Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 58 Implementation Assumption #7: Teachers provide strong support for program implementation Findings from interviews suggest that teachers provide substantial support in the implementation of Connected North, from strategically selecting sessions to preparing students, actively facilitating delivery, and extending learning through follow-up. Survey results reinforce this pattern: 91% of teachers reported connecting sessions to other classroom activities, and written comments described how teachers prepared students and built on session content afterward. However, the evaluation did not examine in depth whether teachers have the training and resources needed to make the best use of the program. Some teachers described how their effectiveness with Connected North developed over time; noted that colleagues were still learning how the program is intended to function; or expressed interest in additional guidance. These comments suggest that, while basic use of the program is straightforward, optimizing one's use is a learning process, and that some additional support may be warranted. A few teachers suggested that enhanced peer-to-peer support could help strengthen teacher capacity. Connected North Staff and Content Providers Connected North staff emphasized that the program's impact is strongest when teachers use it intentionally and in ways that align with their instructional goals, and are active participants in session delivery. In interviews, Content Providers described the various ways they engaged with teachers from planning through session delivery; and felt that teacher support for sessions was generally strong, and expressed appreciation for their preparation and organization. They also emphasized teachers' involvement in feedback and refinement cycles, explaining that "the teacher will join the session, and after, they'll debrief with Connected North… It's always nice because it happens immediately;" though there was a suggestion that mechanisms for receiving timely feedback from teachers post-session could be further improved. In some cases, ongoing collaboration leads to long-term relationships, with one Provider noting that their sessions became part of a teacher's annual course plan. The Content Provider survey generated few comments about the extent to which teachers supported Connected North sessions. As a result, this line of evidence was not considered independently informative for assessing this implementation assumption. However, the critical importance of the teacher's role was a notable theme in the survey; so relevant observations from Content Providers are incorporated below as footnotes to the discussion surrounding teachers' perceptions of their role in the program.