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.

1. Dr. Sonia Ben Jaafar
EduEval

2.  School change need to be
based on good decisions
 Good decisions are based
on data NOT just opinion

3. i. Understanding the terms
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 improvement focuses on
the processes and outcomes that
come from deliberate efforts to
improve processes and outcomes
in specific schools
Increased learner activity

5.  Examines processes at sites where outcomes
are exemplary compared to similar sites
?

6.  Examines processes in classrooms
where outcomes are exemplary
compared to other similar classrooms
?

7.  Management tool used to help leaders
track progress
demonstrate impact of an intervention/program

8.  Continuous
 Systematic collection 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 and objective
 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 program objectives 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 evaluation provide essential
information for setting priorities and planning
further improvement.
KHDA

12.  Want to understand 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 of components that:
i. Logically follow one another
ii. Start with inputs
iii. End with outcomes
 Traditionally linear
Inputs Activities Outputs Outcomes

16. Inputs Activities Outputs Outcomes
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 promoting student 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 JUST making 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 a Logic Model for Program
Evaluations
2. Conducting a Program Evaluation: Checking
for School Improvement and Effectiveness