1. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support

2. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support 20 Capital Region Distance Learning teachers responded to the survey. Numbers of first time and veteran DL Teachers

3. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support Section A Technical

4. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 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 Distance Learning Project Teacher Survey 2002 – 2003 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 Technical

6. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 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 Technical Uncertain

7. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support Uncertain **Student response* From remote site perspective 13% 15% 72% Agree / Strongly Agree Disagree / Strongly Disagree 3. Students at remote sites were able to hear me. Technical * Re: Hearing teachers, aides and students.

8. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support 4. The Materials displayed over the network were clearly seen by students. Agree / Strongly Agree Disagree / Strongly Disagree Technical Uncertain

9. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support 5. I felt comfortable using room equipment. Agree / Strongly Agree Disagree / Strongly Disagree Technical

10. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support 6. The room design was adequate for my teaching purposes. Technical Agree / Strongly Agree Disagree / Strongly Disagree Uncertain

11. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support 7. I was satisfied with the technical support I received in dealing with network difficulties. Agree / Strongly Agree Uncertain Technical

12. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 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 Uncertain Technical

13. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support Section A Learning Environment

14. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 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 Learning Environment

15. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 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 Learning Environment

16. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support 3. The distance learning system provides an effective way to teach classes. Agree / Strongly Agree Uncertain Learning Environment

17. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support Section A Overall Program

18. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 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 Program

19. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 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 12% 8% 80% Agree / Strongly Agree Teacher Response Disagree / Strongly Disagree * From CRB DL student survey. Overall Program

20. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 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 Program

21. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 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 20% 17% 15% 48% N/A Overall Program * From CRB DL Student Survey

22. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 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 Program

23. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 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 Program

24. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 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 Program

25. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 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 Program

26. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 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 Program

27. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree Agree / Strongly Agree Uncertain * First Year Instructors * 1. The training I received prior to teaching on the distance learning system prepared me well for teaching in the DL environment. Overall Program

28. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support Disagree / Strongly Disagree Agree / Strongly Agree Uncertain Agree / Strongly Agree * First Year Instructors * 2. Teaching via distance learning has lived up to my expectations. Overall Program

29. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support Section B Teacher Comments

30. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ Ability to teach courses with low enrollment. Increase breath of offerings in a school. Elmo provides great tool for note display. I meet students I otherwise would not and they receive classes they might otherwise not. Students from 3 schools became friends. Course offered to schools that wouldn't otherwise have them. It's fun. Allows small schools to pool resources to offer the quality caliber of instruction available to large schools. Offers opportunities for other districts to offer higher level courses. I always enjoy teaching through dl. Students are always excited to learn in this new and exciting environment. Sharing of academic expertise. 1. What are the strengths of distance Learning? Comments

31. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ Inconsistency in academic policies. It's hard to discipline from afar. The students were out of control in [another school]. It's hard to hear if more than one student is speaking. Active participants may be less. Camera default when using Elmo should still show teacher and not students. Audio was a problem at times this year. Some technical transmission of tests - much more effective when an aggressive aide or teacher is available at the receiving site ex. Mrs. Finch Berne Knox Westerlo - She was excellent. Sometimes the logistics/technology are/is challenging. School schedules don't match. Transferring assignments-we are at the mercy of the fax machines and competent aides in the other classrooms. This year the sound was a real problem. 2. What are the weaknesses of Distance Learning? Comments

32. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ Keep class sizes at all sites to a total of 15. Academic policies be consistent across districts. I would suggest aides in remote sites be trained in how to discipline students who are late for class and who choose to be a nuisance by tapping on microphones or whispering. There is only so much I can do from the home site. Be sure TA has e-mail so assignments could be sent electronically. Stronger discipline from aides! I think it is as effective as it can be realistically. Computers in room 24-7 to e-mail work, etc. Limit remote site number to 9 students. Too hard to see back row of kids. Multiple cameras White Board..total problem viewed at once. microphone allowing teacher to roam and write. 3. What changes would you suggest for distance learning classes? Comments

33. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ A Lack of timely transfer of course material. I love teaching it and the splendid outcomes change yearly. Disrespect from [one school’s] students- Something I have never experienced before. A student from Cohoes went to the Sharon Springs prom (How cute is that?) with a student they met in class. Students from the 3 schools went to each others games. It was a much more cohesive group than last year. 4. Are there any outcomes from teaching this course that you had not expected? Comments

34. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ I renewed terms and concepts before the units as opposed to using them for pre-test review. It was more effective. I attempt to get BKW and Duanesburg students to interact through weekends and before school classes. Blackboard.com Not really-we shared 3 field trips and I visited the remote site more often. (Small) group students across rooms. Student presentations, etc. Use of graphing calculator on Elmo and computer. (Neither are really"new" to me.) Group/presentation work, but limited by time and constraints of curriculum. Primary sources field trips visits to distant site helped greatly. Power Point. A lot more verbal interaction. Comments 5. Did you use any new instructional methods to effectively teach in the DL classroom?

35. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ Phone, on occasion. We faxed notes at times. Have used e-mail for years. Blackboard.com worked quite well I used US Mail to send materials for a whole unit at a time. No need for aides to make copies. Email… I sent [the TA] exams and some instructions and questions about the students. Visited sites, telephone, fax,email. Comments 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)?

36. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support Comments 7A. Did you visit your remote sites? Yes No There were 14 responses to this question.

37. .. CRB Distance Learning Project Teacher Survey 2002 – 2003 School Year BOCES Distance Learning Program Quality Access Support ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ Visited sites as much as possible Some far away and not able to fit it in as many as I would have liked. Six times, 1 each semester & 2 surprise trips. Two or three times. Very important for teacher to do this early on in the course. Interaction with remote site students will be better. Yes - also for open house but schedule permitted only one visit. Yes every week. Very helpful getting to know students monitor this regular visiting need to be encouraged. Yes, I visited about 3 or 4 times per class. I enjoy teaching those students face-to- face, but it requires re-arranging my schedule at BKW. Yes--3 times a month. Advantages were better rapport, able to take care of business that can't be done over the network, set up binders and grading. Disadvantage was that Sharon Springs is a long way from Scotia. Comments 7B. What were the advantages / disadvantages to visiting your remote school(s)?