An important aspect of good teaching practice is that of teacher self-reflection. In the Kindergarten program, teachers should assess their strengths and identify areas for improvement. They can ask themselves the following questions:
In order to better meet the needs of all students and to provide the kinds of support necessary to help teachers achieve the objectives of the Kindergarten curriculum, evaluation of the Kindergarten program is also essential.
Program evaluation is a systematic process of gathering and analyzing information about some aspect of a school program in order to make a decision, or to communicate to others involved in the decision-making process. For example, the purpose of evaluating a program might be to determine to what extent the curriculum goals and objectives are being implemented and realized. Program evaluation can be conducted at two levels: relatively informally at the classroom level; or more formally at the classroom, school, school division or provincial levels. (It is the intent of Saskatchewan Education to evaluate each new curriculum and the effectiveness of its implementation.)
At the classroom level, program evaluation is used to determine whether the program being presented to the students is meeting both their needs and the objectives prescribed by the province. Program evaluation is not necessarily conducted at the end of the program, but is an ongoing process. For example, if particular learning activities appear to be poorly received by students, or if they do not seem to demonstrate the intended learnings from a theme of study, the problem should be investigated and changes made. By evaluating their programs at the classroom level, teachers become reflective practitioners. The information gathered through program evaluation can assist teachers in program planning and in making decisions for improvement. Most program evaluations at the classroom level are relatively informal, but they should be done systematically. Such evaluations should include identification of the area of concern, collection and analysis of information, and judgment or decision-making.
Formal program evaluation projects use a step-by-step problem-solving approach to identify the purpose of the evaluation, draft a proposal, collect and analyze information, and report the evaluation results. The initiative to conduct a formal program evaluation may originate from an individual teacher, a group of teachers, the principal, a staff committee, an entire staff, central office or Saskatchewan Education. Evaluations are usually done by a team, so that a variety of skills are available and the work can be distributed. Formal program evaluations should be undertaken regularly to ensure programs are current.
To support formal school-based program evaluation activities, Saskatchewan School-based Program Evaluation Resource Book Saskatchewan Education, 1989 has been developed to be used in conjunction with an inservice package. Further information on these support services is available from the Evaluation Unit, Saskatchewan Education.