largely dependent on the passion and commitment of individuals’ [CA13]. Some further insights into the various ways of enhancing the sustainability of transition programs and processes were also provided by pilot representatives. Some of the key factors included:  Building community support for the program, which is often achieved by developing and maintaining a diverse and effective range of networks and partnerships;  Having a clear conceptual model detailing what you are doing in the program, why and to what effect (e.g. a program logic model);  Regularly monitoring and evaluating the project;  marketing and promotion of the project and its achievements;  A diverse funding base (i.e. not relying on a single source of funding);  Ensuring a philosophical ‘fit’ between the project and the organisational context in which it operates; and  Strong champions of the program and effective leadership. Benefits of positive school transitions it is too early to evaluate the outcomes and longer-term impact of the transition to school pilots, representatives were able to report a variety of initial benefits, which they linked to the transition activities delivered through their pilots. The emerging effects identified by pilot representatives during interviews, and end of project evaluation documents, appear to be consistent with the ‘kinds’ of short-term outcomes described in the transition research and evaluation literature. This suggests that although the evidence-base is limited and fragmentary, many pilots appear to be making positive progress towards desired intermediate and longer-term outcomes (such as improving children’s educational achievements). For example, pilots provided considerable anecdotal evidence to demonstrate that new transition activities were helping to reduce children’s anxiety, and facilitate adjustment to the school environment. These early indicators are promising as longitudinal research suggests that positive childhood transition experiences often help to set in motion a ‘virtuous cycle’ of educational achievement (Fabian & Dunlop, 2007).
Figure 1: A Provisional Theory of Change for Supporting State-Wide Implementation RESOURCES/INPUTS ENABLING ACTIVITIES AND PROCESSES OUTCOMES Leadership that provides sufficient: Infrastructure Adequate time and resources Policies and planning A receptive context for change: Local leadership and vision Good cross-sectoral relations Clear goals and priorities A well-trained, valued and committed workforce Monitoring and feedback systems A knowledge and research base draws on: Principles and guidelines for effective transition Emerging evidence about what works in school transition, for whom, how and in what circumstances Enabling activities, such as: Professional development opportunities Mobilising transition networks Provision of guidance (e.g. resource kit etc) Translation and dissemination of the current knowledge base Identification of ways to improve the knowledge base Communication and awareness-raising strategy Promising transition practices which: Are simple and easily trialled Have readily observable effects Offer an advantage over existing practices Address an important need Are compatible with existing practices Are not perceived as a risk Etc ‘Diffusion’ of transition statements and promising practices through: Adaptation to local needs Routinisation within organisational settings Presence of individuals who help to disseminate innovative transition approaches (e.g. peer and expert opinion leaders, change agents, boundary spanners and champions) Appropriate ‘networks of influence’ Local capacity-building processes Etc. Better initial adjustment to the school environment Liking school, positive attitudes towards school Less separation anxiety/stress Earlier identification of problems that will affect learning and development Improved relationships with educators Families Improved relationship with early childhood/ school staff Better understanding of what happens at school Increased engagement with the school and involvement in child’s education Less separation anxiety/stress Educators Improved levels of inter-agency collaboration Improved trust, respect and understanding of each others’ educational practices Greater awareness of transition and the importance of continuity of learning Improved individual planning for children and families Better understanding of family context **NB: Elements in boxes are indicative only 37
Southern Metropolitan  The “Care” (Community Alliance and Relationships in Education) Preparatory Transition Program Bentleigh West Primary School  Biala Peninsula Biala Peninsula Early Intervention Service Inc - Mornington  Student Wellbeing: Transition – Ready…Set…Go A Positive Start to School Catholic Education Office – Dandenong  Inner South Community Health Service South Melbourne, Port Melbourne  Hastings Transition Pilot (Linking Schools and Early Years) Mornington Peninsula Shire and Centre for Community Child Health  Information is the Key Springvale South Primary School Western Metropolitan  Warringa Park School Hoppers Crossing  Successful Transition to School via Personalisation of Learning Catholic Education Office – Werribee North (Bethany Primary School)  Transition to School Plan for Children Diagnosed with an Autism Spectrum Disorder Catholic Education Office – Maribyrnong  Footscray Transition Activity (Linking Schools and Early Years) Footscray Primary School and Centre for Community Child Health  KPV Transition to School publication: Review of inclusivity and Chinese language pilot Kindergarten Parents Victoria - Dandenong  AusParenting Transition to Primary School Parent Program Parenting Research Centre - Carlton  Country Education Project Rural Early Years Country Education Project – Rushworth, Mitta Mitta and Balmoral Statewide including Loddon Mallee, Hume and Barwon South Western Regions