Leading Evaluation Initiatives as a Scholar-Practitioner: As a scholar-practitioner, to lead the evaluation initiatives, my primary responsibility is to understand the purpose of the evaluation of the program. The primary purpose of program evaluation is to improve the quality of education and other services provided to young children and their families ( National Association for the Education of Young Children, 2003). Around the globe, the importance of early childhood education awareness has increased. As a result, government funding has been increased in this sector. Along with the increase in this funding, the accountability has also been increased as the funding organizations need to know how their money has been utilized with evidence (Ebbeck, Teo, Tan, & Goh, 2014). Along with government funding, public investment has also been increased. With increased public investments in early childhood education come expectations that programs should be accountable for producing positive results (National Association for the Education of Young Children, 2003). The results of carefully designed program evaluations can influence better education for young children and can identify social problems that require public policy responses if children are to benefit (National Association for the Education of Young Children, 2003).
Next, as a scholar-practitioner, it is expected to conduct authentic program evaluation systems. Using an authentic program evaluation process to gather data is essential to evaluate and maintain the quality of a program. Ebbeck, Teo, Tan, & Goh, (2014) stated that because the authentic and systematic assessment process allows children to make further progress in their learning and development, enables them to share this information with all the stakeholders who are involved in child’s life, and enable teachers to evaluate how the curriculum and program are meeting its goals and objectives, teachers should engage in the authentic and systematic assessment process.
Greatest Barrier to Avoid when leading Program Evaluation: To explain the greatest barrier, I feel collaborating with the diverse group of families could be challenging at times. All social organization is influenced by culture and other factors. Most of the struggles facing community-building leaders and other individuals have been with recent immigrants whose culture, institutions, and traditions are still unfamiliar to mainstream groups (Work Group for Community Health and Development, 2016d). For example, Chinese parents place a heavy emphasis on their children and their ability to become successful. Many Central Americans fled the poverty and oppression in their countries to seek a more secure and better life in a new place. This information about other cultures showed that culture and other factors (social, economic, historical, and political) have an effect on the way a community organizes itself for self-help and support (Work Group for Community Health and Development, 2016d).
Ways to Minimize the Berrier: To overcome this barrier, developing cultural awareness through professional development among staff and possibly other stakeholders would be extremely beneficial. Breiseth, Robertson, and Lafond (2015) suggested the following 5 ways to improve the collaboration and involvement of immigrant families in their student’s educational settings. They are as follows:
- Learn About Own Classroom ELL Population
- Integrate Cultural Traditions of All ELL Families Throughout the School/ Program
- Create a Welcoming Environment for Families
- Make a Personal Connection with Families, and
- Show Value for Families’ Native Languages.
Supporting staff could also find out more resources and information about the background and cultural values of the families who are involved in the program in order to be efficiently engaged in the evaluation process.
References
Ebbeck, M., Teo, G., Tan, C., & Goh, M. (2014). Relooking Assessment: A Study on Assessing Developmental Learning Outcomes in Toddlers. Early Childhood Education Journal, 42(2), 115–123. https://doi.org/10.1007/s10643-013-0602-9
Breiseth, L., Robertson, K., & Lafond, S. (2015). Connecting with ell families: Strategies for success. Colorín Colorado. Retrieved May 1, 2022, from https://www.colorincolorado.org/article/connecting- ell-families-strategies-success