2. Average Attendance - summer institute: _________ follow-up session(s):

3. On what basis were teachers selected?

4. How many of your teachers came in pairs (or more) from schools?

5. Did you involve environmental educators in your Summer Institute and/or school year sessions?
If so, please a) give us their names, addresses, etc., b) describe the nature of their involvement, and c) point out significant benefits to you, your teacher participants and/or to the educators involved.

6. How did you plan your follow-up sessions (e.g., teacher input) and what did they involve?

7. Have you had contact (site visits, phone calls, etc.) with your teachers outside of the scheduled workshops? Please explain.

8. What were your primary goals for teacher growth for your SYEFEST Institute?

9. a) What one or two aspects or activities of your Institute stand out in your mind as being most crucial in helping you meet your goals for teachers growth?

b) Would your teachers agree with the above? If not, what do you think they say helped them grow most?

c) What aspects/activities did teachers enjoy the most?

10. What have been your teachers' greatest achievements in fostering student inquiry in schoolyard ecology, and what are the most significant challenges that remain?

11. Reflect on the nature and functioning of your Leadership team.

12. What percentage of your SYEFEST Institute time (summer plus follow-ups) has been spent addressing each of these key issues/project goals (total should add to 100%)? Please give specific examples of how you addressed each one in your work with the teachers:

• Building teachers' understanding and use of the process of science for themselves, e.g., teacher-centered guided- and open-inquiry

   

   

• Fostering familiarity and comfort with each / some (circle one) schoolyard(s), e.g., scavenger hunt, site visits, work with site plans or maps

   

   

• Building teachers' knowledge of ecology and natural history, e.g., mini-lectures, readings, speakers, daily topics organized around concepts, concept mapping, species identification

   

   

• Making, acquiring and/or being exposed to materials for schoolyard ecology

   

   

• Fostering reflective practice, e.g., journal writing, time to think and discuss

   

   

• Supporting teachers in implementing schoolyard ecology teaching, e.g., crafting realistic schoolyard ecology units, debriefing sessions, practice with children or each other, etc.

   

   

• Other (e.g., building a support network, actually working with kids, etc.). Please explain: