About the GSNE Community of Practice
The GSNE Community of Practice (CoP) is a new series of monthly meetings hosted by TIG leadership for the purpose of building community among students and new evaluators from all backgrounds. It will balance preplanned, focused conversation and freeform, open dialogue. We expect to host two CoP meetings per month (on the 2nd Wednesday and 4th Thursdays of each month), but each meeting will cover the same topic of discussion, so we welcome you to join us once a month if one of the times below works for you.
Save the dates and register!
Mark your calendars for future Community of Practice Meetings
2026 CoP Meetings
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Month
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Topic
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Description
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February 2026
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Falling Into Evaluation
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Many evaluators find themselves in the field seemingly by accident or happenstance. For some, this may feel like "falling" into the field. Perhaps some of us are actively "falling." What can we do to "fall" with grace? And how do we "stick" the landing?
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March 2026
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Mentorship
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As students and new evaluators, we often seek guidance and mentorship from others who have more experience in the field. That said, finding mentors and making the most of our mentorship experience can be challenging. What does your ideal mentorship relationship look like? What have you found to work well in relationships with mentors?
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April 2026
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Imposter Syndrome
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Many of us have doubts and experience imposter syndrome at some point in our careers. If you've ever asked yourself, "Can I really call myself an evaluator?" or similar questions, then you are among the majority. How do we experience imposter syndrome as students and new evaluators? And how can we manage these thoughts and feelings?
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May 2026
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Methods Mixer
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Many methods of inquiry are fair game in evaluation. Some evaluators bring the methods they learned in other disciplines to the field. Some evaluators stick with a specific methodological schools of thought and hold tightly to their preferred methods, while others search around and sample a variety of methods. What is your method of choice? What methods are you curious about? Are you devoted to a particular method or do you prefer to try a variety?
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June 2026
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Reflective Practice
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Many evaluation approaches consider reflective practice an important part of the job. What is reflective practice? How do you practice reflexivity in your work?
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July - Dec 2026
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Topics TBD
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Topics will be selected based on interest of CoP attendees.
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Discussion Takeaways
Mentorship (March 2026)
1. Consider a “network” or “team” of mentors rather than relying on a single person. Different mentors can meet different needs (e.g., career advice, technical skills, navigating workplaces).
2. Mentorship does not always occur in traditional one-on-one mentor-mentee relationships. There are several forms of mentorship which can broaden our access to guidance and support, including peer mentorship among colleagues at similar career stages and supervisor-based mentorship, where supervisors also provide professional guidance.
3. Mentorship can emerge organically, but structure and the setting of intentional touchpoints can also help.
4. Proactive outreach is key and can be low-pressure. For example, can reach out for informational conversations or short, time-bound asks (e.g., 30-45 minutes). The focus can be on learning, not asking for mentorship outright.
5. For more structured mentorship relationships, mentors and mentees should set clear expectations and structure. This can include setting a timeline, establishing regular meetings, and maintaining open communication. Structured touchpoints help sustain the relationship while acknowledging that mentors often have limited time.
6. Cultivating a productive mentorship relationship requires effort from both mentors and mentees but can also be mutually beneficial.
7. Mentorship can play an important role in building professional confidence, especially for early-career evaluators. Guidance from mentors can help mentees navigate the field, develop skills, and feel more confident in their professional identity.
Here are additional resources.
Falling Into Evaluation (February 2026)
1. Entry into evaluation is often nonlinear. This can create uncertainty about career identity and professional direction, especially for those navigating adjacent roles.
2. Questioning whether we truly identify as evaluators is common. For example, the role of evaluator can be one of many “hats” we wear or our role can center on technical or analytical support rather than leading the overall evaluation process, leading us to questions like, “Am I actually an evaluator? Did I actually fall into the field? Can I be an evaluator 100%?”
3. Evaluation itself involves a range of roles and skill sets, from project manager to methodologist, data analyst, and facilitator of learning.
4. There are many ways to contribute to evaluation, and strict definitions of who counts as an evaluator may be limiting. Individuals may engage in evaluation through different professional identities, roles, and industries. This flexibility can allow more people to connect with evaluation practice, even if they do not formally hold the title of evaluator.
5. Building connections with others doing evaluation work helps practitioners develop confidence, share strategies, and clarify career pathways. Helpful supports include mentorship from experienced evaluators, peer networks of others entering the field, professional communities such as those associated with the American Evaluation Association.
6. It is important to take advantage of opportunities to learn, be curious, and explore different aspects of evaluation work.
Here are additional resources.