Evaluation
Evaluating programs
Among the goals of the Institute for Democratic Education is to make evaluation activities an inseparable part the educational programs that we create and administer. Structuring an evaluation program under this perception is a highly substantive component of any organisational change process by instilling and implementing ideas. Evaluation enables a continuing, consistent and professional observation of the nature of changes occurring in the organisation, and the quality of the assimilation processes.
Above all, the evaluation process is intended to serve the organisation. Its central goal is to help focus its goals, and then check the extent to which they were achieved.
Applying this perception of responding to the unique needs of the customers, of evaluation (in this case, the leading municipal education staff, heads of the education administration, school principals, homeroom teachers, teachers, and school counsellors) the process takes place in a continuing collaboration and dialogue. It is tailor-made for the specific needs of the authority and the individual "measurements" of each individual school.
Some of the evaluation tools that we use are questionnaires, individual interviews, observations, documents, and focus-groups. We present the findings to each customer separately, in a way that generates the most benefit and of course takes into account ethical aspects.
An evaluation program can be described as a spiral process. Its "head" is in joint annul planning - at the city and school levels - it continues the program's operation, and ends with checking and following-up on the recommendations' implementation. The different customers receive an evaluation report at various intersections in the process along the year; this does not signify the end of the process, but the start of a new stage. From here on, a new focus is trained on goals, with ongoing follow-up of how they are achieved.
Major intersections in the process
There are several major intersections in the evaluation process that the institute performs. They signify the continuing connection and collaboration with our customers. Beyond the "regular " meetings, we hold individual meetings on a needs basis for each authority and school.
Stage 1 - A series of "start of the year" meetings - building the evaluation program
- Education director / leading municipal staff
- A meeting with all school-heads in a joint forum
- Individual meetings with each school-head / counsellor /age-group level coordinator
- A meeting with the forum of homeroom teachers / teachers in each school
Stage 2 - A series of "One month later meetings" / presentation of the evaluation program
- Education director / leading municipal staff
- A meeting with all school-heads in a joint forum
- A meeting with the forum of homeroom teachers / teachers in each school
Stage 3 - A series of feedback and focus meetings: presentation of the evaluation findings, drawing conclusions, and fine-tuning the goals
- Education director / leading municipal staff
- An individual meeting with each school heads/ counsellor/ age-group level coordinator
- All school heads in the joint forum: meetings with the forum of homeroom teachers / teachers in each school.