Monitoring and Evaluation Supporting School Improvement and Effectiveness

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There is an increasing emphasis on school success. Resources are not limited and the most precious of these is time. The time that teachers and students spend together needs to be effective so that student are capitalizing on opportunities to learn and ultimately achieving pre-determined educational standards. There are many different components to schools and factors that influence success. Educational leaders can readily become overwhelmed with where to start to make a difference. Monitoring and Evaluation (M&E) allows for purposeful evidence-informed decisions to become part of the school culture.

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Monitoring and Evaluation Supporting School Improvement and Effectiveness

  1. 1. Dr. Sonia Ben Jaafar EduEval
  2. 2.  School change need to be based on good decisions  Good decisions are based on data NOT just opinion
  3. 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. 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. 5.  Examines processes at sites where outcomes are exemplary compared to similar sites ?
  6. 6.  Examines processes in classrooms where outcomes are exemplary compared to other similar classrooms ?
  7. 7.  Management tool used to help leaders track progress demonstrate impact of an intervention/program
  8. 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. 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. 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. 11. Monitoring and evaluation provide essential information for setting priorities and planning further improvement. KHDA
  12. 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
  13. 13.  Sequence of components that: i. Logically follow one another ii. Start with inputs iii. End with outcomes  Traditionally linear Inputs Activities Outputs Outcomes
  14. 14. Inputs Activities Outputs Outcomes Trainer, time, $ & materials Training, observations & practices Read-a- loud in class Increase student reading
  15. 15. 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?
  16. 16. 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?
  17. 17.  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
  18. 18. $, time, materials Observations, training, debrief, practice Teachers changed beliefs + practices Student learning, understanding of expectations, achievement
  19. 19. $, time, materials Observations, training, debrief, practice Teachers changed beliefs + practices Student learning, understanding of expectations, achievement
  20. 20. 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
  21. 21.  Not JUST making decisions  Asking important questions  Understanding the situation  Getting good evidence (data)  Making decisions based on evidence
  22. 22.  School culture ◦ How a school thinks and acts together ◦ Collective thinking  Inclusive process ◦ Teachers ◦ Students ◦ Parents
  23. 23. 1. Designing a Logic Model for Program Evaluations 2. Conducting a Program Evaluation: Checking for School Improvement and Effectiveness

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