1. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support

2. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support 29 CRB / FEH / Questar III DL Teacher Survey Responses Were Received Numbers of first time and veteran DL Teacher Survey Responses

3. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Section A Technical

4. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Agree / Strongly Agree Disagree / Strongly Disagree 1. I was able to clearly see all of my students at remote site(s). Technical Uncertain

5. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support 2. I was able to clearly hear students and teacher aides at remote site(s). Agree / Strongly Agree Disagree / Strongly Disagree Uncertain Technical

6. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support 3. Students at remote sites were able to hear me. Agree / Strongly Agree Disagree / Strongly Disagree Uncertain Technical

7. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Uncertain **Student response* From remote site perspective 11% 12% 77% Agree / Strongly Agree Disagree / Strongly Disagree 3. Students at remote sites were able to hear me. * Re: Hearing teachers, aides and students. Technical

8. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support 4. The materials displayed over the network were clearly seen by students. Technical Agree / Strongly Agree Disagree / Strongly Disagree Uncertain

9. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support 5. I felt comfortable using room equipment. Technical Agree / Strongly Agree Disagree / Strongly Disagree Uncertain

10. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support 6. The room design was adequate for my teaching purposes. Agree / Strongly Agree Disagree / Strongly Disagree Uncertain Technical

11. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support 7. I was satisfied with the technical support I received in dealing with network difficulties. Technical Agree / Strongly Agree Disagree / Strongly Disagree Uncertain

12. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree 8. Technically, the distance learning system performed well this year. Agree / Strongly Agree Technical Uncertain

13. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Section A Learning Environment

14. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree 1. I could interact with individual students as often as I wanted. Agree / Strongly Agree Uncertain Environment

15. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree 2. My interaction and rapport with students at remote sites was comparable to students at my home site. Agree / Strongly Agree Uncertain Environment

16. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support 3. The distance learning system provides an effective way to teach classes. Disagree / Strongly Disagree Agree / Strongly Agree Uncertain Environment

17. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Section A Overall Program

18. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree 1. The system for transferring assignments between sites was adequate. Agree / Strongly Agree Uncertain Teacher Response Overall

19. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support 1. The system for transferring assignments between sites was adequate. Uncertain **Student response* from remote site perspective 11% 5% 84% Agree / Strongly Agree Teacher Response Disagree / Strongly Disagree * From CRB/FEH/Q3 DL student survey. Overall

20. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree 2. We had little trouble making up missed classes when necessary. Agree / Strongly Agree Uncertain Teacher Response Overall

21. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree 2. We had little trouble making up missed classes when necessary. Uncertain Agree / Strongly Agree Teacher Response **Student response* from remote site perspective 6% 10% 8% 76% N/A Overall * From CRB/FEH/Q3 DL student survey.

22. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree 3. The overall coordination of the project was effective. Agree / Strongly Agree Uncertain Overall

23. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree Agree / Strongly Agree Uncertain 4. I would teach another course on the distance learning network. Overall

24. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree Agree / Strongly Agree Uncertain 5. I would recommend taking courses on the distance learning network to students at my school. Overall

25. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree Agree / Strongly Agree Uncertain 6. I would recommend teaching courses on the network to colleagues. Overall

26. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree Agree / Strongly Agree Uncertain 7. Overall, I am satisfied with the experience I have had teaching via DL this year. Overall

27. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree Agree / Strongly Agree Uncertain * First Year Instructors Who Responded* 1. The training I received prior to teaching on the distance learning system prepared me well for teaching in the DL environment. Overall

28. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree Agree / Strongly Agree Uncertain Agree / Strongly Agree * First Year Instructors Who Responded* 2. Teaching via distance learning has lived up to my expectations. Overall

29. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support Section B Teacher Comments

30. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ It is always a pleasure that I get to work with very bright kids in other schools and give them the opportunity to learn psychology. I enjoy working with students at other schools who are interested in the content who I could not otherwise get to work with. Most of my instructions involved textbooks and computer-created documents-both which can be viewed with clarity through the computer and Elmo. It allows students increased opportunities to take courses that would otherwise not be offered and allows for interaction with people not in their current social setting. It prepares students for an environment they will see in college with exposure to other teachers and classes. I have been teaching this class for 15 years and love everything about DL The incorporation of other schools is fascinating, student interaction between schools creates many good relationships. 1. What are the strengths of distance Learning? Comments

31. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ Some DL classes starting in distant schools 5-10 minutes later. Sound issues with new hanging microphones. They pick up all noises in the room which is a problem. Dated equipment resulted in frustrating technical difficulties. Classroom management is dependent on TA enforcement of students, our DL room is located directly next to an extremely loud middle school cafeteria which at times makes it very hard to hear the students, also other sites have a hard time hearing us. It is challenging to engage in hands on interactive lessons with other schools. The equipment differences in each site and the scheduling issues between one or more sites causes a loss of teaching time. More so this year than ever, I had trouble becoming familiar with my students at the remote sites. There were simply too many students. 2. What are the weaknesses of Distance Learning? Comments

32. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ Better quality teaching assistants at sites receiving. They must make sure the kids are on task, doing each assignment on time, not cheating on quizzes or tests, not texting or doing other class work during my class. I would suggest that the participating districts support teachers visits to remote sites even though this may require a substitute for the day. Filter out the unmotivated students. Students should expect to do work outside the classroom, especially if they did not use their time wisely during the class time afforded them. Overall I enjoy the format, but if I can be specific, the noise from the cafeteria at Catskill was sometimes distracting. Start and end times need to be similar. I was under the impression that there is a maximum number of students at a site unless the instructor approves more. I am concerned about class size. 3. What changes would you suggest for distance learning classes? Comments

33. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support __________________________________________________________________________________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ I learned more about technology, the ELMO and using email with students. I also learned about myself and organization strategies. How close we can become (meaning teacher and students) even though there is a great distance between us. - The camaraderie that develops. I had a serious problem with all phone use and interferences. Students don’t always take the class seriously and become lazy about work (especially when there are technical problems or DL proctors haven’t made class copies of the work I send, always in plenty of time to get it done.) We all met for a field trip at an Albany theatre and that was so exciting and rewarding. Low ability students taking a higher level course. It makes it hard on those capable of doing the work. I cannot assign the work I had planned to cover due to the heterogeneous grouping. Since we had a student from Haiti, I found I am interested in finding out more about the country. 4. Are there any outcomes from teaching this course that you had not expected? Comments

34. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ The Elmo and all the technology was delightful. We tried Google docs for preparing and emailing projects (sometimes Power Point documents are too large) and I hope to use Voice Threads for speaking assessments next year. I’ve tried to adopt some vocabulary and grammar games, using the Elmo. I tried video taping my class and viewing them through the computer. I want to do more streaming of computer based projects so having a quicker computer with upgraded Power Point and Word would help. The use of the internet was easier in DL since I don’t have a Smartboard or projector in my regular classroom. I used email for submission of java labs since the computers in the room do not have printers. I used the Elmo instead of a board and this was great so that I could also write right on the same worksheets they were seeing. Still using blackboard and finding it very effective. 5. Did you use any new instructional methods to effectively teach in the DL classroom? Comments

35. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ _____________________________________________________________.________ ______________________________________________________________________ ______________________________________________________________________ Students are encouraged to email me with questions or concerns and send assignments by email (they usually don’t!) I’ve talked to students by phone occasionally. I’ve used the telephone for oral exams and sent pictures via email to the TA. I consistently used email to get assignments from students. I used my Quia site daily to update assignments. Email, Google wave, notes on wiki. Blackboard is very effective. I use email all the time and the phone sometimes. I use email to communicate with parents. 6. Did you use any other forms of communication with the students in addition to daily distance learning classroom instruction (such as e-mail or telephone)? Comments

36. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support 7A. Did you visit your remote sites or arrange for them to visit you? Yes No There were 20 responses to this question. Comments

37. .. CRB/FEH/Questar III Distance Learning Project Teacher Survey 2009– 2010 School Year BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ I organized a psychology day with my teaching assistant and that provides students with some face time which helps with latter class discussions. Our school budget did not allow. Perhaps Questar can help make this happen next year? Picnics? Meeting at SUNY Albany for event? No but I did go to Duanseburg to see their school play and we all meet at the Captial Repertory theatre. I visited once. It was good to meet the students. Unfortunately we were having computer problems, so we went to the lab and the students spent more time working on the computers than "bonding" with me. I travel to teach in other schools in my district daily. However I think its important to make that personal connection so I will make every effort to do so next year. I love visiting them and they love seeing me in person. I went to Scotia Glenville at least every month, sometimes every week. I went to Mayfield twice or three times, but it’s harder due to distance and coverage of other classes at my home school. 7B. What were the advantages / disadvantages to visiting your remote school(s)? Comments