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C O N N E C T E D N O R T H : A J O U R N E Y O F T R A N S F O R M AT I O N & W E L L- B E I N G 29 Developmental Evaluation Developmental evaluation is an appropriate model for consideration for Connected North given its high degree of novelty, evolving nature, the openness to adaptation from TIG, and the high level of complexity that accompanies the program. There is a need to learn continuously about what to do and how to do it and to support decision-making in an environment that is changing and where the data about that environment requires sensemaking to move forward. Developmental evaluation was initially described by Michael Quinn Patton (Michael Quinn Patton, 2011) and further expanded upon by other evaluators who are working with a systems orientation and complexity lens to health and social issues (Fagen et al., 2011; Gamble, 2008; M Q Patton, 2016; Riley et al., 2015). Developmental Evaluation draws on systems thinking and places emphasis on the role of relationships within such systems and their mediating, moderating, and influencing effect on program outcomes. It recognizes that program activities are undertaken within a context and that systemic relationships – such as operating a program that exists within a historically colonial model of education (National Collaborating Centre on Aboriginal Health, 2017). The key structural component to a Developmental Evaluation is the establishment of a 'developmental mindset' where the program is viewed as an evolving, living entity. Just as one would not view a 10-year old as a twice better 5-year old, neither would Connected North be viewed any differently at each scale. The key is to focus on maximizing the opportunities to learn, apply those lessons to the program, and make adaptations and additions that are consistent with the values and ongoing needs/desires/preferences of those using the program.

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