Learning as We Go/Developmental Evaluation to Democratize Evidence

• In Event: 79.024 - Doing Whatever It Takes: Supporting Educators Response to TRC Calls to Action Through Developmental Evaluation

Abstract

Objective
An experienced developmental evaluators will share how learning is integral to developmental evaluation (DE or Learning as we go, as known to her FD Core Team colleagues) practices using the principles of DE as a framework.

Theoretical Framework
The Board, while planning for the implementation of the Four Directions Approach, asked the ministry for research and evaluation support to facilitate collecting data and tracking students to the help the Board learn as they go to better understand the barriers to student well-being, engagement, learning, and achievement; be responsive in a timely manner to the needs of students; and track outcomes.

Since then, the FD Core Teams and the ministry have been collaboratively engaged in a cycle of defining the problems encountered as the FD Core Team carefully track their data, find and incubate innovative solutions that work for the Indigenous learner. Together, these activities facilitate a Learning as we go/DE approach: a way of understanding how effectively a program/approach is implemented and meeting outcomes in a dynamic environment that has complex interactions.

The developmental evaluator’s role is to facilitate building the capacity of those who are working together toward improving outcomes for the Indigenous learners by embedding evaluative thinking, focusing on how results are achieved, what evidence is needed to inform future actions and how to improve future results (Patton M. Q., 2013).

Methods and Data Use
Logic modeling was used as a tool to infuse evaluative thinking and guide developmental evaluation. Since 2014, we have been Learning as we go as we collaboratively engage in a cycle of defining the problem we encounter as the FD Core Team carefully track their data, finding innovative solutions that works for the Indigenous learner. Access to real-time communication tools enabled the Circle of Caring Adults to provide timely interventions through supportive positive relationships and empowering the adults.

Learning Outcomes and Significance
The careful tracking of the challenges identified and the next steps taken illustrates how schools/systems can better support all students at risk and/or in-risk. With each semester and as the cohorts progressed to the next grade level, the Core Teams have been engaged in prototyping, and incubating innovation. In 2017-18 the first cohort of the Four Directions students graduated with 30% increase in the four year graduation rate as compared to when the problem was defined in 2012.
The presentation will provide an overview of the DE principles and introduce examples of process learning tools that have been used by FD Approach to guide the development, sustainability and effectiveness of the program intervention. First, we co-learn about the evaluand through using systematic inquiry and situational analysis while being cognizant of our own professional practice. Second, as we facilitate evaluative thinking, we co-create real-time learning with the primary intended users to use evaluation and influence action in a complex environment. Also, we learn from reflecting on our contributions and roles in relation to particular contexts and processes (Patton 2016) to further develop our own capacity as professionals.

Author

• Keiko Kuji-Shikatani, Ontario Ministry of Education