVR: Nicole Fausett, 8765 5714 • NEVR: Russell Polson, 0439 925 681

mailto:[email protected]

mailto:[email protected]

https://edugate.eduweb.vic.gov.au/edrms/keyprocess/integrity/Pages/default.aspx

http://www.education.vic.gov.au/school/principals/spag/governance/Pages/ethicaldecisionmaking.aspx

http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

