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Session Title: Infusing Evaluative Thinking in the Public Sector to Advance Valuing of Evaluation in Society
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Panel Session 477 to be held in Huntington B on Thursday, Nov 3, 4:30 PM to 6:00 PM
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Sponsored by the Government Evaluation TIG
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| Chair(s): |
| Michael Patton, Utilization-focussed Evaluation, mqpatton@prodigy.net
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| Discussant(s):
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| Mike Jancik, Ontario Ministry of Education, mike.jancik@ontario.ca
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| Abstract:
Public sector work in the 21st Century means adaptation and innovation as the norm in providing services to the changing realities of society. Developmental Evaluation (DE) supports social innovation and adaptive management. In DE the evaluator is internal, part of a team, a facilitator and learning coach bringing evaluative thinking to the table supportive of the organization's goals. (Patton, 2010) Evaluators in the Ontario Ministry of Education's Student Achievement Division infuse evaluative thinking to build system evaluation capacity to reach every student. Presenters will discuss how internal evaluators use program theory to build understanding of initiatives function to leverage collective and individual knowledge in building effective initiatives while integrating M&E for ongoing improvement/evolution, how collaborative inquiry is used within school and school board team interaction across schools, and how external evaluation is commissioned to provide information that would facilitate decisions for future directions of Ministry-funded professional learning strategies for educators.
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Role of the Internal Evaluators in the Developmental Process to Reach Every Student
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| Keiko Kuji-Shikatani, Ontario Ministry of Education, keiko.kuji-shikatani@ontario.ca
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| Mike Jancik, Ontario Ministry of Education, mike.jancik@ontario.ca
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| David Cameron, Ontario Ministry of Education, david.cameron@ontario.ca
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| Cristine Ilas, Ontario Ministry of Education, cristina.ilas@ontario.ca
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| Kim Spence, Ontario Ministry of Education, kim.spence@ontario.ca
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Realization of vision-and-values-driven social innovation typifies the ideal of the public sector. In DE the evaluator is internal, part of a team, a facilitator and learning coach bringing evaluative thinking to the table supportive of the organization's goals. (Patton, 2010) Evaluation's role in supporting programs is valued for the betterment of society through exploring ways of engaging our stakeholders, evaluation capacity building of both individuals and the system. For example, the Student Achievement Division uses program theory in a Division-wide collaborative project designed to describe the work at the initiative, branch and division levels - to build understanding of initiatives' function to leverage collective and individual knowledge in building effective initiatives while integrating M&E for ongoing improvement/evolution. Another example is how the Ministry School Support Initiative team is utilizing Developmental Evaluation for timely program development and incremental refinements informed by data collected through the implementation of participating schools and boards.
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Teacher Inquiry Models of Professional Learning: The Challenge of Fidelity, Evaluation and Scale
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| Barnabas Emenogu, Ontario Ministry of Education, barnabas.emenogu@ontario.ca
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| Mike Jancik, Ontario Ministry of Education, mike.jancik@ontario.ca
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| Rachel Ryerson, Ontario Ministry of Education, rachel.ryerson@ontario.ca
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| Judi Kokis, Ontario Ministry of Education, judi.kokis@ontario.ca
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| David Cameron, Ontario Ministry of Education, david.cameron@ontario.ca
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The session will use a range of data to examine three examples of collaborative inquiry used within school and school board team interaction across elementary schools. Data will be drawn from 70 participating teams in an early primary collaborative inquiry, 30 participating districts in a collaborative inquiry for learning mathematics, and 50 case studies written by the teacher-researchers. In total, nearly a quarter of Ontario's elementary schools will be represented. Data sources will also include policy documents, final research report of all three initiatives, team self-evaluations, and individual reflections on the inquiry process, focus groups, action plans, surveys, and feedback provided will be examined. Individual case and cross-case analyses will be conducted to determine how program intentions were maintained or adjusted during implementation. The features of success and challenge within teacher collaborative inquiry will be critically discussed.
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External Evaluation of the Ontario Ministry of Education's
Differentiated Instruction Professional Learning Strategy
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| Megan Borner, Ontario Ministry of Education, megan.borner@ontario.ca
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Student Success/Learning to 18 Strategy focuses on keeping more young people learning to age 18 or graduation, reducing students dropping out, improving student achievement and graduation rates, re-engaging youth who have left school without graduating and providing effective programs to prepare for their post-secondary pathway. University of Ottawa began an external evaluation the DIPLS which focuses on meeting the needs of all students through improving educator instructional practices. DI's approach to teaching and learning is responsive to the learning needs and preferences, interests and readiness of the individual learner. The overall intent is to foster instructional, assessment and evaluation practices that support student engagement, learning and academic achievement. It seeks to determine the extent to which the outcomes have been achieved; the impact on instructional practice; and the effectiveness of its implementation. It should provide information that would facilitate decisions for future directions of Ministry-funded professional learning strategies for educators.
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