Establishing an Evaluation Practice Partnership for Evaluating Equity, Diversity, Inclusion, and Anti-Racism

Abstract Information: Transitioning from a project lens to an evaluation practice partnership (EPP) stance allows for a long-term collaboration where reciprocal relationships play a key role in evaluating an educational initiative focused on equity, diversity, inclusivity and anti-racism (EDIAR). Drawing from the fundamental components of research practice partnerships (Henrick, et al., 2017) such as a sustained timeline, co-definition of objectives guiding inquiries, and mutual sharing of findings, provides an intriguing avenue for expanding the scope of EPPs (Chouinard & Cousins, 2021). This session features a retrospective storytelling approach sharing our multi-year journey towards an EPP. Over the past several years, the project team has been collaborating with stakeholders and community members within an Ontario District School Board to understand and enhance equity, diversity, inclusivity and anti-racism (EDIAR) experiences, policy and processes within the school board. Efforts to promote EDIAR are connected to desired social change guided by the Ministry of Education (2014), Ontario Government (2017) and promoted through the Council of Ontario Directors of Education (2014). We describe our shift towards EPP as a relationally based process utilizing systematic strategies and tools to document, measure and understand desired EDIAR changes. Our goal is to provide a storied example for others who are looking to engage practices and programs that support social change in educational systems and beyond. To meet this goal, we examine successes and challenges detailing how an EPP approach facilitates relationships, contextual understanding, and evidence for decision-making. Our presentation features key considerations for implementation of EPPs in educational evaluation. By embracing evaluative partnership opportunities, both seasoned and emerging evaluators alike benefit from not only enhanced knowledge but also skills that move us toward a more equitable and inclusive evaluation practices.