Discussion: How to Engage All Stakeholders in Program Evaluation
Stakeholder involvement and buy-in are arguably among the most important aspects of program evaluation. Without involvement and buy-in, evaluation efforts will fall short of its goals as comprehensive data collection will be invalid, or even worse, unobtainable.
What can you do as a leader to not only engage all stakeholders, but to help them to understand the importance of their active involvement?
In this Discussion, you revisit the in-service training at Connor Street Early Childhood Program.
The stakeholder discussion had been a lively one, and by the end, Sabrina and her colleagues were able to use the unique traits of each stakeholder group to create brief profiles:
Stakeholders
Profiles
Teachers
Teachers are new to the formal evaluation process. Children's academic and social-emotional developmental areas are primary drivers. Assessments and data collection are already taking up a lot of time and there is much fear about how to juggle more evaluations.
Families
Family dynamics have changed over the last few years with many new families moving into the area. English is the second language for many heads-of-households. Kindergarten readiness and safe places to play are primary drivers. Almost all families work long days outside of the home.
Support Staff
The home-based manager splits her time with three other programs in the community. She checks in with Connor Street’s home-school liaison once a week. Her primary concerns are the monthly averages of home visit numbers and length of time spent at homes.
The health assistant assumes multiple responsibilities throughout the day. She runs the clinic, tending to hurt or sick children, fills in at the front office when needed, and also counsels children who come to school upset. Once a year, she performs vision and hearing screening on each child who attends the program. Children’s health and well-being are her primary drivers.
Accrediting Agency
Accrediting agencies hold all programs accountable for achieving quality standards. The provision of educational and developmental services and resources are primary drivers.
Community
The community consists of working class and low-income families. Mainly residential, the community holds a handful of free events throughout the year such as movies on the lawn, fairs, and holiday celebrations. Though the community wants to give more, the lack of established businesses in the area negatively impacts the ability to hold fundraisers or food drives.
To prepare
Watch the media presentations in which presenters share how stakeholders were impacted by accreditation and evaluation processes. Then—with the Connor Street scenario in mind—review "Chapter 36, Section 3" and "Chapter 27, Section 1" of the Community Tool Box series. Though written in a community health context, consider how the interests and needs of all stakeholders are considered when designing and implementing evaluations. As an ea ...
Discussion How to Engage All Stakeholders in Program Evaluation
1. Discussion: How to Engage All Stakeholders in Program
Evaluation
Stakeholder involvement and buy-in are arguably among the
most important aspects of program evaluation.
Without involvement and buy-in, evaluation efforts will fall
short of its goals as comprehensive data collection will be
invalid, or even worse, unobtainable.
What can you do as a leader to not only engage all stakeholders,
but to help them to understand the importance of their active
involvement?
In this Discussion, you revisit the in-service training at Connor
Street Early Childhood Program.
The stakeholder discussion had been a lively one, and by the
end, Sabrina and her colleagues were able to use the unique
traits of each stakeholder group to create brief profiles:
Stakeholders
Profiles
Teachers
Teachers are new to the formal evaluation process. Children's
academic and social-emotional developmental areas are primary
drivers. Assessments and data collection are already taking up a
lot of time and there is much fear about how to juggle more
evaluations.
Families
Family dynamics have changed over the last few years with
many new families moving into the area. English is the second
language for many heads-of-households. Kindergarten readiness
and safe places to play are primary drivers. Almost all families
work long days outside of the home.
Support Staff
The home-based manager splits her time with three other
programs in the community. She checks in with Connor Street’s
home-school liaison once a week. Her primary concerns are the
monthly averages of home visit numbers and length of time
2. spent at homes.
The health assistant assumes multiple responsibilities
throughout the day. She runs the clinic, tending to hurt or sick
children, fills in at the front office when needed, and also
counsels children who come to school upset. Once a year, she
performs vision and hearing screening on each child who
attends the program. Children’s health and well-being are her
primary drivers.
Accrediting Agency
Accrediting agencies hold all programs accountable for
achieving quality standards. The provision of educational and
developmental services and resources are primary drivers.
Community
The community consists of working class and low-income
families. Mainly residential, the community holds a handful of
free events throughout the year such as movies on the lawn,
fairs, and holiday celebrations. Though the community wants to
give more, the lack of established businesses in the area
negatively impacts the ability to hold fundraisers or food drives.
To prepare
Watch the media presentations in which presenters share how
stakeholders were impacted by accreditation and evaluation
processes. Then—with the Connor Street scenario in mind—
review "Chapter 36, Section 3" and "Chapter 27, Section 1" of
the Community Tool Box series. Though written in a community
health context, consider how the interests and needs of all
stakeholders are considered when designing and implementing
evaluations. As an early childhood leader, how can you build
upon this best practice to engage early childhood professionals,
staff, and families in the evaluation process? Furthermore, how
might you ensure that engagement efforts are culturally and
linguistically responsive?
By Day 3 of Week 5
Post the following: Briefly explain how you might engage each
of the stakeholder groups presented in the scenario. Then,
32. We need to reproduce so we don't go extinct. As populations
expand, we build communities and there becomes a need to
define ourselves according to our Clan/Tribe. The ways in
which we adorn our bodies conveys messages about which
Clan/Tribe we belong to and serves to differentiate ourselves
from others.
Reproduction is key to human survival and the earliest
surviving sculptures focus on this basic human need.
The Venus of Willendorf, c. 40,000 BCE, is believed to be a
pre-historic fertility idol and many more like it were found
throughout northern Europe. The sculptor focused on the
female torso and de-emphasized the head (she has no face),
arms (they're resting atop her voluminous breasts), and feet
(Barbie feet - it was not meant to stand). The sculpture is only
4.5" in height, which infers it was meant to be held and was
easily transportable (pre-historic humans were nomadic):
CLOTHING AND BODY ADORNMENT are also important to
identifying one's belonging to a group, clan or tribe. The work
below is a potlatch hat (Nuu-Chah-Nulth, Northwest Coast
People, acquired 1780 by Capt. James Cook in the Nootka
Sound, cedar root, spruce root, natural pigments, the British
Museum, London) which depicts clan imagery and the rings on
the top represent the number of potlatches hosted by the wearer
and, therefore, their prestige and status within society. The hat
is decorated with the owner's clan (crest) imagery to remind
visitors to the potlatch who is hosting the giveaway. Clan or
crest imagery was derived from oral traditions that explained
Haida creation stories as well as honor "an individual’s and
group’s link to the wider world in which they live, linking them
to creatures or things in the natural environment and to other ...
clans and their membership via the demarcation of rank and
group identity in the social milieu" (Krutak, 2012).
Marking the body with tattoos was also an important way to
33. convey belonging and status in society amongst the Northwest
Coast peoples. Below is an archival photograph dating to c.
1881 in which Haida Chief Xa'na proudly displays his clan
imagery: Beaver on his chest, a Grizzly Bear on shoulder, and
possibly a Killer Whale on his forearm.
What do today's fashions, body adornment, and tattooing say
about us today? Or, what are we trying to say to the world?