Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 57 don't know. You don't know what to ask of them or not. They're not sure who they're speaking to. They don't know your class…There is a very large opportunity there, I think, for there to be some disconnect or for them to be a little bit of awkwardness, and having a host there takes that pressure off… The host always sets the stage really well, is there to …prompt with questions, if need be…when you think about how much they're doing actually in the session. It doesn't seem like a lot. But for me as a teacher…knowing the prep work and stuff that has to go into those kinds of things and what it takes to do that I appreciate it greatly… I don't think these sessions would be nearly as successful without having that person acting…in that role 29 . Gathering Feedback: In interviews, teachers were asked about what opportunities/avenues they had to provide feedback to Connected North. Many noted the use of Connected North's post- session feedback surveys, though comments suggested that familiarity with the process varied across teachers, and that, despite good intentions and incentives to respond, teachers struggled to initiate or follow through with completing the surveys. Views on the student surveys were mixed: some teachers of younger students felt the forms were unsuitable for their age group, while others found the visual rating scale effective, especially when paired with an interview- style approach. One teacher noted that the credit system for completed surveys may disadvantage primary classrooms, where students cannot independently complete forms and the teacher can only submit one response on their behalf. Overall, while teachers saw value in the feedback process, many struggled with practical barriers that limited their ability to participate consistently. As discussed above, teachers generally described having strong working relationships with their school leads, which included the ability to provide feedback to them on how sessions went or the program in general. In addition, the good response rates (averaging around 250 responses annually) and the high quality of the write-in responses to the annual teachers' survey (as observed by the evaluators) suggest that it is an effective feedback mechanism. The Content Analysis of the teacher survey included a moderate number of responses (96% positive) that provided additional evidence that Connected North provides strong support for program implementation. Comments referenced many of the same benefits as interviewed teachers, including help with selecting and booking sessions, providing supplies, and logistical support on the day. 29 It should be acknowledged that one interviewee referenced an occasion when a session host was too active and became distracting. Again, however, this was noted as an anomaly and underscores the subtle skill involved in facilitating sessions effectively. " [School lead] was a HUGE help in organizing and planning all the sessions for me. I would not have been able to get through it all without [their] time, help and offers to facetime to organize the schedule." - Teacher Survey Respondent