The Good Project’s Value Sort: Then and Now

by Danny Mucinskas

The Good Project is excited to announce that the Value Sort activity, which has for many years been our most popular reflection tool, has been revamped with the inclusion of a new values list, as well as new formatting that allows for easy sorting and event code creation on web and mobile. View and take the new Value Sort yourself here.

The Value Sort activity is an exercise that asks users to sort a set of unique values, such as “Honesty,” “Power,” and “Faith,” according to their relative importance to one another, similar to a q-sort methodology used in the social sciences. The user must make forced choices between the significance of the values to them personally by limiting the number of items that can be placed under five headings: Most Important (limited to four values), More Important (six values), Neutral, Less Important (six values), and Least Important (four values).

Then: A Research Tool

During The Good Project’s initial investigation of the meaning of “good work” across various professional and working domains, which began during the late 1990s, the Value Sort was developed by Dr. Jeanne Nakamura (Claremont Graduate University). She developed a comprehensive set of 30 value items that she found in a survey of the literature to be important to American employees and professionals in their working lives. The Value Sort was then provided as a reflection prompt to research interviewees, including doctors, lawyers, educators, actors, and journalists, as a way for them to identify the most significant guiding principles in their working lives. These interviews ultimately led to the creation of The Good Project’s framework of “good work” consisting of excellence (technical proficiency), ethics (social responsibility), and engagement (meaning, enjoyment, and purpose).

Interviewees in the original investigation of “good work” overwhelmingly reported that they appreciated the chance to pause and consider their personal values. In subsequent years, the Value Sort became an integral part of the educational and curricular materials created by The Good Project for use by teachers and adolescents. As the focus of The Good Project shifted from qualitative interviews with workers to pedagogical practices that could share the ideals of “good work” with an audience of diverse young people, preparing them for the complex decisions they would make in their work, the Value Sort remained a key exercise. Both the original GoodWork Toolkit (The Good Project’s first foray into the creation of educational materials) and the project’s more recent comprehensive lesson plans have included the Value Sort as a key way to prompt learners to consider their underlying guiding ideals, with over 125,000 individual completions of the older online Value Sort that was active from December 2019. People have also used the Value Sort comparatively to consider the values important to their colleagues and organizations, looking at areas of alignment and misalignment.

Review and Updates

Yet in 2022, as we embarked on a study of the impact of our lesson plans on teaching and student learning, particularly how ideas of “good work” might affect student character growth, we realized that the Value Sort was in need of an update. Our Community of Practice, made of around 100 international educators, remarked that the values list may not have been entirely representative of the full range of values important to their students. Wide cultural differences were apparent between the population that the Value Sort was originally intended to be used with (American professionals taking part in a research study at the turn of the millennium) and the learners that the tool was now being used with (adolescents in many countries over 20 years later). In particular, we observed that the list of 30 values included on the original value sort were individualistic, Western values, and primarily related to professional environments (e.g., “professional accomplishment”) as opposed to more general circumstances. We therefore decided to adapt the Value Sort to be more current to our needs and constituencies.

From 2023-2024, our team spent time reviewing a variety of values taxonomies and lists, with a particular focus on identifying possible values that had not been represented in the original items on the Value Sort. We compiled a set of 58 synthesized values from non-academic and academic sources, and using the list, we then performed a survey with an international population of nearly 300 respondents from 13 countries, with the largest groups coming from Argentina, Australia, India, Poland, South Africa, Thailand, United Arab Emirates, United Kingdom, and United States. Respondents were asked to complete the Value Sort exercise, to define each of their top and bottom values in their own words, and then to recommend values that should be added to or eliminated from the exercise in open-ended responses.

Our survey results showed that:

• The values most often chosen as among respondents’ four “Most Important” values were as follows (all of which have been preserved in the updated version of the Value Sort):

• Confidence

• Creativity

• Honesty

• Balance

• The values most often chosen as among respondents’ four “Least Important” values were as follows:

• Power

• Wealth

• Frugality

• Tradition

While Power remains on the value sort, Wealth, Frugality, and Tradition were subsumed by other new items (namely Security and Loyalty).

Based on our analyses of the survey results, we pared down further and edited the grouping and phrasing of each of the values in our list, ultimately landing on a set of 35 values for inclusion in the updated version of the Value Sort that has now been made public. The values within the new set are now more representative of collective or relational aspects (e.g., Love, Loyalty) that were absent from the original list, as well as values that may be more common to personal or non-work circumstances (e.g., Achievement, Fairness), which will help people consider how their values cross multiple aspects of their lives. Each value now also includes a brief explanation or connotation (which users can toggle on or off) to help users understand the meaning of each of the value items. We found that this would be particularly helpful for non-native English speakers or for translation of the Value Sort into other languages, since single English words may not have exact or similar translations into other (even closely-related) languages. 

The New Value Sort

The new set of values and their definitions is visible in the list below.

• Achievement: reaching goals, gaining recognition from peers, supervisors, or field

• Balance: in life, in work, between the two

• Collaboration: working with others in depth

• The Common Good: working towards the benefit of all

• Confidence: belief in oneself

• Creativity: thinking outside the box, beyond or transcending the “norm,” originality

• Curiosity: a strong desire to know or to learn

• Diligence: being hardworking, stick-to-itiveness, constant effort, persistence

• Diversity: difference or variety of opinions, of perspectives, of backgrounds

• Efficiency: accomplishment with minimal amount of effort or time

• Enjoyment: pleasure, satisfaction, engagement

• Fairness: freedom from bias, justness

• Faith: belief or trust in something, not based in proven fact

• Forgiveness: willingness to pardon someone or something

• Gratitude: being grateful or thankful

• Growth: not stagnant, the process of growing

• Health & Wellbeing: physical, emotional and mental well-being

• Helping Others: doing for other people

• Honesty: truthfulness, sincerity

• Hope: belief in positive possibilities

• Humility: modesty

• Independence: freedom to act, think, etc. on one’s own

• Introspection: looking inward, examining one’s own thoughts, beliefs, or emotions

• Kindness: goodness, benevolence, thoughtfulness towards others

• Knowledge: well-versed familiarity with a particular subject

• Love: presence of deep, affectionate relationships

• Loyalty: being faithful to someone or something

• Openness: receptive to new ideas, experiences

• Patience: meeting difficulties or obstacles with calm and resilience

• Peace: a state of harmony, tranquility, and absence of aggression, hostility

• Positive Relationships: healthy, sustaining relationships with friends, family, coworkers

• Power: strength, control, authority, ability to get things done

• Respect: to hold in high regard, esteem

• Security: freedom from anxiety, such as about finances, safety, etc.

• Trust: belief in reliability, truth, or abilities of someone or something

It is our hope that the current Value Sort will allow people of all ages to engage with an expanded set of value items that is more representative of the full set of possible life values across the world and that the tool remains a popular way of reflecting on what is important to each of us. In this way, the Value Sort continues to fulfill its original research purpose: to help people think about where we each derive meaning and how we understand the standards that drive our thoughts and actions.

Please visit our Value Sort landing page for more information and complementary materials that will guide you in using the Value Sort and reflecting upon your answers. We welcome our readers’ thoughts and reactions to the updated Value Sort.

Educator Spotlight - Shafaq Irshad

Shafaq Irshad

Beaconhouse Jauhar Campus Karachi

Karachi, Pakistan

About Shafaq Irshad                                                               

I am Shafaq Irshad, an experienced educator specializing in O & A levels Global Perspectives and Research. My career bridges both the IT and educational sectors, granting me a comprehensive understanding of technology and pedagogy. I hold an MPhil in Educational Leadership and Management, which has equipped me with the expertise to lead and innovate within the educational landscape. For the past seven years, I have been associated with the Beaconhouse School System.

Throughout my professional journey, I have had the privilege of working in all provincial capitals of Pakistan, gaining a wealth of diverse experiences and insights into the nation's educational dynamics. I am deeply passionate about making a positive societal impact, as reflected in my dedicated work on projects for acid burn survivors, visually impaired students, environmental concerns, and advocating for street children. These initiatives are particularly close to my heart and underscore my commitment to fostering inclusive and supportive educational environments.

With a profound passion for education and advocacy, I strive to inspire and empower my students, encouraging them to embrace a global perspective and engage in meaningful research. My goal is to nurture thoughtful, informed individuals who are prepared to make a difference in the world.     

How did you learn about The Good Project lesson plans? 

Beaconhouse School System, known for its pioneering initiatives in the educational sector in both Pakistan and internationally, decided to engage in a research program. They offered an equal opportunity to all teachers within their network to participate. Among numerous applicants, I was one of the ten teachers selected from across Pakistan to take part in this research endeavor. Our school showed its support by announcing our selection on its official website.

Tell us about the students with whom you are teaching the lesson plans. In which class are you using them? What makes them a good fit for your learners?

Together with my Principal, Dr. Nadia, we decided to introduce lesson plans in the Grade 9 Global Perspectives classroom. A group of 15-17 students enthusiastically participated in this research, demonstrating their commitment to the project.

As the research progressed, the students began to find enjoyment in exploring topics related to their values and beliefs. They started to distinguish between mere work and impactful work, delved into concepts like the 3Es, Rings of Responsibilities, and Dilemmas, and actively engaged in selecting their mentors. Most importantly, they grasped the profound significance of ethical responsibilities on a deeper level.

What has been a memorable moment from your teaching of the lesson plans?

Several memorable moments unfolded in the classroom during our project. The dilemma discussions stand out as some of the most profound conversations the students engaged in. Another impactful activity was the "Value Sort" exercise conducted in the computer lab. Initially perceived as a quick task, it turned into a reflective journey for the students as they earnestly evaluated their values, prioritizing which ones were most significant to them.

The "Mentor and Mirror" activity was equally thought-provoking. Through this exercise, students identified the attributes of their mentors and contemplated how they could embody those qualities themselves. These moments sparked deep reflection and introspection among the students, fostering personal growth and development.

Finally, students began to reflect on whether their efforts in the classroom constituted "good work" or if they were merely going through the motions of completing tasks. They pondered whether their work aligned with the principles of the 3Es - excellence, ethics, and engagement. This introspection encouraged them to strive for meaningful contributions and to understand the significance of ethical responsibility in their academic endeavors.

What do you think are the main things your students are gaining or learning from their experiences with the lesson plans?

From their experiences with the lesson plans, my students are gaining a multitude of valuable insights and skills. Firstly, they are developing a deeper understanding of their own values, beliefs, and ethical responsibilities. Through activities such as dilemma discussions and the value sort exercise, they are learning to critically evaluate their priorities and make informed decisions based on ethical considerations.

The lesson plans are fostering a sense of empathy and social responsibility among the students. Activities like the mentor and mirror exercise prompt them to consider the attributes of exemplary individuals and reflect on how they can embody those qualities themselves, thereby nurturing their capacity for empathy and leadership.

Overall, the lesson plans are providing my students with a holistic educational experience that goes beyond academic knowledge, equipping them with essential life skills, ethical principles, and a sense of social responsibility that will serve them well in their future endeavors. 

What do you think other teachers should know before they begin teaching the lesson plans? 

Before other teachers begin teaching the lesson plans, it's essential for them to familiarize themselves thoroughly with the curriculum and objectives of the Good Project Lesson Plans. This includes understanding the key themes, concepts, and learning outcomes that the lesson plans aim to address.

Additionally, teachers should be prepared to create a supportive and inclusive classroom environment that encourages open dialogue and critical thinking. The lesson plans often involve discussions on complex topics such as ethics, values, and social responsibility, so it's crucial for teachers to facilitate these discussions respectfully and effectively.

I would advise teachers to join the Community of Practice on Slack and thoroughly review all supplementary materials provided there. Teachers can connect with fellow educators who have successfully implemented these lesson plans in their classrooms. Additionally, the Good Project team offers exceptional support and guidance, both collectively and on an individual basis, ensuring teachers have the necessary assistance to effectively implement the lesson plans.

What are students learning that you feel will stick with them? What changes, if any, do you see in the way they approach certain choices or situations in school or life?

The students are learning valuable lessons that I believe will stay with them long after they leave the classroom. One significant change I observe is in the way they approach choices and situations, both in school and in their personal lives. Through discussions and activities focused on ethical responsibilities, values, and critical thinking, students are developing a heightened awareness of the impact of their decisions on themselves and others.

I see them becoming more thoughtful and deliberate in their actions, considering not only the immediate consequences but also the broader ethical implications. This newfound awareness influences their behavior in various aspects of school life, from how they interact with classmates and teachers to the choices they make in their academic pursuits.

Furthermore, I notice a shift in their approach to challenges and dilemmas. They are more inclined to engage in constructive dialogue, seek multiple perspectives, and consider ethical considerations when confronted with complex situations. This enhanced critical thinking and ethical reasoning not only benefit them academically but also equip them with valuable life skills that they can apply in their future endeavors and contribute positively to society.

What is good work for students?

Understanding the concept of "good work" is crucial for my learners both now and in the future for several reasons. Firstly, it fosters a sense of personal responsibility and accountability. By discerning what constitutes "good work" and striving to achieve it, students learn to take ownership of their actions and understand the importance of integrity and excellence in everything they do.

Moreover, grasping the meaning of "good work" helps students develop a strong work ethic and a commitment to quality and excellence. Rather than merely completing tasks for the sake of completion, they learn to approach their work with diligence, intentionality, and a desire to make a meaningful contribution.

Understanding the concept of "good work" also cultivates a sense of purpose and fulfillment. When students recognize the value of their efforts and the positive impact they can have through their work, they are motivated to pursue endeavors that align with their values and passions, leading to greater satisfaction and fulfillment in their personal and professional lives.

Furthermore, in an increasingly complex and interconnected world, the ability to discern "good work" becomes essential for navigating ethical dilemmas and making responsible decisions. By internalizing the principles of ethics, integrity, and excellence, students are better equipped to address challenges and make ethical choices in both their personal and professional lives.

Overall, understanding the meaning of "good work" empowers my learners to lead purposeful and ethical lives, make meaningful contributions to their communities, and thrive in an ever-changing world.

Educator Spotlight - Iwona Piecyk

Iwona Piecyk

33 Liceum Ogólnokształcące Dwujęzyczne im. M. Kopernika w Warszawie

Warsaw, Poland

About Iwona Piecyk

My name is Iwona Piecyk, and I live and work in Warsaw, Poland. Originally, I come from the north-west part of Poland called West Pomerania, but I moved to Warsaw to pursue my Master’s Degree in American Studies. I love Warsaw for its atmosphere of opportunity and openness, but I also have a deep passion for travel. So far, I have mostly travelled in Europe and the United States, but I have also ventured to Oman. What fascinates me most is how people live in other countries and what their values are. I always find common ground and shared values with people from different nationalities, which enriches my understanding of the world.

For the past 10 years, I’ve been teaching at the 33 Copernicus Bilingual High School in Warsaw. Our school provides bilingual education in Polish and English through the Polish National Programme, as well as the IB Middle Years Programme (MYP) and IB Diploma Programme (DP). I teach various subjects, including English as a Second Language, IB English Language and Literature, and Theory of Knowledge. I am also responsible for incorporating the Approaches to Teaching and Learning skills into the classroom reality.

One of the greatest joys of teaching is building meaningful relationships with my students and colleagues. I believe that creating a safe and supportive environment is essential for effective learning and helps students become lifelong learners. I cherish the unique qualities that each student brings to the classroom and strive to build on their strengths rather than focusing on what might be lacking. This philosophy not only enriches their learning experience but also fosters a sense of confidence and belonging.

How did you learn about The Good Project lesson plans?  What made you interested in using the lesson plans?

I first came across The Good Project in May 2023, while exploring Project Zero Visible Thinking Routines. I stumbled upon an advertisement for The Good Project and was immediately intrigued by its focus on "Good Work." As I read more about the project's objectives, I was fascinated by the emphasis on ethical considerations, responsibility, engagement, and reflection. These themes resonated deeply with the Approaches to Learning Skills we emphasize in the IB Program at my school. The overlap between these skills and those highlighted in The Good Project sparked my enthusiasm to integrate the lesson plans into my teaching. I envisioned how these lessons could complement and enhance our existing curriculum, providing students with invaluable skills for their future.

Tell us about the students with whom you are teaching the lesson plans. In which class are you using them? What makes them a good fit for your learners?

Initially, I planned to teach The Good Project lessons both to my homeroom group of 30 seniors as well as to my 10th graders, a smaller group of 15 students. I believed that the seniors would benefit from examining their value systems and understanding the "3Es" (Excellent, Engaging, Ethical) framework to help them navigate future career choices. However, I quickly realized that my senior students, immersed in the demanding IB Diploma Program, were overwhelmed with coursework and deadlines. They needed our homeroom sessions to focus on well-being, stress management, and study planning techniques. Despite this, I managed to incorporate some lesson plan ideas, such as the value sort activity, which provided great insights into their personal values.

Ultimately, I decided to implement The Good Project lessons with my IB MYP year 10 students. This group was particularly enthusiastic about the project, displaying a keen interest in discussions, debates, and dilemmas. Their active participation and honest reflections made them an ideal fit for the lessons. They engaged with the ethical and reflective aspects of the lessons, often extending discussions beyond class time.

What has been a memorable moment from your teaching of the lesson plans?

One memorable moment that stands out occurred during a value sort activity in lesson 1.8. I was eagerly anticipating this lesson because it aimed to help students identify which values guide their decisions and life choices. As we began the activity, we encountered technical difficulties accessing the online tool on mobile phones. Luckily, I had printed copies of the activity, and we proceeded with the paper version in the classroom and the students were to complete the online version at home.

The next day, we reviewed the online results and group statistics, leading to a lively discussion about the difficulty of distinguishing the most important values from merely important ones. This activity revealed common values shared among the students and prompted a deeper conversation about the implications of different guiding principles on good work.

Revisiting the value sort results in lesson 3.2 a few months later allowed my students to reflect on their growth and evolving understanding of core values. Their enthusiasm during these discussions, which often spilled over into break times, was a joy to witness and highlighted the profound impact of the lessons.

What do you think are the main things your students are gaining or learning from their experiences with the lesson plans?

Through The Good Project lessons, my students are gaining a deeper appreciation for multiple perspectives and the importance of reflection. While they have always enjoyed discussions, these lessons present dilemmas and scenarios that compel them to consider the broader impact of their decisions on themselves, their peers, families, and the wider community. The "rings of responsibility" activity was particularly eye-opening, as it helped them realize the far-reaching consequences of their actions. This newfound awareness has fostered maturity and compassion, as they now approach dilemmas with a greater sense of ethical responsibility and empathy towards others.

What do you think other teachers should know before they begin teaching the lesson plans?

Teachers planning to work with The Good Project lesson plans should embrace the flexibility the plans offer. The lessons can be tailored to fit the needs and dynamics of their students, serving as inspiration for discussions and projects or as detailed guides with rich resources and alternative paths. It’s important to remember that initial reluctance or confusion from students is natural, but with time and encouragement, most will engage deeply with the dilemmas and activities. Teachers should also be prepared for the lessons to evolve beyond the initial plans, as new ideas and opportunities for deeper learning often arise during the process. The key is to create a supportive environment where students feel comfortable sharing their thoughts and reflections.

What are students learning that you feel will stick with them? What changes, if any, do you see in the way they approach certain choices or situations in school or in life?

One of the most impactful lessons my students are learning from The Good Project is the significance of ethical considerations in their decision-making processes. The discussions around values, ethical dilemmas, and the concept of "good work" have deeply influenced their understanding of what it means to act with integrity and responsibility. For instance, during our sessions on the 3Es—Excellent, Engaging, Ethical—they have understood the importance of striving for excellence not just academically, but in all aspects of their lives. They are also learning to engage with their schoolwork and to approach tasks with enthusiasm and dedication.

Moreover, the emphasis on reflection and the rings of responsibility has encouraged them to think about the broader impact of their actions. They now recognize that their decisions can have far-reaching effects, not just on their immediate surroundings but also on their community and beyond. This holistic approach to understanding consequences is something that I believe will stay with them long after they leave the classroom. It has equipped them with a framework to navigate complex situations thoughtfully and with empathy.

How do you view the relationship between what you teach in the classroom and your students’ overall development as people?

Since integrating The Good Project lessons into my teaching, I have observed a noticeable shift in the way my students approach both academic and personal decisions. They have become more deliberate and reflective, taking the time to weigh the ethical implications of their choices. For example, I’ve seen students who once rushed through assignments now taking the time to consider how their work can contribute positively to the classroom environment and their learning community.

In group projects, there is a newfound sense of collaboration and mutual respect. Students are more willing to listen to diverse perspectives and work towards solutions that are inclusive and fair. This change is particularly evident in their interactions during debates and discussions, where they exhibit greater patience and interest in understanding different viewpoints.

Why is it important for your learners to understand the meaning of “good work” for themselves, now and in the future?

Understanding the meaning of “good work” is crucial for students as they prepare to enter a rapidly changing job market. In the next 5-10 years, as they transition into their careers, the ability to do good work—work that is excellent, engaging, and ethical—will be essential for personal fulfilment and professional success. Teaching these values now helps them develop a strong moral compass and a sense of purpose. If students around the world are taught the value of good work, they will not only find joy and meaning in their careers but also serve as mentors and role models for future generations, fostering a culture of ethical and impactful work.

Educator Spotlight - Anita Tjan

Anita Tjan

Atatürk University

Erzurum, Türkiye

About Anita Tjan

My name is Anita Tjan and, in my role as an English Language Fellow (2022-2024), I worked at Atatürk University in Erzurum, Türkiye. I taught English as a Foreign Language to freshmen and department students. I have a Masters in Teaching English to Speakers of Other Languages (TESOL) from the School of International Training (SIT) Graduate Institute in Vermont. The master's degree opened doors for me.  I’m originally from Indonesia and we moved to the US when I was a child. Boise, Idaho, is my home base.

I have been in the tertiary teaching context abroad since 2016. I love teaching because it is an opportunity to make a difference. One way that I try to do this is by preparing students for their future, which includes teaching them critical thinking skills.

How did you learn about The Good Project lesson plans?  What made you interested in using the lesson plans?

I learned about the Good Project lesson plans after hearing a talk about the Project Zero Thinking Routine “I see-I think-I wonder” in a conference presentation in Ankara. While researching that routine, I came across the Good Project Lesson Plans. The lesson plans appealed to me because they go deeper than memorizing facts. Instead they foster reflection, critical thinking skills and character development. At that time, the Good Project researchers were looking for teachers to participate in their research, so I applied.

Tell us about the students with whom you are teaching the lesson plans. In which class are you using them? What makes them a good fit for your learners?

The students doing the lesson plans are second year Turkish university students who are majoring in Interpretation and Translation. All of them have a passion for learning languages. Some will work as translators and interpreters when they graduate. For example, a few want to work as interpreters for the national soccer teams that have players from other countries. About a third of my students are interested in working as English language teachers. 

The Good Project lesson plans are integrated into their weekly two-hour long Advanced Speaking course. The lessons are very relevant because the students need to prepare for the future. In addition, the Good Project lesson plans address topics that affect decision-making,  such as values, role models, mission, and roles and responsibilities.

What has been a memorable moment from your teaching of the lesson plans?

The impact of the class on the students are heard in the comments from those who said they never had any class like this and who said the class will help them with making decisions. The one student selected to represent Atatürk University as a participant in the research method’s focus group said that it was one of the highlights of her life as a student.

From the lesson plans, they are learning that good work is more than excellent work or good grades, and they are learning strategies for decision making.

What do you think other teachers should know before they begin teaching the lesson plans?

I suggest that teachers inform the students in the beginning that The Good Project Lesson Plans are different from other courses. The lessons aren’t about memorizing facts and there are no right or wrong answers. Most questions and discussions are about their individual experiences and perspectives.

What are students learning that you feel will stick with them? What changes, if any, do you see in the way they approach certain choices or situations in school or in life?

I believe what will stick with the students are the three elements of good work (excellence, engagement, and ethics). This is because we talked about these concepts and referred to them frequently. One effect on the students is that some will make decisions differently, for example, by first considering what their values are.

How do you view the relationship between what you teach in the classroom and your students’ overall development as people?

I see a direct connection between what I teach and my students’ development as people. I saw this reflected in the answers of students who were willing to take a risk to express their thoughts and feelings. For example, some students wrote insightfully on how their roles and responsibilities are deeply connected to the high value they place on their family. 

Why is it important for your learners to understand the meaning of “good work” for themselves, now and in the future?

Two reasons came to mind on the importance of learners understanding what “good work” is, as defined by the Good Project research. 

First, they make decisions every day which affect the quality of their work, the “excellence” of good work. And they will have decisions to make as they look for work and face the question - “Do I carry out this job for financial stability or for personal fulfillment?”

Second, by knowing what “good work” means, my students have a compass to guide them when they face decisions related to the 3 E’s of “good work”, excellence, ethics and engagement. For example, in the future, they may face a dilemma where a friend, a manager, or even themselves, suggests a certain action is necessary for success, but that action is unethical and not aligned with their values. 

I hope that the concepts and activities that they learned will guide them to doing “good work.”

Educator Spotlight - Katerine Hurtatiz Espinosa

Katerine Hurtatiz Espinosa

Saint George's School

Bogotá, Colombia

About Katerine Hurtatiz Espinosa

My name is Katerine Hurtatiz Espinosa and I am an educator whose passion lies in exploring new horizons, constantly challenging myself to step outside my comfort zone, and fostering a keen curiosity about education's impact on the global stage. I firmly believe in the power of empathy and collaboration as foundational values for driving meaningful societal transformation. 

For nearly 18 years, I have been teaching at Saint George's School, a renowned bilingual private institution in Bogotá, Colombia. My teaching journey has covered a variety of subjects including Geography, Economics, Business, Entrepreneurship and most recently, Global Perspectives. Over the past two years, I have specifically focused on teaching Global Perspectives to seniors, using The Good Project lesson plans to enhance their understanding of critical values by analyzing dilemmas.

In addition to my teaching duties, I serve as the Head of the Global Studies Department, leading the development and design of study plans aligned with the Cambridge curriculum, ensuring our educational standards meet the diverse needs of our students, as well as fostering a collaborative environment that encouraged innovation and the sharing of best practices in our department team.

As the Educational Coach at the SGS Innovation Center, I provide comprehensive support and guidance to teachers and department heads in creating effective and engaging lesson plans, by adopting innovative teaching strategies and aligning the school’s pedagogical approaches across various departments and sections. I also assist students in preparing for their Cambridge AS & A Level Exams, particularly in developing their metacognitive skills.

What I love most about teaching is the genuine connection I build with my students. This relationship allows me to engage deeply with their personal development, understanding their fears, insecurities, and aspirations. My approach goes beyond traditional academic instruction, aiming to support their overall growth and respond to the evolving challenges that impact their lives. This engagement is incredibly rewarding and continually enriches my teaching journey. 

How did you learn about The Good Project lesson plans? 

I was casually exploring the internet, particularly on the Project Zero website, finding new and innovative thinking routines, and then I saw the global call to participate in the research study. After reading about it, I felt captivated by the core of the lesson plans, which is to give specific support to schools in terms of soft skills such as values and principles to prepare students when in the future they will perform a professional role. I found the concept of framing actions within the '3Es': excellence, ethics, and engagement, profoundly meaningful. Additionally, I felt compelled to incorporate another 'E' for Empathy, believing it to enrich the framework. The approach seemed both simple and achievable, further sparking my interest.

Photograph: Cube of perspectives for Lesson 4.1 - Dilemma discussion

Tell us about the students with whom you are teaching the lesson plans. In which class are you using them? What makes them a good fit for your learners?

My senior students, aged 17 to 19, are joyful, caring, attentive, supportive, and committed. They consistently work hard, actively participate in discussions, and complete their assignments with outstanding dedication. They put great effort into their work and genuinely share their thoughts and questions, enriching the learning environment for everyone. 

I recognized the potential of the syllabus for my students in Global Perspectives at this fundamental phase in their lives as they decide on their future careers. This critical phase requires a deep understanding of their personal preferences, strengths, and areas where they may feel insecure. As we progress through the lessons, it becomes evident how they are encouraged to reflect on their principles, values, and self-perceptions. For many, this course marks the first time they have engaged in such introspection, making these sessions particularly valuable for their current stage in life.

What has been a memorable moment from your teaching of the lesson plans? 

One of the most memorable aspects of teaching these lesson plans has been witnessing the reflective moments when my students connect deeply with their innermost thoughts and ideas. For example, there was a particular lesson during which students were asked to recall teachings from their role models. It was incredibly moving to see my students form a connection with these mentors, for most of them were their parents, who had significantly influenced their character, often without the students' full realization.

Another heartwarming moment occurred when reading the students' personal reflections. They demonstrated an ability to recognize their strengths and acknowledge their uniqueness, effectively building their self-esteem. Witnessing these moments of personal growth and self-discovery among my students has been truly unforgettable.

One pager activity - Lesson 3.2 Top and Challenging values

What do you think are the main things your students are gaining or learning from their experiences with the lesson plans?

My students are on a path to uncovering their true selves and building self-confidence as they acknowledge their values and recognize their weaknesses. They are learning the importance of seeking help when needed and practicing self-compassion. They also understand that their character is shaped by the values instilled by their families and schools, as they realize they have built a toolkit during their school life, which will be their support to make assertive decisions in their professional studies. They are learning that those values are the ones that will guide their actions to contribute to a better world.

What do you think other teachers should know before they begin teaching the lesson plans?

Firstly, teachers should be aware that self-reflection on one’s journey and motivations as an educator is crucial, and sharing these reflections with students can foster a deeper connection and understanding.

Teachers should know that the lesson plans are flexible and can be adjusted to better suit the context of their classroom and current events, ensuring relevance and engagement. Incorporating reflective discussions on important life topics, such as career choices, encourages students to think critically about their futures.

Additionally, creating an environment where there are no "right" or “wrong” answers allows for open exploration of diverse perspectives, fostering a classroom culture that values curiosity and critical thinking without judgment. Understanding these aspects can help teachers create a more meaningful and impactful learning experience for their students.

What are students learning that you feel will stick with them? What changes, if any, do you see in the way they approach certain choices or situations in school or life?

One of the most significant learnings that students carry with them is a deep understanding of themselves. They become aware of their values and principles and understand the influences that have shaped their character. This self-awareness is crucial as they frame every decision within the '3Es' framework—Ethics, Engagement, and Engagement, which we emphasize throughout our lessons.

I've observed a clear reflection of family values in their choices, demonstrating that the principles imparted by their parents and families resonate deeply with them. Their decisions are not only assertive but also coherent with these values. The lesson plans encourage students to actively reflect on these aspects, heightening their responsiveness and helping them articulate how these values influence their actions.

Furthermore, when faced with personal dilemmas, I've noticed that students tend to align their responses within the 3Es framework, even outside the classroom. This alignment is not superficial; rather, it's a testament to their genuine engagement with the values we teach. Many students also acknowledge the role of the school’s mission in shaping them, not just as students but as individuals. Over their 14 years here, they recognize the enduring impact of these lessons, suggesting that the values learned at school have become integral to their identity and decision-making processes.

How do you view the relationship between what you teach in the classroom and your student’s overall development as people?

My educational philosophy is deeply rooted in fostering empathetic relationships, demonstrating trustworthiness, and setting a strong example through well-prepared lessons. I prioritize values such as empathy and integrity, which are integral to how I conduct my classes and engage with students.

The skills and competencies developed in my classroom, particularly metacognition, are largely facilitated by The Good Project's carefully designed lessons. These lessons help students to reflect into their thinking processes, recognize their strengths and weaknesses, and cultivate self-compassion, extending their learning beyond academic achievements to enrich their personal and social lives.

In addition to leveraging The Good Project’s resources, I adapt these lessons to align with our school’s methodological approach and incorporate innovative strategies from our global community of practice. This includes integrating success criteria with learning objectives and applying class strategies such as hexagonal thinking, reciprocal teaching, or one-pager format, fostering a structured learning environment.

My teaching methods support students' emotional and social development by creating a trusting, respectful classroom environment. We avoid judgmental questions, encouraging authentic discussions and reflective thinking. This approach, enriched by regular curricular adaptations, ensures responsiveness to student needs and current educational practices.

Real-world applications of our lessons are visible as students engage with various dilemmas that mirror complex life situations, including those involving their parents, friends, or school rules. They not only explore personal challenges like career insecurities and team issues but also relate these to vivid experiences and struggles with loved ones, learning to balance personal values with external expectations. This practical approach, coupled with fostering a mindset of 'good work,' equips them to make assertive decisions, helping them navigate real-life scenarios effectively and shaping them into well-rounded individuals.

Reflection is central to our learning process, with students spending significant time articulating their thoughts on both hypothetical and personal dilemmas. This reflective practice enhances their learning and contributes profoundly to their personal growth, teaching them to listen to and trust their inner voice, which is invaluable for their long-term development. 

I think all these elements of my teaching provide a holistic educational experience that significantly contributes to my students' growth as thoughtful, introspective, and resilient individuals.

One - pager activity - Lesson 3.2 Top and Challenging values

Why is it important for your learners to understand the meaning of “good work” for themselves, now and in the future?

Understanding "good work" is fundamental in our teaching, and we often begin or end our sessions by reviewing the concept of the three Es: Ethics, Engagement, and Empowerment. This framework helps students continuously reflect on their decisions and align their actions with these principles. 

The concept of "good work" plays a crucial role during students' school years by shaping more than just academic outcomes. It teaches them the importance of ethics—considering how their choices affect others including their community and broader society. It also emphasizes commitment, not merely in terms of intelligence or skills, but as a dedication to effort and teamwork. This understanding aligns closely with our school’s Coexistence and Human Development Program, enhancing both academic performance and classroom behavior.

Looking ahead, the principles of "good work" that students embrace now will carry over into their future academic, professional, and personal lives. While our school environment may seem controlled, the values they've internalized will guide their decision-making as adults. They'll be equipped to tackle complex societal issues and lead as change agents, setting examples through ethical behavior, commitment, and excellence. Their actions, big and small, will have personal, local, and global impacts, proving that the influence of "good work" is truly limitless.

What’s next?  

I believe that all schools should embrace the opportunity to teach these carefully designed lesson plans, which are universally applicable and resonate with fundamental values across educational institutions. Additionally, as educators who have witnessed firsthand the positive impact of these lessons on our students' agency, it is our responsibility to share these outcomes with our local and national communities. By doing so, we demonstrate that despite differing perspectives, it is entirely feasible to foster an empathetic community. 

This project is not merely a series of classroom lessons; it is a set of tools, also known as soft skills, that our boys and girls learn to ensure their personal, professional, and work-related decisions are consistent with universal human values. In doing so, we are not only fostering their individual development but also promoting their global citizenship.