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Monitoring and Evaluation Supporting School Improvement and Effectiveness
This document discusses monitoring and evaluation in schools. It defines key terms like school improvement, school effectiveness, and monitoring and evaluation. It explains that monitoring and evaluation provide essential data for decision making by tracking progress, demonstrating impact, and informing stakeholders. Logic models are presented as a way to visually map how a program's inputs and activities lead to intended outputs and outcomes. The importance of school culture that supports data-driven, evidence-based decision making is also emphasized.
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Monitoring and Evaluation Supporting School Improvement and Effectiveness
- 1. Dr. Sonia BenJaafar EduEval
- 2. School changeneed to be based on good decisions Good decisions are based on data NOT just opinion
- 3. i. Understanding theterms a) School improvement b) School effectiveness c) Monitoring & evaluation (M&E) ii. Role of M&E in schools iii. Logic models iv. School culture for good decisions
- 4. School improvementfocuses on the processes and outcomes that come from deliberate efforts to improve processes and outcomes in specific schools Increased learner activity
- 5. Examines processesat sites where outcomes are exemplary compared to similar sites ?
- 6. Examines processesin classrooms where outcomes are exemplary compared to other similar classrooms ?
- 7. Management toolused to help leaders track progress demonstrate impact of an intervention/program
- 8. Continuous Systematiccollection of data on specified indicators Provides management & stakeholders up to date information on ◦ Progress ◦ Use of allocated funds Report should be credible & useful Inform stakeholders to make good decisions OECD
- 9. Systematic andobjective Assessment of an ongoing or completed program ◦ Design ◦ Implementation ◦ Results Report should be credible & useful To determine if objectives met Inform stakeholders on lessons learned OECD
- 10. Monitoring Evaluation Clarifies programobjectives Analyzes why intended results were or were not achieved Links activities and their resources to objectives Assesses specific causal contributions of activities to results Translates objectives into performance indicators and set targets Examines implementation process Routinely collects data on these indicators, compares actual results with targets Explores unintended results Reports progress to managers and alerts them to problems Provides lessons, highlights significant accomplishment or program potential, and offers recommendations for improvement The World Bank
- 11. Monitoring and evaluationprovide essential information for setting priorities and planning further improvement. KHDA
- 12. Want tounderstand your situation Be open to being wrong Have questions about ◦ What you know ◦ What you want to know ◦ What you think you know School Program Policy Family of schools Classroom Teaching method Assessment method
- 15. Sequence ofcomponents that: i. Logically follow one another ii. Start with inputs iii. End with outcomes Traditionally linear Inputs Activities Outputs Outcomes
- 16. Inputs Activities OutputsOutcomes Trainer, time, $ & materials Training, observations & practices Read-a- loud in class Increase student reading
- 17. Trainer, time, $& materials Training, observations & practices Read-a- loud in class Increase student reading Is the program worth the investment? How much will it cost for the program to be used in all the schools?
- 18. Trainer, time, $& materials Training, observations & practices Read-a- loud in class Increase student reading How many teachers are using the program in class? When teachers use the program in class, are students reading more?
- 19. Ontario, Canada Job-Embedded Program Learning Cycle ◦ observation sessions ◦ Teacher visit demonstration classroom ◦ Immediate debrief sessions ◦ Joint goal setting ◦ Cycles of trials – feedback – debrief ◦ Training program: 2 months ◦ Monitoring: 1 year
- 20. $, time, materials Observations,training, debrief, practice Teachers changed beliefs + practices Student learning, understanding of expectations, achievement
- 21. $, time, materials Observations,training, debrief, practice Teachers changed beliefs + practices Student learning, understanding of expectations, achievement
- 22. Increase in promotingstudent learning autonomy in classroom practices Classroom change was only in classes with participating teachers Students reported understanding learning expectations more Teachers attributed changes in professional learning in the school to the learning program
- 23. Not JUSTmaking decisions Asking important questions Understanding the situation Getting good evidence (data) Making decisions based on evidence
- 24. School culture ◦How a school thinks and acts together ◦ Collective thinking Inclusive process ◦ Teachers ◦ Students ◦ Parents
- 25. 1. Designing aLogic Model for Program Evaluations 2. Conducting a Program Evaluation: Checking for School Improvement and Effectiveness