Involving Teachers in Evaluation Teachers are often the

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Involving Teachers in Evaluation

Involving Teachers in Evaluation

Teachers are often the object of an evaluation but frequently are not involved in

Teachers are often the object of an evaluation but frequently are not involved in any other part of it.

With participation, we must broaden teachers’ views of the purpose of evaluation

With participation, we must broaden teachers’ views of the purpose of evaluation

Teachers will ultimately implement most actions that stem from an evaluation of an instructional

Teachers will ultimately implement most actions that stem from an evaluation of an instructional program.

What the Literature teaches us… Use stakeholders who are served by the program and

What the Literature teaches us… Use stakeholders who are served by the program and use stakeholders in the decision-making process (Cai, 1996; Cousins, 1995; Johnson, 1993; Mc. Cormic, 1997; Preskill & Caracelli 1997; Sperlazza, 1995)

What the Literature teaches us… Use stakeholders as part of an organizational improvement process

What the Literature teaches us… Use stakeholders as part of an organizational improvement process that results from participating in evaluation, or what might be described as process use in evaluation (Patton, 2003).

What the Literature teaches us… Use stakeholders as a way to build evaluation capacity.

What the Literature teaches us… Use stakeholders as a way to build evaluation capacity. When stakeholders engage in a systematic process that identifies actions and outcomes, the individuals within the organization have a better understanding of what those actions are and how they lead to outcomes (Cousins, 2010).

We wrote a semi-fictional story that… Reflected the context and major findings from the

We wrote a semi-fictional story that… Reflected the context and major findings from the evaluation. Allowed teachers to be “outside observers” in defining the problem. Encouraged authentic inquiry and discussion of the evidence.

We facilitated a dialogue on. . . Current Reality • What does the evidence

We facilitated a dialogue on. . . Current Reality • What does the evidence tell us? • What barriers and beliefs impede us?

We facilitated a dialogue on. . . Current Reality • What does the evidence

We facilitated a dialogue on. . . Current Reality • What does the evidence tell us? • What barriers and beliefs impede us? Future State • What beliefs and behaviors must be affirmed? • What strategies and structures are needed?

We empowered teachers by… Capturing their collective thinking, Synthesizing their ideas, Incorporating their input

We empowered teachers by… Capturing their collective thinking, Synthesizing their ideas, Incorporating their input into the action plan

Attractiveness/Capacity Grid Capacity to Implement Plan Attractiveness of Plan No Yes 17% 46% No

Attractiveness/Capacity Grid Capacity to Implement Plan Attractiveness of Plan No Yes 17% 46% No 8% 29%

Lessons Learned & Questions • Engage teachers in evaluation in culturally and professional sensitive

Lessons Learned & Questions • Engage teachers in evaluation in culturally and professional sensitive ways • Engaging teachers in evaluation is a mechanism for reflective practice • Engaging teachers in evaluation develops shared ownership of a systemic problem

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