Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 49 developed a strong interest in a topic that was not yet covered in the existing session catalogue. After reaching out to their coordinator, the teacher was offered two customized sessions that aligned with both student interest and dual curriculum goals in science and the arts. The coordinator worked with a national museum to adjust an existing program to better reflect the class's area of interest, and also contacted artists to identify someone able to deliver an aligned art session. The teacher emphasized how responsive this process was and how well the customized sessions complemented what was happening in the classroom. In interviews, some teachers identified limitations related to customizability, most commonly noting that sessions were not always perfectly matched to the age or ability level of their students. In several cases, this appeared to stem from differences in understanding on the part of the Content Provider about the specific needs of the class, suggesting occasional communication challenges in the preparation of those sessions. However, a few teachers from smaller schools also explained that it could be difficult to identify sessions that worked well for the wide range of ages they often had grouped together in a single classroom. In addition, two teachers simply noted that they were not aware that customized sessions were an option. Although the funding of the Connected North program was beyond the scope of this evaluation, teacher interviews highlighted how changes to the credit system—which limit the number of credits allocated to each teacher and were instituted to ensure sustainable management of the program's finite resources—could affect teachers' ability to integrate the program fully into their learning plans, particularly where a specific sequence or package of sessions is implicated. While interviewed teachers indicated that they had, to date, managed these constraints through careful planning and, in some cases, the provision of additional sessions on a discretionary basis by Connected North, this nonetheless represents a potential challenge to optimal use of the program. This interpretation is reinforced by staff observations that teachers are required to be more selective in their choice of sessions under the new credit system. Implementation Assumption #5: Sessions are High Quality This section examines the assumption that Connected North sessions are high quality— meaning they are accurate, supportive, engaging, and delivered by presenters with appropriate expertise. Staff highlighted robust onboarding and feedback processes designed to ensure dynamic sessions. Content providers described drawing on their professional expertise and experience, refining sessions iteratively, and using trauma-informed, student-centered approaches. Teachers consistently reported that sessions were engaging, accurate, and inspiring for students, with comments that were overwhelmingly positive, even while acknowledging occasional challenges. Although limited, student survey Strong Positive Sentiment High Volume of Relevant Evidence H H L L L M L Evidence Base H Teacher Survey - Content Analysis Teacher Survey - Univariate Analysis Content Provider Survey - Content Analysis Content Provider Interviews Connected North Staff Interviews Teacher Interviews Student Survey - Univariate Analysis