Deep into the social justice iceberg: How evaluation helps design and drive whole-systems change (a live K-12 example)

Session Number: 2742
Track: PreK-12 Educational Evaluation
Session Type: Panel
Tags: Education, Rubrics, School-Based Settings, Social Justice, Staff capacity building, systems change
Session Chair: Thomaz Kauark Chianca [Managing Partner - COMEA Relevant Evaluations]
Discussant: Nicole R Bowman, Ph.D. [President - Bowman Performance Consulting]
Presenter 1: Joanne McEachen [President & Chief Destiny Changer - The Learner First]
Presenter 2: E Jane Davidson [President - Real Evaluation]
Presenter 3: Rodney K Hopson [George Mason University]
Presenter 4: Ernest Robert House [professor emeritus - university of colorado]
Presentation 3 Additional Author: Sonya Horsford
Presentation 3 Additional Author: Jacqueline Sakho
Time: Oct 28, 2016 (01:45 PM - 03:15 PM)
Room: Atrium Ballroom A

Abstract 1 Title: How evaluation helps design and drive whole-system change – but not the way you think
Presentation Abstract 1:

What does it take to design and lead major educational change, and why is evaluation crucial for making it happen? Drawing on her extensive experience leading educational systems change at the school, district, national/federal, and international (multi-country) levels, Joanne will explain how evaluation and evaluative thinking are key to being able to bring educational policy and whole-systems change to life.
Central to The Learner First approach is a collaborative Change Team that includes leaders, educators, students, parents, and community all working together to design and lead change in each school. Evaluative frameworks help them understand the real problem and design solutions in a systemic way, and track the change in real time.

Abstract 2 Title: Shattering assumptions – with an outcome target? Yes, seriously!
Presentation Abstract 2:

Let me take you on a journey deep into the social justice iceberg with something unexpected: A 100% target, radically reframed. Not just a narrow metric (like graduation rates), but something that addresses the real problem and the kids most affected by it. Example: “100% of our Native American, African American and Hispanic/Latino high school students will be thriving and succeeding in high school”. As you can imagine, this gets a lot of pushback!
Next, we ask educators to deliberately focus within those target groups not on the kids who are only slightly underachieving, but the ones who are literally on academic death row. Our theory of change? These are the “canaries in the mine”. When you create a system where these kids thrive, it is a healthy environment for everyone.
And then we track the change and blow their minds with awesome eval dataviz.

Abstract 3 Title: Shifting the system toward social justice with deep, evaluation-driven change
Presentation Abstract 3:

Rodney will share his experiences as a Change Catalyst working in two of the participating schools in Oklahoma City, a city with some important contextual realities. Rodney will illustrate how The Learner First’s evaluation-driven change process helps Change Teams illuminate the root causes of underachievement in disenfranchised groups of learners by shifting beliefs, assumptions, behaviors, practices, systems, and processes.

Abstract 4 Title: Discussant.
Presentation Abstract 4:

Ernie House will serve as second discussant for this session.

Audience Level: All Audiences
Other Information: Please note that we have listed two discussants for this session. There was not a second discussant option, so I entered Ernie House in the presenter fields instead.

Session Abstract: 

Deep, lasting change for social justice can only happen when it goes right into the depths of the systems culture iceberg. That means changing not just policies, programs, and structures, but also “the way we really do things around here”. At the deepest level of all, it requires shattering dysfunctional beliefs and assumptions and embedding new ones.

In this session, you will see a compelling live example of deep systemic change that is powered by social justice-driven evaluative thinking, design, methodologies and tools.

We empower whole school districts and education systems to use theory-based needs assessment and evaluation-specific methodologies and tools to design the right mix of system change levers in real time, implementing them at every level of the iceberg. To embed and sustain the change, a powerful evaluative monitoring system helps drive new beliefs and behaviors deep into the consciousness of stakeholders throughout the system.