Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 40 [about]… and I can spend hours and hours upon hours searching and researching, trying to…bring my students just the one answer… By the time I find an answer we've gone so far past. They're not even interested anymore. So Connected North has it all. I call it the one-stop shop, because it truly is, it has absolutely everything that I could want, plus more." Some teachers identified other services they had used that were somewhat comparable to Connected North, but generally described them as far more limited; for example, offering a narrower range of topics or lacking interactive elements. Although two teachers also organized individual virtual sessions outside any formal learning service, these opportunities appear to have been serendipitous and not necessarily easily replicable, with one arising through word-of-mouth and the other through a personal connection 24 . Implementation Assumption #2: Sessions are Culturally Relevant The evidence indicates that Connected North is succeeding in delivering culturally relevant sessions. Staff describe cultural grounding as a core program requirement; Content Providers echoed this emphasis on cultural relevance in their approaches to session design and engagement; and teachers reported that sessions support Indigenous representation, strengthen students' cultural identity, and help avoid cultural appropriation. While the potential for cultural mismatches between sessions and students was noted, teachers noted that clear communication about whether a session is local or intercultural generally mitigates these issues. Limited survey data also suggest some interest in more locally specific content particularly Inuit and Nunavut programming, though the number of comments was small. Connected North Staff Connected North Staff consistently emphasized that ensuring sessions reflect Indigenous worldviews and community context is treated not as an optional enhancement, but as an essential program requirement. Echoing program documentation and training materials, staff described various dimensions of cultural relevance, including seeking local Content Providers who are best placed to deliver targeted cultural content; ensuring that non-local Content Providers have information on schools so that they could make connections and adapt sessions as needed; ensuring that non-Indigenous Content Providers have essential cultural competencies; and promoting the booking of Indigenous Content Providers to maintain the program's 50% goal for sessions led by Indigenous partners. 24 It should be noted that a Connected North staff member described one school as having moved towards developing sessions independently, highlighting that it is possible for schools that have the capacity. Strong Positive Sentiment High Volume of Relevant Evidence H M M L L L H Teacher Surveys - Univariate Analysis Teacher Interviews Teacher Surveys – Content Analysis Connected North Staff Interviews Content Provider Interviews Content Provider Survey – Content Analysis Evidence Base