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cplysy

Mar 09 2021

Education’s lessons learned from a year at home

Education’s lessons learned from a year at home

It’s hard to believe that a year ago this week, my husband and I returned from a trip to visit my family and went into lockdown for the first time.

At that time, the thought of staying at home for even two weeks straight sent my anxious brain into overdrive.

Now, it’s been a year since we’ve been in a restaurant, a year since I’ve been to the gym, and a year since I’ve seen most of my friends. Somehow, we’ve made it through this year of change, fear, and loss.

On a more positive note, it’s also been a year full of learning and growing as people and as educators. 

In reflecting on this past year, here are the biggest takeaways that (I hope!) the education world has realized:

1. Families are critically important partners in the work of educating children. 

In a recent teacher focus group, the challenges of connecting with families this year were their biggest concern.

No longer can we pretend that families and schools exist in separate planes. 

Educators have seen just how important family engagement is for getting their own work done.

​Teachers (and other critical school staff!) and families MUST be equal partners in the sometimes herculean task of educating children, especially those who come to school with a variety of needs and challenges.

2. Teachers and families both need to be commended for how well they adapted to educating children at home. 

I am constantly in awe of teachers this year — teaching is the hardest thing I’ve ever done, and I cannot imagine having to change basically every skill and strategy you’ve honed throughout your career in a flash. Their work was more challenging than ever during the pandemic, and in many cases, they put their health on the line to do the best they could for their kids.

Now, my dog is the only kid I’ve had to contend with this year (although he does make working from home challenging at times!). So I have great admiration for parents who have found ways to adapt their schedules, learn how to teach their children, and maintain positive, loving relationships in an unimaginable situation.

From the surveys and focus groups I’ve done over the past year, it’s been clear how hard this has been for educators families, and both groups deserve our respect and gratitude now more than ever.

via GIPHY

3. We can no longer rely on our memory or conversations with peers to know who we’re reaching and who we’re not. 

I’m sure you anticipated this lesson … but we MUST use data to drive our supports for children and families! Without kids and families in school buildings every day, a different approach was critical to figure out who was getting what they needed … and who had barriers that the school should help families overcome.

I’ve gotten to work with a number of different schools, districts, and organizations on their use of data this year, so imagine my PURE JOY to hear that a staff member at one of these schools said that with the use of the data tracker we developed, “We are no longer guessing.” 

That’s just it! We don’t have to guess.

We can use simple, low- or no-cost strategies (Don’t forget to download my free guide here!) to make sure we know EXACTLY what’s happening with each of our kids.

No one’s falling through the cracks on our watch.

By engaging families as equal partners, respecting the hard work that both educators and families contribute to the education of their kids, and by easily tracking how our families are engaging (sometimes more importantly, how we’re trying to engage with them), we open up a new world of home-school collaboration and possibilities for success. 

In the coming months, as we start to transition back to some semblance of normal life, I hope that we don’t regress and forget all that we’ve learned this year.

I’m excited to find new ways to support educators and families in their journey towards more equitable, data-informed partnership.

I have a few things up my sleeve for 2021, so stay tuned!

Let’s see how we can all continue to grow and learn together in this next phase of the year.

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Written by cplysy · Categorized: engagewithdata

Mar 09 2021

Education’s lessons learned from a year at home

It’s hard to believe that a year ago this week, my husband and I returned from a trip to visit my family and went into lockdown for the first time. 

At that time, the thought of staying at home for even two weeks straight sent my anxious brain into overdrive. 

Now, it’s been a year since we’ve been in a restaurant, a year since I’ve been to the gym, and a year since I’ve seen most of my friends. Somehow, we’ve made it through this year of change, fear, and in loss.

On a more positive note, it’s also been a year full of learning and growing as people and as educators. 

In reflecting on this past year, here are the biggest takeaways that (I hope!) the education world has realized:

1. Families are critically important partners in the work of educating children. 

In a recent teacher focus group, the challenges of connecting with families this year were their biggest concern.

No longer can we pretend that families and schools exist in separate planes.  

Educators have seen just how important family engagement is for getting their own work done. 

​Teachers (and other critical school staff!) and families MUST be equal partners in sometimes herculean task of educating children, especially those who come to school with a variety of needs and challenges.

2. Teachers and families both need to be commended for how well they adapted to educating children at home. 

I am constantly in awe of teachers this year — teaching is the hardest thing I’ve ever done, and I cannot imagine having to change basically every skill and strategy you’ve honed throughout your career in a flash. Their work was more challenging than ever during the pandemic, and in many cases, they put their health on the line to do the best they could for their kids. 

Now, my dog is the only kid I’ve had to contend with this year (although he does make working from home challenging at times!). So I have great admiration for parents who have found ways to adapt their schedules, learn how to teach their children, and maintain positive, loving relationships in an unimaginable situation.

From the surveys and focus groups I’ve done over the past year, it’s been clear how hard this has been for educators families, and both groups deserve our respect and gratitude now more than ever.

via GIPHY

3. We can no longer rely on our memory or conversations with peers to know who we’re reaching and who we’re not. 

I’m sure you anticipated this lesson … but we MUST use data to drive our supports for children and families! Without kids and families in school buildings every day, a different approach was critical to figure out who was getting what they needed … and who had barriers that the school should help families overcome. 

I’ve gotten to work with a number of different schools, districts, and organizations on their use of data this year, so imagine my PURE JOY to hear that a staff member at one of these schools said that with the use of the data tracker we developed, “We are no longer guessing.” 

That’s just it! We don’t have to guess.

We can use simple, low- or no-cost strategies (Don’t forget to download my free guide here!) to make sure we know EXACTLY what’s happening with each of our kids.

No one’s falling through the cracks on our watch. 

By engaging families as equal partners, respecting the hard work that both educators and families contribute to the education of their kids, and by easily tracking how our families are engaging (sometimes more importantly, how we’re trying to engage with them), we open up a new world of home-school collaboration and possibilities for success. 

In the coming months, as we start to transition back to some semblance of normal life, I hope that we don’t regress and forget all that we’ve learned this year. 

I’m excited to find new ways to support educators and families in their journey towards more equitable, data-informed partnership. 

I have a few things up my sleeve for 2021, so stay tuned!

Let’s see how we can all continue to grow and learn together in this next phase of the year.

Written by cplysy · Categorized: engagewithdata

Mar 06 2021

Estrategias para mejorar el uso y la influencia de las evaluaciones (I)

Fuente

Siguiendo con nuestra sección sobre “Uso evaluativo“, traemos lo presentado por Betterevaluation en “Siete estrategias para mejorar el uso y la influencia de la evaluación“, donde Patricia Rogers nos cuenta ¿Qué se puede hacer para apoyar el uso de la evaluación? ¿Cómo pueden los evaluadores, gerentes de evaluación y otras personas involucradas o afectadas por las evaluaciones apoyar el uso constructivo de los hallazgos y los procesos de evaluación?

Este es un desafío desde hace mucho tiempo: el uso de la evaluación ha sido el centro de discusión durante más de 40 años (y seguirá por algunos más)

Esto es parte de la lista de estrategias de Patricia Rogers para antes, durante y después de una evaluación, y acciones que pueden ser tomadas por diferentes personas involucradas en la evaluación.

1. Identificar l@s usuari@s previst@s y los usos previstos de la evaluación desde el principio

L@s recién llegad@s a la evaluación a menudo pasan directamente a elegir métodos para la recopilación de datos; L@s profesionales experimentad@s y aquell@s familiarizad@s con la extensa investigación sobre el uso de la evaluación saben la importancia de identificar l@s usuari@s y usos previstos desde el principio. Cuando identifique a l@s usuari@s previst@s, seamos lo más específico posible, tengamos claro quiénes son l@s principales usuari@s previst@s y consideremos si se puede utilizar la presentación pública de informes sobre los hallazgos, por ejemplo, para alentar a las organizaciones y equipos “propietarios” de las evaluaciones a responder a los hallazgos.

A menudo es más fácil identificar (1) el uso instrumental previsto, donde una evaluación tiene como objetivo informar una decisión específica, ya sea sobre mejora o continuación / expansión, pero también puede ser útil considerar si existe (2) un uso conceptual o de iluminación intencionado (que cambia la forma de pensar en un programa o una intervención), (3) el uso del proceso (que tiene un efecto en la comprensión, las relaciones y / o las prácticas de las personas a través del proceso de una evaluación en lugar de a través de sus hallazgos) y (4) el uso simbólico (como señalar que una intervención funciona bien o se gestiona de forma eficaz).

2. Anticipemos las barreras de uso

Se han identificado muchas barreras para el uso, incluida la credibilidad y la relevancia percibida de los informes de evaluación, los recursos y la autoridad para realizar cambios en respuesta a los hallazgos, y la apertura a recibir hallazgos negativos (que un programa no funciona o no se está implementando según lo previsto).

3. Identificar los procesos clave y los momentos en los que se necesitan hallazgos, y considerar una serie de ciclos de análisis e informes.

Si dejamos todos los informes para el final del proceso de evaluación corremos el riesgo de perder el momento en el que es necesario tomar decisiones. Y perdemos la oportunidad de desarrollar de manera iterativa la comprensión y el compromiso de utilizar los hallazgos. Muchas evaluaciones están configuradas para fallar porque están diseñadas para entregar hallazgos demasiado tarde, como para informar decisiones clave.

En su lugar, debemos identificar los puntos de decisión y los procesos clave, y el calendario de los informes de evaluación y las actividades deben organizarse en torno a ellos.

Continuará

Written by cplysy · Categorized: TripleAD

Mar 05 2021

La evaluación de la incidencia política

La evaluación de la incidencia política evalúa el progreso hacia los resultados o los propios resultados obtenidos, por ejemplo tales como cambios en la política pública. Esto es diferente de análisis de las políticas públicas, que generalmente se ve en los resultados de la política, o la  evaluación de un programa, que evalúa si los programas o servicios directos han tenido éxito.

Incidencia política se esfuerza por influir en una política o programa, ya sea directamente o indirectamente, por lo tanto, la evaluación de la incidencia puede centrarse tanto en el proceso, como en los resultados de dicha influencia. Los evaluadores de la incidencia  tratan de comprender la medida en que los esfuerzos de la incidencia han contribuido al avance de una meta o la política. Lo hacen con el fin de aprender qué funciona y qué no lo hace, así como lo que funciona mejor con el fin de alcanzar los objetivos de la incidencia y mejorar los futuros esfuerzos de incidencia.

Written by cplysy · Categorized: TripleAD

Mar 04 2021

Evaluation Roundup – February 2021

Welcome to our monthly roundup of new and noteworthy evaluation news and resources – here is the latest.

Have something you’d like to see here? Tweet us @EvalAcademy!

New and Noteworthy — Reads

A Social Equity Assessment Tool

Khalil Bitar (@KhalilBitar) recently published a paper on ResearchGate titled “A Social Equity Assessment Tool (SEAT) for Evaluation.” The paper discusses how there is a lack of tools for equity assessment in evaluation. Bitar proposes a tool with 13 social equity aspects that evaluators can use to examine equity and social justice issues in various contexts. The SEAT consists of eight demographic aspects and five cross-cutting aspects. This is a comprehensive tool to assess equity more inclusively in your practice – give it a try!

Adapting Evaluation Questions to the COVID-19 Pandemic

The UNFPA Evaluation Office recently released “Adapting Evaluation Questions to the COVID-19 pandemic.” The increasingly complex and dynamic context of the pandemic has meant the UNFPA programmes are being reassessed and redesigned to respond to the emerging needs. Given this, there is a need to adapt evaluation questions to assess the extent to which UNFPA has adapted its interventions. UNFPA developed this document to encourage evaluators to reflect on their existing questions and to formulate meaningful questions that take into account COVID-19 factors. Questions centre around: a) relevance, b) effectiveness, c) efficiency, d) coordination and coherence, e) sustainability.

Reflections – Lessons from Evaluations: Learning from Past Crises for Recovering from COVID-19

The Independent Evaluation Office (IEO) of the United Nations Development Programme (UNDP) has a reflections series, which are lessons learned from past UNDP evaluations. This first volume is a compendium of the various reflection papers. The 61 lessons presented in this first volume can inform how to design and implement responses to the COVID-19 crisis based on what has worked well in previous crises.

Measuring Our Impact: Evaluation Framework for Measuring the Impact of Community Development Work Across Local Government in Western Australia

The Community Development Network of Local Government Professionals of Western Australia worked in partnership with a number of partners to create a Community Development Evaluation Framework and Toolkit. Community practitioners are the intended target audience. The purpose of the resource is to strengthen community practitioners’ understanding of evaluation and to provide them with practical steps to implement evaluation in their practice. The resource is basic evaluation content but is very comprehensive and contains a number of toolkits and templates.

New and Noteworthy — Events

Virtual Workshops

Transformation Narratives: Storytelling in the Service of Evaluation and Organizational Learning Through a Gender Lens 

Organized by: Institute of Social Studies Trust 

Date: March 23, 2021; 6 pm Indian Standard Time 

Facilitator: Hamutal Gouri 

Evaluation for Transformative Change 

Organized by: Tamarack Institute  

Dates: April 20, 22, 27, and 29, 2021 

Facilitators: Michael Quinn Patton and Mark Cabaj 

Webinars

Evaluation Speaker Series 

Organized by: Virginia Tech 

Presenter: Sheila Robinson – Designing Quality Survey Questions 

Dates: March 25, 2021; 1 – 2 pm 

Presenter: Candice Morkel – Decolonizing ‘Development’ Evaluation 

Dates: April 15, 2021; noon – 1 pm 

Courses

Most Significant Change

Instructor: Clear Horizon Academy 

Start Date: April 16, 2021 

Evaluation Systems Change and Place-Based Approaches 

Instructor: Clear Horizon Academy 

Start Date: May 21, 2021 

Written by cplysy · Categorized: evalacademy

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