Germain-Rutherford & Groen (2018)
All while integrating existing data tracked by individual sectors within the service (predominantly data related to participation or use of service); the framework has provided direction for the collection of data from multiple sources to be used in complementarity to report on a series of indicators. Using an adaptation of the Theory of Change (Hart et al., 2009) and Guskey’s (2002) Model of Teacher Development, the figure below outlines different levels of indicators in three interdependent groupings.
The first grouping, in blue, represents an increasing level of sophistication in the examination of impact. Beginning with transformation of use and satisfaction with specific services, followed by transformation of thinking and conceptualisation (in terms of knowledge, skills, attitudes and values) of those using TLSS services and resources, and thirdly transformation of practice as exemplified by changes in instructional approaches and engagement in the examination of their effectiveness.
The second grouping, in orange, represents the subsequent impact of the multiple individual levels of transformation (in blue). For instance, how a particular instructor’s transformation in thinking and practice might have an impact on the learning of their students or the thinking and practice of some of their colleagues.
The third grouping, in red, indicates transformation in the culture of teaching and learning at the meso-level (department/faculty) and macro-level (institutional). This transformation may be influenced by the direct input and advocacy of the TLSS or indirectly through the collective impact of an increasing number of individuals who have transformed their thinking and practices (individual level transformation in blue).