Review And Evaluation Of The Inquiry To Implementation .
Review and Evaluation of theInquiry to Implementation ProjectFinal ReportSeptember 2014Dr Iris Duhn, Professor Marilyn Fleer and Professor Linda HarrisonMonash UniversityVICTORIAN CURRICULUMAND ASSESSMENT AUTHORITY
Authorised and published by the Victorian Curriculum and Assessment AuthorityLevel 1, 2 Lonsdale StreetMelbourne VIC 3000ISBN: 978-1-922082-75-6 Victorian Curriculum and Assessment Authority 2014No part of this publication may be reproduced except as specified under the Copyright Act 1968 or bypermission from the VCAA. For more information go to: copyright.aspxThe VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates canbe found on the VCAA website: www.vcaa.vic.edu.auThis publication may contain copyright material belonging to a third party. Every effort has been madeto contact all copyright owners. If you believe that material in this publication is an infringement of yourcopyright, please email the Copyright Officer: vcaa.copyright@edumail.vic.gov.auCopyright in materials appearing at any sites linked to in this document rests with the copyrightowner/s of those materials, subject to the Copyright Act. The VCAA recommends you refer to copyrightstatements at linked sites before using such materials.The VCAA logo is a registered trademark of the Victorian Curriculum and Assessment Authority.
ContentsSection 1Acknowledgements. 1Section 2Executive summary. 2IIP Network locations in the four DEECD regions. 3Summary of findings – key themes . 5Section 3Introduction. 14Section 4Building a culture of assessment practice. 16Section 5Formation of the networks . 18Section 6Introducing the networks. 21Section 7The research process. 25Theoretical underpinnings. 25Method. 26Overall analysis. 30Gaps in the data . 31Section 8Findings from pre- and post-project questionnaires. 32Professional inquiry-based approaches. 32Critical reflection. 33Assessment for learning and development. 34Changes in practice. 35Ongoing challenges. 36Impact . 36Network case studies. 38Rural City of Wangaratta Early Childhood Network. 40IIP Workshops . 41Focus-group interview . 43Final summary. 44Yarra Ranges Child, Youth and Family Network. 46IIP workshops . 47Focus-group interview . 49Final summary . 50Hume City Early Years Partnership. 52IIP workshops . 53Focus-group interview. 55Final summary . 57Sale and Districts Best Start Early Years Network. 58IIP workshops . 59Focus-group interview. 61Final summary. 62Baw Baw Best Start Network. 64IIP workshops . 64Focus-group interview . 67Final summary . 68ContentsSection 9i
Wyndham Child and Family Services Network. 70IIP workshops . 71Focus-group interview . 73Final summary. 74City of Ballarat Best Start Network. 76IIP workshops . 77Focus-group interview . 79Final summary. 81Great South Coast Early Years Network. 82IIP workshops . 82Focus-group interview . 85Final summary . 86Mildura Rural City Council Network . 88IIP workshops . 89Focus-group interview. 91Final summary . 92Section 10Summary of findings and implications. 94Trends across networks. 96Trends across service types. 98Achievements to note as part of continuous improvement . 99Ongoing challenges. 101Implications and next steps. 103Membership of networks. 104Network self-reflection. 104Section 11Key messages for policymakers, practitioners and researchers. 106Building an ongoing evidence base. 106Scaling up to support further implementation. 107Section 12Recommendations. 109Section 13References . 111Section 14Appendices . 112Appendix 1: Participant evaluation survey questions (Workshop 5). 112Appendix 2: Holistic methodology. 114Appendix 3: A peer-support model. 115Appendix 4: Ethics approval. 117Appendix 5: Analysis template. 118Appendix 6: Impact exercise. 119Appendix 7: Focus-group interview questions. 120Appendix 8: Framework for developing interview questions. 121Appendix 9: Participation in focus groups by network and service type. 123Appendix 10: Analysis proforma for focus-group interviews . 124Appendix 11: Professional inquiry question themes . 125Appendix 12: Assessment for learning. 127Appendix 13: Glossary. 128ContentsAppendix 14: A visual summary of key themes. 130iiAppendix 15: Evidence of relational agency in IIP networks. 131
Review and Evaluation of the Inquiry to Implementation ProjectSection1AcknowledgementsMonash University was commissioned to undertake research to evaluate and reporton the impact of the Inquiry to Implementation Project (IIP). The research teamincluded Dr Iris Duhn (Research Director), Dr Joseph Agbenyega, Dr Jane Bone,Dr Denise Chapman, Professor Marilyn Fleer, Professor Linda Harrison (CharlesSturt University) and Dr Gloria Quinones. The Project Officers supporting theresearch were Vanja Radojevic, Sara Hennessey and Jasmine Evans, and researchassistance was provided by Megan Adams, Kerry Power and Dr Avis Ridgway.Appreciation and acknowledgement is also extended to everyone who contributedto the Inquiry to Implementation Project 2013. The 132 early childhood professionals who participated in the IIP 2013 The 52 participants who attended the focus-group interviews in March andApril 2014 DEECD regional office staff who provided advice and support for thenomination process across the nine early years network sites Project facilitators for the IIP who worked with the Victorian Curriculumand Assessment Authority (VCAA) to develop and deliver this inquiry-basedprofessional learning program: Dr Anne Kennedy, Debbie Cole, Bruce Hurst,Emma Keft, Cat Kimber and Marli Traill from Community Child Care;Dr Jane Page, Dr Kylie Smith, Cassie Kotsanas and Dr Prasanna Srinivasanfrom the University of Melbourne; and Carmel Phillips and KerrynLockett from the Victorian Curriculum and Assessment Authority Network coordinators who supported the set-up and delivery of projects in ninenetworks across Victoria The VCAA Early Years Unit and the Department of Education and EarlyChildhood Development Early Years Reform Unit for their collaborative insightsand policy perspectives to support the development of this review and evaluation.Section 1: AcknowledgementsThe Monash University Review and Evaluation team would like to thank:1
SectionReview and Evaluation of the Inquiry to Implementation Project2Executive summaryThe Victorian Curriculum and Assessment Authority (VCAA) and the Department ofEducation and Early Childhood Development (DEECD) work together to supportimplementation of the Victorian Early Years Learning and Development Framework(VEYLDF).The IIP was developed by the VCAA as a key professional learning resource tosupport the implementation of the VEYLDF.Monash University was commissioned by the VCAA to undertake the review andevaluation that is presented in this report.The IIP has extended the inquiry research model developed in two previousmultidisciplinary practitioner projects: the Outcomes Project in 2010–2011 and theAssessment for Learning and Development (ALD) Project in 2012.A central focus of the IIP related to assessment practice. Early childhoodprofessionals within the multidisciplinary networks were supported to developindividual inquiry questions to improve outcomes for children and families. Thepolicy context included a specific emphasis on working with families with complexneeds.The IIP aimed to develop the capacity of participants to: assess children’s progress using the learning and development outcomesoutlined in the VEYLDF as part of an ongoing planning cycle trial and refine tools and resources to support assessment for learning in thebirth-to-three-years period and across birth to eight years take a collaborative approach to assessment for learning and development withchildren, families and other professionals draw on the Educational Change Model of continuous improvement andtransition in an environment of reform and significant change achieve a sustainable multidisciplinary focus, and identify and support leadershipin the local network community.Section 2: Executive SummaryKey design features of the IIP professional learning included:2 professional inquiry – with a specific focus on assessment for learning anddevelopment critical reflection – to inform individual inquiry questions and the project reviewand evaluation knowledge – integration of contemporary theories, research, frameworks andpolicy evidence – documenting and analysing evidence of children’s learning tosupport practice decisions; contributing to assessment of individual and grouplearning; planning and tracking children’s progress in learning and possiblereferral decisions with families and other professionals peer support – a new design feature developed for the IIP to strengthendialogue and discussion, and to contribute to a shared vision and strong andequal partnerships within the early years network (see Appendix 3).
Review and Evaluation of the Inquiry to Implementation ProjectSection2IIP Network locations in thefour DEECD regionsThe IIP professional learning was delivered in four DEECD regional locations acrossVictoria, from February to December 2013. Nine networks across the four DEECDregions of Victoria participated in the IIP (see Figure 1 for timelines).North Eastern RegionSouth Eastern RegionSouth Western RegionNorth Western RegionRural City of WangarattaEarly Childhood NetworkSale and DistrictsBest Start Early YearsNetworkWyndham Child andFamily Services NetworkMildura Rural CityCouncil NetworkYarra RangesChild, Youth and FamilyNetworkBaw BawBest Start NetworkHume CityEarly Years PartnershipCity of BallaratBest Start NetworkGreat South CoastEarly Years NetworkMap of IIP networksMilduraMildura Rural CityCouncil NetworkNORTH WESTERN REGIONCity of BallaratBest Start NetworkHume CityEarly Years PartnershipRural City of WangarattaEarly Childhood NetworkWangarattaNORTH EASTERN REGIONSOUTH WESTERN REGIONYarra Ranges Child,Youth and Family NetworkBroadmeadowsUpweyWerribeeWarragulSOUTH EASTERN REGIONSalePort FairySale and DistrictsBest Start Early Years NetworkGreat South CoastEarly Years NetworkWyndham Child andFamily Services NetworkBaw BawBest Start NetworkSection 2: Executive SummaryBallarat3
SectionReview and Evaluation of the Inquiry to Implementation Project2Purpose of the review and evaluationUsing a mixed method approach, the review and evaluation delivered nine casestudy reports centred on the activities of each of the nine networks involvedin the IIP. Change over time was specifically examined through focus-groupinterviews and analysis of documentation generated by the IIP process. Due tothe complexity, diversity and richness of the IIP data, the analytical concept ofrelational agency was subsequently applied to generate a framework for collectivelyanalysing the data set and scaling up the work of the IIP.The review and evaluation sought to determine the key trends across the ninenetworks, with special attention paid to individual practitioners, service types andthe network. The review and evaluation gives insights into the strengths, issuesand challenges of multidisciplinary collaboration at the network level, through thepresentation of nine network case studies. In addition, the impact of the IIP onprofessional practice and service type was examined through detailing learning,evidence of enactment of the Practice Principles (VEYLDF), and key themes relatedto assessment practice, identified in the ALD report.The review and evaluation analysis supports findings on the impact of the projectin relation to state-wide practice, key messages for policymakers, researchersand practitioners, and implications for further work to support inquiry-basedprofessional learning in multidisciplinary networks.MethodThe following data was gathered and analysed.IIP data included: participant reflections during each of the five workshops evaluation survey conducted in Workshop 5 pre- and post-project questionnaire data project-facilitator progress reports after each workshop focus-group interviews, conducted by the Monash University research team ateach network site.Section 2: Executive SummaryTo enable data collection, project facilitators supported participants to:4 develop professional inquiry questions related to assessing for learning from birthto three years, and across the birth-to-eight-years period cultivate a multidisciplinary focus within the network develop their leadership capacity to ensure sustainability and continuousimprovement engage with a peer-support model for maintaining and expanding professionalconnections across the diverse settings complete the evaluation survey as part of Workshop 5.Project facilitators provided a progress report for each network at the conclusion ofeach of the five workshops.
Review and Evaluation of the Inquiry to Implementation ProjectSection2Summary of findings – key themesAs a result of the analysis of the existing IIP data and the network focus groupinterviews developed for each of the nine networks, it has been possible to identifyfour dominant themes across the networks. New ways of assessing were developed that included involving children andfamilies. Inquiry questions changed thinking and professional practice – practitioners asresearchers. Professional learning took place through being part of a multidisciplinary network. Engagement with the VEYLDF provided deeper understandings of PracticePrinciples and Learning and Development Outcomes.A further seven themes were evident for particular networks. It should be notedthat the following themes also came through strongly in the case studies. New wa
The Project Officers supporting the research were Vanja Radojevic, Sara Hennessey and Jasmine Evans, and research assistance was provided by Megan Adams, Kerry Power and Dr Avis Ridgway. Appreciation and acknowledgement is also extended to everyone who contributed to the Inquiry to Implementation Project 2013.
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