Abstract
Abstract: The evolution of the Manitoba School Improvement Program’s (MSIP) approach to evaluation as a means of building schools’ capacity for continuous improvement will be described from the perspective of the MSIP evaluation consultant and in the context of the difficulties inherent in secondary school reform. Drawing on the experiences of the MSIP schools and the data that have been collected by and from the schools over the last seven years, this article will attempt to address two key questions: What have we learned about how to move schools into an empowerment model of evaluation? What are the benefits of empowerment evaluation to educational reform?
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