Presentation on theme: "Program Evaluation for American Indian Education:"— Presentation transcript:
1 Program Evaluation for American Indian Education: Developing a Community-Based Process for Defining and MeasuringSuccesses in High School
2 Let’s get acquainted!Jackie Vertigan, M.Ed., LSC; All Nations Program, South High School, Minneapolis Public SchoolsDoctoral Student, University of Minnesota Duluth: Indigenous Teaching & Learning; Evaluation StudiesI know this much…
3 Setting the Stage Will you please share your thoughts with me? I urge (beg, plead, encourage) your thoughts as we talk together today…
4 Students have made me wonder… Uni-dimensional versus multi-dimensionalStrength-based versus deficit modelWays of being, learning and knowing… ontologies, axiologies, and epistemologiesBroadening definitions of successResponse to societal trends and impacts on students
5 Asking questions…Who gets to say what education should be for Native American students? Why?How do we know when a program has met its goal? Standardized tests? 4-year grad rates? What about when it is a decolonized approach?Is there a way to develop a model that will stand up to scrutiny from funders and other constituents?
6 Grounded Theory“systematic qualitative research methodology … emphasizing generation of theory from data in the process of conducting research” (Martin, 1986)“no preconceived hypothesis and … continual comparative analysis of data” (Glasser & Strauss, 1967)
7 The process… So far… Review of the literature: Evaluation educational evaluation,Indigenous evaluationIndigenous educational evaluation
8 The process… 2 case studies, including data review and interviews Coding the responses
9 Interview Questions regarding the programmatic approaches to teaching AI/NA students. What are the primary goals and objectives of the program?Describe the organizational structure/system?What is the school/program’s philosophy?Describe the staff and their roles.What is/was done in terms of professional development and/or teacher preparation?What pedagogical approaches are used in the school/program?What is the focus of the curriculum? How does it further the goals of the program/school?In what ways is Indigenous culture and language integrated into the school/program?How are family and community involved?How is the program assessed or evaluated?What are the ideal components of the program?What challenges exist to implementing an ideal program?What are ideal components that are/were not present?What other thoughts would you like to share?
10 Next steps… Looking for input Further case studies and focus groups Preliminary findingsInputSecond generation of findingsCycle back
11 What are the components for evaluation of programs serving AI/NA students? Possibly 8 componentsTailored to each situationRubric with the option to assign value/weight to the components
12 1) philosophical approaches What is the purpose of school?What is the world view?What constitutes “western knowledge” and “Indigenous knowledge?”Racial incommensurabilityHeterogeneity v. homogeneity
13 2) culture and language Authentic respect for culture and language Integrated approachMultigenerational approachesHolistic connections between social and environmental elements
14 3) community and family investment Family & community involvementAI control of AI education; autonomy and self-directionRemoving the identity rift; don’t have to choose between being academic and being Native
15 4) systemic and administrative support rewrite the dominant narrativestrategic goal settingdistributed leadership with a common vision of excellenceembracing of culturally responsive pedagogiesexemplary leader and/or distributed leadershipsize of the school and format
16 5) teacher development quality and commitment of the teachers school define, attract, develop, and retain quality staffcompare and contrast western versus traditional Indigenous holistic ways of knowingeducators are treated as professionals and encouraged to develop themselves as needed
18 7) curriculumInterdisciplinary, experiential, community-based, applied-knowledge learning projectsWays of knowing, cause and effect are not necessarily linear, more often in circle formatInterconnectedness of all things is understood through language and cultural practices
19 8) assessment and accountability Community based goalsCommunity based measuresCyclical review processDeveloping and maintaining relationships
21 Feedback Only as good as it is useful. Is it useful? What is missing? What resonates for you?
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