1. Evaluation

2. HPS is a “change” process that takes place within a school community A key consideration is that the change needs to be sustainable

3. Sustainable change = changing peoples beliefs and values So sustainable change is achieved through values driven practice That is why the HPS Framework is a values-driven model

4. HPS values The values underpinning HPS include: –Te Tiriti o Waitangi –Whanaungatanga – strengthening relationships –Kotahitanga – partnership in learning, reciprocity –Rangatiratanga – uplifting, growing, leadership

5. New or more information does not lead to sustainable improvement To improve outcomes for our children and young people, Health Promotion professionals schools and communities don’t simply need new or more information. For improvements to be sustainable learning needs to be transformational rather than just informational.

6. This is because….. Transformational learning changes thinking and behaviours, while informational learning adds new skills and information without a change to belief systems and therefore related behaviours and attitudes.

7. change their beliefs or values In our research we have identified that any improvement initiative in schools that focuses on improving outcomes and practices; requires teachers and leaders, as well as students and families/whānau, to change their beliefs or values too rather than to just adopt new skills or knowledge. “It is the purposeful thinking that counts, not the mere doing.” Mintzberg, H (2004) Managers not MBAs, Berret-Koehler Publishers, San Francisco

8. Changing beliefs, values & behaviours - through inquiry ( transformational process)

9. Elements of enduring professional learning and development in school communities – it must be: grounded, that is developed and delivered in the context of the school community’severyday work while also being informed by key theories of future focussed learning.grounded, that is developed and delivered in the context of the school community’s everyday work while also being informed by key theories of future focussed learning. sustainable, that is have immediate application for the school community so thatthey see the learning as useful and therefore enduring, therefore replacing theirprevious held beliefs and practicessustainable, that is have immediate application for the school community so that they see the learning as useful and therefore enduring, therefore replacing their previous held beliefs and practices spacious, that is responsive to the various viewpoints and diverse backgrounds thatthe participants bring to the experiencespacious, that is responsive to the various viewpoints and diverse backgrounds that the participants bring to the experience contagious, that is designed so that all members of the school community haveaccess to the ideas even if they are not having first hand experiences; that is thelearning spreads across schools, networks and beyond and is available to new staffthrough in school mechanisms.contagious, that is designed so that all members of the school community have access to the ideas even if they are not having first hand experiences; that is the learning spreads across schools, networks and beyond and is available to new staff through in school mechanisms. connected, that is designed in a way that connects across all systems and processes in the school community.

10. How do we know if we are being successful/achieving the desired outcomes?

11. Monitoring, review and evaluation at school community level Monitoring: on-going checks on progress towards outcomes e.g. student attendance data is showing less absences Review: analysis of processes or actions Evaluation: detailed analysis and judgment based on both quantitative and qualitative data to see how effective planned actions have been/how successful you have been in achieving the outcomes

12. A commitment to evaluation requires the development of an evaluation framework which provides: Triangulation of data/evidence A theory for change, intervention and improvement The context (physical, social, cultural, political) The process (identifying, planning, acting, monitoring, reporting and evaluating/reflecting on outcomes as a basis for on-going improvement) The factors that contribute to health in a school community The health actions that improve educational outcomes in the school context The outcomes (positive changes in knowledge, attitudes, skills, behaviours, social and physical environment) reflected in participation, engagement, achievement through quality relationships and improved whānau wellbeing. (WHO 2009)

13. What data and evidence do we gather to show: Accelerated equity Improved Whānau outcomes Improved educational outcomes ( Presence/participation, Engagement, Achievement through quality relationships) evidence data Decision

14. Evidence Any facts, circumstances or perceptions that can be used as an input for an analysis or decision Data are one form of evidence

15. Data Known facts or measurements, probably expressed in some systematic or symbolic way (e.g. as numbers) Assessment results, gender, attendance, ethnicity … Data are one form of evidence http://www.tki.org.nz/r/governance/consider

16. Current and Future

17. Our own learning needs Design tasks Teaching actions Evidence used to judge impact Students learning needs Our own learning needs Design tasks Teaching actions Evidence used to judge impact Students learning needs Our own learning needs Design tasks Teaching actions Evidence used to judge impact Students learning needs Our own learning needs Design tasks Teaching actions Evidence used to judge impact Students learning needs School communities HPS facilitators HPS Managers MoE/ MoH HPS Values Improved educational outcomes Improved whānau wellbeing

18. Monitoring, review and evaluation at all levels

19. Impact is monitored, reviewed and evaluated at all levels … Impact = the outcomes achieved by an intervention/initiative at each level: National Contract Local Government

20. HPS inquiry based processes adopted in school communities Long Term Outcomes HPS school community logic model Medium Term Outcomes Short Term Outcomes Health Promoting Schools inquiry based learning in action stages 1-6 Health Promoting Schools values and principles HPS Inquiry based process embedded in school culture Ultimate Outcomes Whānau Ora Equity School communities achieve at levels that enable success Improved Whānau wellbeing Accelerated equity Improved educational outcomes Increased partnership and collaboration in school community School community has improved access to health, education and social services Supportive school community policies, practices and environments School community has improved knowledge, skills, attitudes and behaviours School community has improved presence, engagement achievement through quality relationships Quality relationships and engagement in the school community Shared intersectoral understandings, partnerships and learnings Quality HPS evaluation and systems in the school community

21. Table 4 in Executive summary Short term outcomes

22. HPS local, contract, national and government impact indicators reported Process indicators > Levels of integration (engage, implement and embed) > Stages within the inquiry cycle Outcome indicators > Presence > Engagement > Achievement through quality relationships

23. So for the facilitator on the ground Monitoring, review and evaluation need to be built in as part of the planning and reporting process The draft database and draft planning tool is intended to capture this information.