Utility Standards

The utility standards speak to how much program stakeholders find evaluation processes
and products meet their needs.
U1 Evaluator Credibility The evaluation will be conducted by qualified people both
external and internal consultants. I identify myself as an educator working for the school
board but as I am currently not participating in the program, there is not an anticipation of a
conflict of interest either real or perceived.
U2 Attention to Stakeholders the stakeholders will be identified (e.g., School Board,
educators, students) and the evaluations will focus attention to individuals and groups
invested in the program and affected by its evaluation.
U3 Negotiated Purposes At this time, the evaluation purpose has been identified,
however, it will be continually negotiated based upon stakeholder needs.
U4 Explicit Values The individual and cultural values embrace best professional
educational practices and support for new teachers and support the promotion of student
development and achievement.
U5 Relevant Information The background information presented for this evaluation is
detailed and pertinent.
U6 Meaningful Processes and Products Evaluations should construct activities,
descriptions, and judgments in ways that encourage participants to rediscover, reinterpret,
or revise their understandings and behaviors.
U7 Timely and Appropriate Communicating and Reporting This evaluator will strive to
be responsive to stakeholder information needs and will be consider the most appropriate
information delivery for the various anticipated audiences.
U8 Concern for Consequences and Influence It is the intention of this evaluator to
promote appropriate/ responsible use and to prevent unintended negative consequences
and misuse through mindful design and monitoring.

Feasibility Standards
The feasibility standards ideally facilitate effective and efficient evaluations.
F1 Project Management Multiple project management strategies will be utilized with
accountability checks.
F2 Practical Procedures The planned evaluation procedures may differ from ones actually
used as a way of being responsive to program needs. Strategies will be monitored and
adjusted as needed based upon the evaluators professional opinion.
F3 Contextual Viability This evaluator recognizes the differing political interests and
needs of individual new teachers, mentors, students and school board administration.
F4 Resource Use The evaluator will be mindful of resources available and work within
parameters agreed upon prior to the evaluation commencement.

Propriety Standards
This evaluator will consult relevant legal and ethical resources with regard to the welfare of
all individuals and groups involved in and /or affected by the evaluation.
P1 Responsive and Inclusive Orientation Evaluator will make a concerted effort to be
responsive to stakeholders and the community and make every effort to be inclusive.
P2 Formal Agreements Before commencing the evaluation, a formal agreement will be
negotiated, accounting for the needs and unique contexts of clients and stakeholders.
P3 Human Rights and Respect The evaluation design respects and maintains the rights
and dignity of all those involved in the evaluation.
P4 Clarity and Fairness The evaluation information will be communicated in a clear

manner that is appropriate to the intended audience.

P5 Transparency and Disclosure Evaluations will include a thorough descriptions of
findings, limitations, and conclusions to all stakeholders. This evaluator is willing to be
available for consultation after the evaluation has ended if mutually agreed upon.
P6 Conflicts of Interests Currently, this evaluator does not anticipate any real or
perceived conflicts of interest. The information will be analysed and presented fairly and
impartially.
P7 Fiscal Responsibility At this time, a budget has not been presented however, this
evaluator will endeavour to work within the available resources.

Accuracy Standards
This evaluator will endeavor to present truthful, and accurate information arising from the
evaluation.
.A1 Justified Conclusions and Decisions Evaluation information will be presented with
contextual validity.
A2 Valid Information The evaluation information will be checked for validity.
A3 Reliable Information The evaluation procedures to be used are anticipated to be
reliable.
A4 Explicit Program and Context Descriptions The context of this evaluation has been
explicitly identified in the evaluation design.
A5 Information Management The information will be collected electronically and
manually and stored according to Canadian privacy code standards.
A6 Sound Designs and Analyses It is the opinion of this evaluator that the design is
appropriate for the evaluations intended purpose of improving the NTIP experience for new
teachers in this school board.
A7 Explicit Evaluation Reasoning all information produced from the evaluation will be
documented.
A8 Communication and Reporting This evaluator will make every effort to prevent
misconceptions, biases, or errors.

Evaluation Accountability Standards

E1 Evaluation Documentation The evaluation will document all designs, procedures,
data, and outcomes.
E2 Internal Metaevaluation and E3 External Metaevaluation The evaluation itself will
be formatively and summatively evaluated.
This Evaluation Standards checklist was adapted from the American Evaluation Association
Program Evaluation Standards http://www.eval.org/p/cm/ld/fid=10