Monitoring and Evaluating the Progress of your Strategy

Outcomes:- Explore ways to monitor and evaluate your strategy

- Plan how you will monitor and evaluate the progress of your strategy to ensure you are on track to achieve your vision

You will need:- Your Yearly Milestones Plan

- Detailed Action Plan 2

Recap

3

Monitoring vs Evaluation

Monitoring:

1. to keep track of activities to make sure everything is going as planned

Evaluation:

1. to provide evidence of the impact of activities

2. to encourage ongoing improvement

3. to provide an informed basis for future decision making and planning

4. to provide evidence to back up requests for support or funding

4

5

“Long term planning does not deal with future decisions, but with a future of present decisions”

DRUCKER, P

This Photo by Unknown Author is licensed under CC BY-SA-NC

Why do it?

It will keep you on track to:

• achieve your aims and strategic objectives

• show progress towards your vision

• demonstrate impact

• use resources efficiently and to the greatest effect

• meet quality standards and benchmarks

Drive the ship but don’t scrub the deck!

6

Monitoring

8

Extra ‘Sub-action’ column?

Example 1

Evaluation

10

1. Think of your key objective:

What is the change I want to see?

2. Think of each milestone:

What evidence do I need to collect to show whether this has

happened?

3. Think of appropriate action/task

What is the most appropriate action to gather and record the

data to provide that evidence?

Evaluation What do I NEED to measure?

- focus on what matters

- makes use of what you are already collecting for

other purpose

HOW will I measure it?

- quantitative methods- (e.g surveys, website click

counters)

- qualitative methods - (e.g focus groups, interviews)

WHO is the data for?

E.G.

- internal - Careers Team

- other internal - staff, senior teams

- external – Gatsby, parents, SLT, governors

funders, other supporters

WHAT will the data be used for?

- an incentive for continuous improvement

- evidence of the impact of activities

- information for decision making

( e.g monitoring reports, other reporting - internally / externally; newsletters, evidence to support Gatsby Benchmarks, evidence to back up funding bids, or for continuing external support)

11

12

Level 1

Reaction

Level 2

Learning

Level 3

Behaviour

Level 4

Results

How did the participants initially respond to the

intervention/experience?

To what degree did the participants acquire the intended knowledge

and skills ?

To what degree are the participants applying their learning/

behaving differently as a result?

To what degree has the intervention/experience impacted

on desired outcomes at a school-wide/societal level?

Kirkpatrick Model

13

Yearly Milestones Plan – Example 1

NEED to measure: 1. That the information is good quality;

2. That students are using it as part of everyday school life;

3. Use of that information is linked to them making informed

decisions

HOW to measure: 1. Expert assessment of the quality of information

2. Regularity of use of library and online resources, asking

tutor for support

3. Exit/transition interviews/questionnaires/focus groups

WHO is data for?1. SLT to evidence return on investment for funding

resources and bidding for more

2. Internal colleagues to incentivise to give more support

WHAT will data be used for?1. Internal incentive for continuous improvement

2. Evidence for more CPD

3. To evidence better pupil decision making in post 16

choices

4. Evidence for funding bid for e.g. continuing subscriptions

14

Yearly Milestones Plan - Example 2

NEED to measure:

HOW to measure:

WHO is data for?

WHAT will data be used for?

15

Example 2

NEED to measure: 1. That the interventions (begun in Year 1) are working and staff

knowledge etc is improving

HOW to measure:

1. Survey Monkey survey/feedback sheets from CPD before

and after

2. End of year review with HODs/focus groups to evaluate

success

3. End of year review with Career Champions with evidence

of improvement from staff

WHO is data for?1. To improve Gatsby Benchmark 4 score on Compass report

2. Link Governor to help connect relevant businesses with

teachers.

3. Internally – to contribute to staff performance review?

WHAT will data be used for?1. To evidence improvement in meeting Gatsby Benchmarks

2. To evidence improved pupil motivation and engagement

3. Recruitment – if teachers recognise an improvement in pupil

motivation and engagement – this ‘whole school approach’

culture could make it attractive to potential new staff

16

Detailed Action PlanExtra ‘Sub-action’ column?

Next steps

• Plan what you should monitor and evaluate in order to meet your strategic objectives for the milestones set in Year 1 – 2020-21.

• Update your action plan: remember that your monitoring and evaluating activities will need to be planned for too.

17

Checklist

18

Monitoring Evaluation

The progress/status of actions is tracked Evaluation is focused on a few key activities for

each strategic objective for each year

The plan captures how key activities will be

reported to relevant colleagues

The plan captures specific changes that prove

that the outcome has been achieved / progress

has been made

Other colleagues are responsible for reporting

– not just you as Careers Leader

Evaluation methods will uncover information

required to evidence these changes

Considerations

• Monitor your action plan frequently- how frequently is up to you and depends on the activities within it.

• Monitor the status of the activities to get an understanding of any risks or issues that might prevent activities being completed.

• Schedule in time to analyse the data and generate reports

• Share the findings with appropriate stakeholders

• Use the data to update your action plan, inform your planning and prioritisation for the upcoming year and refine your strategy

19

Further evaluation

1. Compass

2. Ofsted – ‘Personal Development’ criteria

• promote equality of opportunity so that all pupils can thrive together, understanding that difference is a positive, not a negative, and that individual characteristics make people unique

• provide an effective careers programme that offers advice, experience and contact with employers to encourage pupils to aspire, make good choices and understand what they need to do to reach and succeed in the career to which they aspire

• support readiness for the next phase of education, training or employment so that pupils are equipped to make the transition to the next stage successfully

3. Quality in Careers Award

20

Evaluation: Top Tips

• Make sure your evaluation plans are realistic

• Keep your strategic objectives and vision in mind

• Think carefully about:

– what type of data you are collecting

– what questions you ask

• Use it!

Teach First is a registered charity, no. 1098294 teachfirst.org.uk @TeachFirst @teachfirstuk

Thank you.