A values‐engaged, educative training model for novice evaluators

Abstract

AbstractThe next generation of evaluators must be trained and mentored in high‐quality technical, strengths‐based, interpersonal, contextual, social justice‐oriented, and values‐engaged evaluation. In this chapter, we present a non‐course‐based, real‐world‐focused, adaptable training model for anyone working with novice evaluators. In creating this model, we have drawn from our multiple identities—educator, faculty, graduate student, first‐generation, woman, Black, Latina, white, United States Citizen, immigrant, wife, mother, advocate, and change agent—and from our experiences, previous research on evaluation, culturally responsive evaluation approaches, higher education literature, and personal reflections. We outline our values‐engaged, educative training model and discuss its three key components. We conclude with thoughts about what evaluator education could and should become.