The results of all responses on TWC’s Year-End Survey for 2016-2017 have been tabulated and reviewed. Our mid-June blog post summarized the findings on key questions graphically. This month we take a look at the demographic data and the open-ended responses. There’s always something to discover!
Who did we survey?
We surveyed over 1,300 educators using our program, both in classroom and in out-of-school settings. This time around we sent out two different surveys. Adopters who acquired their Walking Classroom materials through a grant received one, and the adopters who purchased theirs received another.
Of all the folks surveyed, 42.4% responded, and they identify themselves as below.
- 84.0% – classroom teachers
- 3.2% – afterschool/OST staff
- 2.6% – administrators
- 1.4% – curriculum coordinators
- 1.1% – wellness professionals
- 7.7% – other
Among the latter, EC teachers, AIG teachers, reading specialists, PE teachers, librarians/media coordinators, and Title I teachers are equally represented.
The majority of respondents (84.0%) have worked at their school or site for just one to three years, and the second greatest percentage (8.8%) have worked at their school or site for over fifteen years!
Using TWC . . . How, When, and Where?
Most respondents (79.8%) report using TWC in a classroom setting. Nearly all the rest (19.3%) report using TWC in an afterschool or OST setting. The minimal remainder indicate that they use the program in a combination of the two.
Over half the respondents (55.7%) are in their first year using The Walking Classroom. Nearly a third have used the program for two years. The folks left have used the program three or more years!
As far as frequency, a good portion (42.6%) of adopters use The Walking Classroom once a week, followed closely by those (39.3%) using it twice a week. The rest use the program three or more times per week!
And, how many listens to each podcast? Nearly half (47.2%) of adopters listen to each podcast twice, while slightly less (45.7%) listen to each podcast just once.
About those Purchasers . . .
Why did folks purchase The Walking Classroom? Our purchasers shared a number of factors they considered in making their purchase.
- 34.4% – content
- 27.6% – movement/physical activity
- 20.6% – cost
- 17.2% – word of mouth
- 13.7% – ease of use
- 10.3% – differentiation
- 6.9% – unique/innovative
- 3.4% – reusable
- 3.4% – teacher interest
Most adopters (65.9%) report no challenges incorporating The Walking Classroom, but the remaining respondents cite a variety of obstacles. These include time, technical difficulties, curricular alignment, student behavior, weather, and difficulty sharing, with time taking the lead (39.0%).
In response to these concerns, look for a new series on our blog this coming school year! We will provide some best practices for triumphing over these troubles. Feel free to share your own tips, tricks, and success stories!
Resources and More . . .
It’s good to see that our adopters regularly use many of the resources we provide. In fact, over a third (31.4%) use four or more of them! Nearly everyone (91.7%) makes use of the Teacher Guide, and many take advantage of the online training, newsletter, and blog.
As our newer resources (electronic quizzes, supplemental videos, and slide decks) were launched less than a year ago, they were news to some adopters! To increase awareness, I recently sent emails to adopters not yet taking advantage of those resources. If you missed that communication, let us know!
What more can we do for our adopters? Most adopters (82.2%) did not cite a need for additional resources, while those who did have interest in more content. They would like to see content across additional grades, within various subject areas, or addressing specific skills.
In addition, a good number of adopters are interested in teacher sharing opportunities or additional supplemental materials, particularly graphic organizers, literacy links, or writing activities. If you have created any of these resources, feel free to share! Other adopters would be thrilled!
As well, know that we are working on developing some of those supplemental materials as well as “deeper dive” professional development opportunities this summer in order to better serve your needs.
Finally, a Great Big Thanks!
Thanks to all of you who took the time to respond and share your feedback. We appreciate it immensely, and we look forward to using it to make our program even better!