CES Professional Learning Strategic Plan

Transcription

1 2018 CES Professional Learning Strategic Plan PROFESSIONAL LEARNING COMMITTEE Approved by the CES Board of Directors, April 11 th, 2018

2 Contents Introduction... 2 The Professional Learning Strategy and the CES Strategic Plan Professional Learning Strategy: Interests and Roles... 3 Professional Learning Principles... 4 Professional Learning Priorities CES PLC Learning Strategy DRAFT

3 Introduction The Professional Learning Committee (PLC) of the Canadian Evaluation Society (CES) Board of Directors provides support and leadership to CES members and the evaluation community in the provision of professional learning opportunities. The PLC identifies, develops, implements, and evaluates professional development opportunities to support lifelong learning and the development of evaluators. 1 Toward this goal, the PLC has developed this first, five year Professional Learning (PL) strategy, which is aligned with the CES Strategic Plan. Once developed, the PL strategy will be approved by the CES National Board. 2 The Professional Learning Strategy and the CES Strategic Plan CES Mission Statement: Through our national operations and a network of chapters, members and partners, the CES: 1. Promotes the development of evaluation theory and practice; 2. Leads the professionalization of evaluation; 3. Builds awareness of evaluation; and 4. Advocates for the use of quality evaluation. As described in the CES Strategic Plan, the following CES Strategic Priorities frame CES programs and services: 1. Increase the value of evaluation 2. Engage, grow and diversify our membership 3. Advance the professionalization of evaluation The scope covered by the PL Strategy falls under CES Strategic Priority #3: Advance the professionalism of evaluation. As described under the CES Strategic Plan: The outcomes associated with Priority # 3 are: i. Improved professional practice of evaluation in Canada ii. Increased self-identification of CES members as professional evaluators iii. Broadened range and reach of CES professional development opportunities iv. Increased take-up of CE credentials by evaluators and by client-users The PL Strategy will address outcomes 1 and 3, shown in bold above. 1 Professional learning activities includes: Courses created and authorized by CES (licensed courses: ESS, Survey Methods, Evaluation Theories and Models) and delivered in person or online (CES e-institute), information sessions, learning circles, mentoring, National annual conference, webinar series, and workshops. 2 See the CES Policy Manual Operating Policy (OP 18) for the Professional Learning Policy. CES PLC Learning Strategy DRAFT

4 Professional Learning Strategy: Interests and Roles The table below lists the interests and roles of the CES National Board and its subcommittees as well as CES Chapters in the development and implementation of the PL Strategy. Each of these groups was engaged in reviewing the draft plan. It is worth noting that there are a number of other stakeholders with interests in professional learning (e.g., CES members, evaluation teachers, evaluation managers, etc.); the engagement of these stakeholders is key in the implementation of the PL Strategy and one of the strategic priorities is to reach out to these audiences.. PLC VP PDP Director, e- Institute Communications & Marketing Committee CES Chapter PD Leads CES Board of Directors Interest To develop a Strategy to guide actions To ensure the needs of PDP and Credentialed Evaluators (CEs) are addressed in the PL Strategy To ensure the needs of the e-institute and its constituency are addressed in the PL Strategy To ensure the CES Member Survey includes questions of relevance to PL To ensure the needs of the Chapters are addressed in the PL Strategy To ensure the PL Strategy aligns with CES Strategic Plan and offers high value to members. Role To create the PL Strategy in alignment with the CES Strategic Plan To work collaboratively with the PLC to confirm alignment of Learning Strategy with Professional Designation Program (PDP) and CE needs To work collaboratively with the PLC to ensure alignment of the e-institute with the PL strategy and CES members needs To liaise with PLC to ensure the CES Member Survey captures relevant data and reflects learner needs To work collaboratively with the PLC to confirm alignment of Learning Strategy with Chapter needs To approve the PL Strategy CES PLC Learning Strategy DRAFT

5 Professional Learning Principles The following principles will guide all CES PL activities: 1. Provide a diversity of learning opportunities 2. Serve multiple audiences: English and French speakers CES members Evaluation users and commissioners (members and non-members) Evaluators with different levels of experience (members and non-members) 3. Support the advancement of CES core competencies 4. Adhere to best practices in pedagogy, instructional design, and adult learning 5. Embody continuous quality improvement 6. Reflect the needs of learners 7. Focus on improving evaluation practice Professional Learning Priorities The PL Strategy will address the eight priorities listed below. These priorities were developed based on existing PL activities, needs articulated by PLC members, a review of other professional development strategic plans, and the views of Chapters. Over the next five years, the PL Strategy will focus on: 1. Increase communication between CES national and Chapter PL offerings, e-institute, PDP, and National conference PL offerings 2. Broadening the sources for identifying learning needs 3. Enhancing existing PL offerings 4. Expanding course offerings 5. Developing core pedagogical standards for all PL offerings 3 The PLC strategy will be re-visited after 2018 to align with the new CES Strategic Plan CES PLC Learning Strategy DRAFT

6 6. Developing a viable business model for PL (e.g. e-institute) 7. Evaluating the Mentoring Initiative and developing an action plan 8. Developing and implementing a Monitoring & Evaluation (M&E) plan for Professional Learning CES PLC Learning Strategy DRAFT

7 The following table lists each strategic priority and a preliminary list of activities that will support the achievement of the strategy. It is anticipated that once the priorities are approved and the activities are further developed, the PLC will be able to allocate tasks to committee members and determine a feasible timeline for completing the work. Priority Activities Timeline 1. Increase communication between CES national and Chapter PD offerings; e-institute; PDP; and National Conference PL offerings 2. Broaden the sources for identifying learning needs Host a minimum of two PLC and Chapter Professional Development (PD) leads teleconferences within each fiscal year (July 1 June 30) Host an in-person meeting for PD leads attending the national conference Provide quarterly electronic updates to PD Chapter Leads Disseminate Chapter PD plans (as available) Advertise Chapter PD events on National website and weekly e-blast Meet with national conference organizing committees around workshops Include, as members of the PLC, the e-institute Director and Vice President (VP) PDP Review the results of the bi-annual CES Member Survey Obtain learning need assessments conducted by Chapters (as available) or connect with PD Leads and Chapter Presidents to discuss professional learning needs Connect with the VP PDP to identify deficits in CE applications Connect with Canadian evaluation instructors (e.g. university instructors and others who teach evaluation (which could include CES course instructors), evaluation managers/ leads of national / provincial governments, national Non-Governmental Organizations (NGOs) to learn about their evaluation needs CES PLC Learning Strategy DRAFT

8 Priority Activities Timeline 3. Enhancing existing PL offerings Support/enhance/track the CES-sanctioned course offerings by chapters Coordinate/enhance/track CES National webinar offerings Identify/organize/promote other content already being offered by CES which meets CE maintenance requirements Expand course offerings 5. Develop core pedagogical standards for all PL offerings 6. Develop a business model for PL Review previous PD provided by Chapters and discuss ways to leverage these courses through national platforms Attend CES and American Evaluation Association (AEA) evaluation conferences to identify popular sessions and new and emerging practices Review course evaluations for relevant data Develop three new self-directed e-institute courses Develop a handbook (or other resource) to support offering e-institute courses in-person or through blended learning models Create lists of possible mentors, trainers, presenters that could possibly be approached in delivering courses, webinars, workshops, sessions relevant to CES core competencies via reaching out to the chapters and academic and professional circles. Research best practices in instructional design and develop checklist or other tool to support course designers Develop a template for course proposals that ensures all courses identify: i. Competencies addressed ii. Learning objectives Identify resource needs (people, products, processes, and platforms/infrastructure) Identify revenue generating products CES PLC Learning Strategy DRAFT

9 Priority Activities Timeline 7. Evaluate the Mentoring Initiative and develop an action plan 8. Develop and implementing a M&E framework for Professional Learning Strategy Identify methods of increasing the uptake of the current products. Address the differential needs between the various chapters and resolve the financial differences in the delivery of the in-person and online training. Develop and implement an evaluation Use evaluation findings to develop an action plan Develop a performance monitoring and evaluation framework for PL (the framework to be shared with members when ready) Implement the M&E framework (outcomes and results to be shared with the members) PLC Chair to provide the CES Board with quarterly updates on the progress of the PL strategy and to provide an annual report to the CES membership at the Annual General Meeting CES PLC Learning Strategy DRAFT