Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 53 recapturing their attention. Importantly, even teachers who noted weaknesses in certain sessions were nonetheless positive about the quality of the program as a whole. Students One student survey item was considered suggestive of session quality: whether students felt excited about what they had learned that day, interpreted as an indicator of sufficient engagement. Two thirds of students agreed, which—while not as overwhelmingly positive as the teacher survey results, remains reasonably high, particularly given that only 10% disagreed. It is important to acknowledge, however, that the interpretation of this result is limited by the absence of a clear comparator; i.e., we do not know how excited students typically feel about learning on a regular school day without Connected North. On the whole, this question was deemed to provide modest additional positive evidence of the quality of Connected North sessions. Implementation Assumption #6: Connected North staff provide strong support All available evidence indicates that Connected North provides comprehensive support for program implementation. Content Providers were highly positive about the assistance they receive—from technical troubleshooting to training materials and ideas for strengthening their sessions. Teachers also reported high levels of support, especially when it comes to finding and booking sessions. They generally expressed satisfaction with the online platform and session descriptions, while also valuing the printed catalogue and the help school leads provide to identify, customize, and schedule sessions. Supplies for hands-on activities were appreciated, and teachers consistently highlighted how session hosts help sessions run smoothly by managing logistics and supporting engagement. Although teachers struggled to consistently complete post-session surveys, the annual teacher survey appears to offer a strong, reliable way for them to share feedback, helping ensure the program has the information necessary to meet stakeholder needs. It was clear that Connected North operates as a full-service model with highly dedicated staff who are deeply involved with all aspects of the program from planning to execution to follow up. Connected North Staff Interviews with Connected North staff emphasized that trust and relationship-building are foundational to the program model. School leads and session hosts maintain ongoing communication with teachers, which supports long-term engagement, repeat participation, and a collaborative approach to session planning. School leads emphasized the importance of working with teachers early on in their Connected North journey, supporting them through test runs, walking them through equipment, and modeling strategies for keeping students involved, so that they "learn how to deliver virtually" and feel confident facilitating an engaging, successful session. Session hosts described how their facilitative role includes monitoring student engagement in real time, adapting activities, and supporting teachers. One host explained how Strong Positive Sentiment High Volume of Relevant Evidence H M M L L L Evidence Base H Content Provider Survey - Univariate Analysis Teacher Survey - Content Analysis Teacher Interviews Content Provider Survey - Content Analysis Content Provider Interviews Connected North Staff Interviews