118. I have been teaching K-2 for the last four years. I have a BS in Early Childhood Education / Special Education and an MA in Guidance and Counseling. I would like to become an educational evaluator. Where do I start? Are there doctoral programs? Masters Programs? I work for the New York City Board of Education, District 10.

I am delighted to help you with your question: An educational evaluator is a person who, like you, has an understanding of educational programs as a result of education and experience. An evaluator:
(1) looks at the goals and objectives of a program,
(2) looks in depth at the implementation of the program,
(3) looks at available data or generates data for analysis,
(4) compares goals and objectives to generated and analyzed data, and
(5) comes to certain conclusions, namely, whether the goals and objectives of the program are
being achieved.

On the basis of all the information and the results gathered, the evaluator makes specific recommendations. Usually, an evaluator has educational training and experience in statistical analysis, but this is not required. What is needed is a very broad understanding of (1) educational programs, (2) alternative designs in educational programs, and (3) ways to determine what the results of the analysis of data suggest.

I became an evaluator after completing my doctoral program at UCLA, a doctorate in Education, and after working for the Center for the Study of Evaluation, a research center at UCLA. I have 37 years of teaching experience.

I hope these ideas help you decide your course of action as you try to become an evaluator.  Please, contact me for any additional questions and share my Web Sites with your colleagues in your district. Glad to help!!!

 


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net