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 26 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 10% 14% 76% 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 7% 86% 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 11% 16% 25% 48% 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 ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ DL allows relevant science content to be taught to as many students as possible. DL also allows school districts the chance to collaborate. Elective classes are offered which would otherwise be cost prohibitive in smaller schools. The ability for classes to be offered when the economic times dictate larger classes within a district. By sharing students between districts, students are able to take different classes. The strongest aspect of distance learning is the ability to work with students from a variety of backgrounds. It also allows for an open dialogue setting that is fundamentally different from a traditional classroom. The system in place works very well. Various perspectives from multiple schools, interacting with different sites 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 ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ ____________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ Time limit makes it difficult to talk or do make up work with students at other sites. I spend hours at home on Skype throughout the year due to schedule differences after school/bus schedule/etc. with DL. Not being in physical proximity with your remote students, the challenges of organizing a field trip. Timing. The bell system between districts was a little frustrating. I know students are supposed to adjust to the DL schedule but districts don't always adhere to that criteria. I was able to adjust as I was not pressed for time. It is difficult to provide individualized attention. It is much less flexible than normal classes. Alterations in scheduling between schools is more disruptive. Students at remote sties seem less likely to seek out extra help. Hard to complete cooperative learning exercises, supervision at remote sites. 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 ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ A PERMANENT T.A./assistant in room, NOT multiple teachers acting as aides. Students need to understand they WILL be on camera. Avoiding the camera is unacceptable. It would be great if students had their own computer w/ "digital paperwork" instead of "paper". It would be great if I had a tool besides Skype (and Averill Parks Edline) that students could access homework docs, listening, comprehension etc. Require districts to release teachers to teach at remote sites a certain number of times per semester or year. Better platform for communicating between schools (blackboard? Other software? For assignments, attendance, grade due dates, grades.) Other than updated equipment at our site, nothing. My primary problem was in hearing the remote site students. If the sound could be improved I'd consider it a more comfortable experience. 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 __________________________________________________________________________________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Each year I teach a DL course I seem to improve as a teacher overall. DL classes make me more efficient at preparing. One school had a VERY different bell schedule than ours. This was not realized until the first day of school. I received more satisfaction than I expected to since I was working with a small group of students who were seriously interested in music. No, I have been teaching this course for a few years and was able to adapt to any changes 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 ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ I used video clips from the computer a lot more this year. I find that having a blackboard account is very useful. I had to alter my pace as one district didn’t adhere to the prerequisites and it made it difficult to keep pushing forward. I feel it dragged on for the 2 districts that did follow the guidelines and their grades reflect this. Online course website (Blackboard), audio, computer, internet, Elmo, books, pre- printed notes. Using the Elmo allowed me to show the kids more examples than I had ever been able to before. No - but I try to be as dynamic as possible. 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 ____________________________________________________________________________________________________________________________________________ _____________________________________________________________.________ ______________________________________________________________________ ______________________________________________________________________ Email, Fax, Phone, Internet, 2 separate cultural gatherings Email, telephone class made when requested or needed to keep students on task - website maintained for absences and makeup work. Yes, Skype very often with students to have them make up work, take speaking tests etc. My student and I emailed each other when we had questions, or when she was turning in work. On occasion I had kids work together by phone. Blackboard, travel to sites, email. No, as I become more adjusted to this technology it will become a little easier. I always use my email and gave them my cell number for calling and texting. Also, had them use a shared drop box for documents. 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 23 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 ____________________________________________________________________________________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ That was my downfall. I did not visit this year. I think such visits are important. I applaud my colleagues who had exchanges. Such events should be encouraged. Can not leave since I would miss direct contact with my other classes at Duanesburg which are Regents classes. Yes, 3 times although I strive for 4 ( once a semester) the face time with students I feel is necessary. I visited Cobleskill a few times. However, it is difficult to teach there because of the room set up. The teachers spot is in front of the screen. I was unable to visit Tupper Lake this year. I visited my remote site 7-9 times a semester. Bio 105 is a lab course and the visits were necessary to distribute lab materials. I visited each site at least once per quarter, I enjoy the face to face interaction and I believe the students felt the same way. 7B. What were the advantages / disadvantages to visiting your remote school(s)? Comments