TVEP Program Evaluator

Request for Proposal

Evaluation

Technical Vocational Education Program (TVEP)

Sealaska Heritage Institute (SHI) is a private nonprofit founded in 1980 with a mission to

advance Tlingit, Haida, and Tsimshian cultures of Southeast Alaska. Sealaska Heritage also

conducts scientific and public policy research that promotes Alaska Native arts, cultures, history,

and education statewide. The institute is governed by a 13-member Board of Trustees and guided

by a Council of Traditional Scholars, an Education Committee, a Native Artist Committee, and a

Southeast Regional Language Committee.

We offer numerous programs promoting Southeast Alaskan Native culture, including language

and art – we also maintain a substantial archive of Southeast Alaskan Native ethnographic

material. We partner with local schools to promote academics and cultural education. Biennially,

we produce Celebration, Alaska’s second-largest Native gathering. We own and operate the

Sealaska Heritage Store and curate an ongoing cultural exhibit on the first floor of our

headquarters in Juneau’s landmark Walter Soboleff Building

SHI is requesting proposals from a qualified consultant interested in serving as evaluator for its

FY2026 Technical Vocational Education Program (TVEP) grant.

TVEP Overview

The Alaska Technical Vocational Education Program (TVEP) was created to strengthen Alaska’s

workforce by funding training programs that address regional industry needs. TVEP grantees

participate in a statewide vocational training system coordinated with the Alaska Workforce

Investment Board, which sets priorities and standards for meeting Alaska’s workforce

development goals.

Evaluator Responsibilities and Scope of Work

Evaluation processes and reporting methods employed by the evaluator SHI selects must be

systematic, data-driven, and aligned with the objectives and performance measures outlined in

SHI’s FY26 TVEP grant (project period 07/01/2025-06/30/2026).

The evaluators selected by SHI will be expected to design and implement methods that

accurately measure progress toward each stated goal or objective using both quantitative and

qualitative data for roughly 150 program participants. This includes collecting and analyzing

data such as participant enrollment, course completion, university or dual credits earned,

portfolio rubric scores, survey responses, on-the-job learning documentation, and competency

attainment with data taken when participants join the program, and six-twelve months after the

program ends to track progress.

SHI seeks evaluator support to co design and implement TVEP aligned data systems, including

strategies for collecting and verifying participant pre and post income data, developing effective

tools and procedures for gathering required performance measures, and strengthening SHI’s

mixed methods approach to tracking outputs, outcomes, and long-term participant impacts.

Evaluators will assess program effectiveness by determining if performance targets are met,

identifying areas for improvement, and providing (oral/written) actionable recommendations to

strengthen SHI’s Northwest Coast Art and Indigenizing Education for Alaska Apprenticeship

programs.

Evaluators will also be responsible for submitting (1) mid-year/formative and (2) final/

summative evaluation reports that synthesize findings, highlight measurable impacts, and ensure

compliance with TVEP reporting requirements.

Project Timeline

The grant is a one-year award. The selected evaluator is expected to commit the Project

evaluation between the contract start date and June 30, 2026. This consultancy should

begin as soon as possible and be completed no later than June 30, 2026.

Required Qualifications

• Experience as program evaluator and author of evaluation reports necessary for

state reporting as well as internal evaluation for program effectiveness and

impacts.

• Demonstrated knowledge and use of appropriate evaluation tools, best practices

for evaluation implementation and analysis and reporting of collected data.

• Knowledge of Alaska Native culture and education
• Experience designing collaborative evaluation frameworks and co developing

data collection protocols.

Preferred Qualifications

• Understanding of SHI programs
• Understanding of Culturally Relevant programs

To Submit Proposal

• Proposal (2 page limit) outlining how the above tasks would be performed and

qualifications

• Estimate of fees to perform services
• Resume of all consultants who would be involved in the project
• Contact information for 3 organizations you’ve evaluated projects

Please send proposals to Katelynn Drake, TVEP Grant Manager –

[[email protected]](mailto:[email protected]) by Dec. 19, 2025.

The following program overview is provided to assist those interested in submitting a

proposal to more fully understand and respond to this project evaluation opportunity.

SHI TVEP Programming Overview

The FY26 Technical and Vocational Education Program (TVEP) grant invests in Sealaska

Heritage Institute’s long-term and immediate workforce development initiatives that strengthen

Alaska’s cultural and educational sectors. The funding advances two SHI programs, the

Northwest Coast (NWC) Art Program and the Indigenizing Education for Alaska (IEA) Teacher

Apprenticeship Program.

SHI TVEP: Northwest Coast Arts Program

SHI will use FY2026 TVEP grant funds to provide specific specialized training in the Alaska

Native Northwest Coast (NWC) art forms of Formline Design, Carving, Weaving, and Metals, as

well as professional development in business practices for artists. Participants gain foundational,

specialized, and marketable skills while earning University of Alaska Southeast (UAS) college

credit or dual credit through articulation agreements with local school districts. The structured

curriculum, co designed with SHI’s Native Artist Committee and Master Artists, offers

certificates at beginner and intermediate levels, preparing participants for advancement in

cultural arts and participation in Alaska’s cultural tourism economy.

SHI TVEP Goal 1 is to increase the number and type of NWC art courses by teaching 28 TVEP

sponsored courses totaling 63 UAS credit hours.

Goal 1 Objectives:

− 1.1 Expand participants’ NWC art skills by teaching 9 Formline courses, including print

mediums.

− 1.2 Build Carvers’ skills by teaching 5 carving track courses.

− 1.3 Enhance Weavers’ skills by teaching 5 weaving track courses.

− 1.4 Hone Metal Artists’ skills by providing 6 metal track courses.

− 1.5 Support participants’ success by teaching 3 Business Basics courses.

Evaluators will help SHI strengthen its strategy for measuring economic impact for artists,

including increases in supplemental income or progression toward self-sustaining cultural arts

careers.

SHI TVEP: Indigenizing Education for Alaska Teacher Apprenticeship Program

SHI will use FY2026 TVEP grant funds to advance its Indigenizing Education for Alaska (IEA)

Teacher Apprenticeship Program, a collaborative initiative developed with the University of

Alaska Anchorage (UAA), the Alaska Department of Labor and Workforce Development

(DOLWD), and the U.S. Department of Labor (DOL). This program uses a mentor apprentice

model that provides Alaska Native educators with on-the-job learning (OJL) experiences aligned

with UAA and DOL competencies.

Apprentices select one of three credential bearing tracks:

• Childhood Development Specialist (Early Childhood Education Certificate),
• Early Childhood Educator (Associate of Arts),
• PK–3rd Grade Teacher (Bachelor of Arts).

SHI TVEP Goal 2 is to indigenize education for Alaska by supporting apprentices in achieving

their instructional competencies and professional credentials.

Goal 2 Objectives:

− 2.1 Co design IEA required OJL opportunities with 5 IEA mentors.

− 2.2 Support mentors to provide and document 7–14 apprentices’ completion of co

designed OJL.

− 2.3 Co monitor apprentices’ development of IEA track specific competencies.

Together, these initiatives strengthen pathways for Alaska Native artists and educators to advance

their skills, earn credentials, and contribute to their communities’ cultural, educational, and

economic vitality.

Evaluators will support SHI in implementing mixed methods evaluation approaches, including

qualitative and quantitative analysis, to ensure accurate representation of program outcomes.

TVEP Performance Measures Aligned to Methods of Evaluation

RQ1 (NWC Art Program):

To what extent does participation in SHI’s Northwest Coast (NWC) Art Program increase artists’

technical proficiency, cultural entrepreneurship skills, and capacity to generate sustainable income

through their art practice?

Objective Project Activity Data Type Data Analysis

1.1 Expand

participants’

NWC art skills

by teaching 9

Formline

courses,

Deliver 9 Formline

courses, including

printmaking, at various

levels;

# of Formline courses

delivered

# of participants

enrolled/completed

Compare enrollment and

completion to target (9

courses).

including print

mediums.

Conduct portfolio

evaluations to assess

student skill levels and

certification.

UAS credits earned

Portfolio rubric scores

Pre/post skill survey results

Analyze rubric and survey

data for increased skills

and income opportunities.

Review UAS credit

attainment and certificates

earned to confirm

progress.

1.2 Build

Carvers’ skills

by teaching 5

carving-track

courses.

Teach 5 NWC Carving

courses at various

levels;

Conduct portfolio

evaluations to assess

student skill levels and

certification.

# of carving courses

# of participants

UAS credits earned

Portfolio rubric scores

Pre/post skill survey results

Compare participant

enrollment and

completion rates to target

(5 courses).

Analyze rubric and survey

data for increased skills

and income opportunities.

Review UAS credit

attainment and certificates

earned to confirm

progress.

1.3 Enhance

Weavers’ skills

by teaching 5

weaving-track

courses.

Deliver 5 Weaving

courses at

beginner/intermediate

levels.

# of weaving courses

# of participants

UAS credits earned

Pre/post skill survey results

Compare participant

enrollment and

completion rates to target

(5 courses).

Analyze survey data and

student feedback for

increased skills and

income opportunities.

Review UAS credit

attainment and certificates

earned to confirm

progress.

1.4 Hone Metal

Artists’ skills by

providing 6

metal-track

courses.

Teach 6 NWC Metal

courses at various

levels;

Conduct portfolio

evaluations to assess

student skill levels and

certification.

# of metal courses

# of participants

UAS credits earned

Portfolio rubric scores

Pre/post skill survey results

Compare participant

enrollment and

completion rates to target

(6 courses).

Analyze rubric and survey

data for increased skills

and income opportunities.

Review UAS credit

attainment and certificates

earned to confirm

progress.

1.5 Support

participants’

success by

teaching 3

Business Basics

courses.

Offer 3 Business

Basics courses to help

artists learn income

generation and self-

employment strategies.

# of Business Basics courses

# of participants

Pre/post survey on business

knowledge

Participant income change

(Reported from previous

year)

Compare pre/post survey

results for increased

business knowledge and

income opportunities.

Review UAS credit

attainment and certificates

earned to confirm

progress.

Analyze self-reported

income earnings from

participants 7–12 months

after the previous year’s

program.

QR2: How effectively does the IEA Teacher Apprenticeship Program support apprentices in developing

the professional competencies and credentials necessary to enter and remain in Alaska’s early childhood

and K–3 education workforce?

2.1 Co-design

IEA-required

OJL

opportunities

with the 5 IEA

Mentors.

Develop and align OJL

content and schedules

across the 3 IEA tracks

(25–680 hrs

fieldwork).

# of OJL plans co-designed

# of mentors engaged

OJL hours required per track

OJL schedule completion

rate

Review completed OJL

designs vs. planned

schedule.

Assess alignment with

IEA competencies and

mentor collaboration logs.

Identify delays or quality

gaps in OJL design.

2.2 Support the

Mentors to

provide and

document 7–14

IEA

Apprentices’

completion of

the co-designed

OJL.

Deliver and document

OJL activities in

collaboration with

mentors for each IEA

track.

# of apprentices

OJL completion rate

Documentation logs

# of mentors providing OJL

UAA-approved records

Analyze OJL

documentation for

completeness.

Calculate the percent of

apprentices completing

required OJL.

Review mentor feedback

and apprentice

progression reports.

2.3 Co-monitor,

with the 5

Use UAA/DOL-

approved rubrics to

Competency rubric scores Aggregate rubric scores

by track.

Mentors, the

Apprentices’

development of

IEA-track

specific

competencies.

assess apprentices’

competency

development.

Mentor evaluation reports

# of apprentices attaining

competency benchmarks

Fieldwork hours logged

Identify growth trends and

competency attainment

rates.

Compare data across

mentors and tracks to

assess consistency and

overall effectiveness.

Experience as program evaluator and author of evaluation reports; knowledge of evaluation tools and best practices; knowledge of Alaska Native culture and education; experience designing collaborative evaluation frameworks and data collection protocols.

Key Responsibilities

• designing evaluation methods
• collecting and analyzing data
• submitting evaluation reports

Job Details

• Category: Research and Development (R&D)
• Seniority: Mid Level
• Commitment: Contract
• Workplace: Remote — Juneau, Alaska, United States
• Languages: English

About Sealaska Heritage Institute

A private nonprofit advancing Tlingit, Haida, and Tsimshian cultures and conducting research promoting Alaska Native arts and education. — Industry: Non-Profit Organizations and NGOs