Teacher Education UNIT Professional Development Session
8/22/2012
Comments:
Please share something from Dr. Dance's session that helped you understand
the importance of the topic to the preparation of future teachers:
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Value in school systems, regardless of reputation - more but I don't have access to my notes at
this time.
He made it clear that the new curriculum was going to be part of his plan to improve the
county's standing vis-a-vis the other large school districts in the state. His examples showed that
the County's leadership needs better-prepared incoming teachers, and that's where we come in.
It was useful to hear Dr. Dance's vision and plan for Baltimore County. In particular, his
comments about special education students were insightful.
Simple statement he made- his son is 3 years old and has only one opportunity to be 3, one
opportunity to be successful in preschool, one opportunity to be successful in third grade, one
opportunity to successfully complete middle school and one opportunity to finish high school on
time. All of these opportunities are dependent on him having quality, nurturing, effective
teachers that are knowledgeable and current in content and instructional strategies.
local school districts plans for the future
Comparison of data among counties. Needs assessment.
Dr. Dance discussed the importance of education of pre-service teachers specific to middle
school. This needs continued support from out college/university.
The concept of partnership between BCPS and the COE for the purpose of preparing new
teachers.
Dr. Dance clearly brings a new level of excitement and vision to the Baltimore County Public
Schools. It was exciting to see that he understands how important a strong relationship between
BCPS and Towson University can be to the entire metropolitan region.
Nothing at all. It was 'canned' state of Baltimore County and his plans for future speech.
I did not find Dr. Dance's to be informative.
His citation of the challenges BCPS is facing in overhauling their approach to teaching and
assessment and his interest in partnering with TU (and other IHEs) to accomplish this. If we
don't respond, they will go forward without us.
I was not impressed with Dr. Dance's PowerPoint slides with statistical information comparing
Howard and Montgomery County’s student achievements with Baltimore County. I learned that
if we are to improve our education within Baltimore County, we need to first look fairly and
honestly at these comparisons (the bar graphs were tilted to make Baltimore County's gap
appear less large). If the administrators are skewing the data and misrepresenting it to
themselves, I am sure that is a disservice to the teachers and students.
His priorities were useful to hear.
I appreciate his comments about how the county and the IHE need to work together to
implement changes
The statistics he shared were interesting.
His comment that he won't hire our teachers if we don't prepare them for CC to his satisfaction
was enlightening.
Dr. Dance is an impressive educator. His zeal for and dedication to student achievement is
inspirational. He articulated the importance of including students with special needs in general
education classrooms which is a significant message for leaders in education to communicate.
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Teacher Education UNIT Professional Development Session
8/22/2012
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We as a College are tied to the school systems we serve. They are our clients. We need to
develop these relationships. All school systems are more alike than different.
His differentiated-tiered support model has been needed for so long in BCPS- and his four areas
that new teachers need to be adept in- (using data, knowing depth of curriculum, being
collaborative, and ....I forget the fourth one right now.
His focus on the problems in Baltimore County that needed immediate attention. Since I have a
lot of experience both working in and working with Baltimore County, I found he was right on
target.
His perspectives especially the importance of Middle School as he undertakes his efforts in
Baltimore County Plus he offered food for thought regarding a new master's degree program in
COE to be responsive to the changing needs of what is occurring in schooling.
I appreciated his analogy 'Don't try to boil the ocean.' because we all need to remember that
change and improvement takes time. We will realign our course content to the CCSS, but it
won't happen overnight (nor should it).
NADr. Dance shared the vision of BCPS schools under his new leadership.
His entire presentation was useful. I appreciated his use of data for deciding the area of focus in
Baltimore County for the coming year.
I received new information when he discussed the three tier system in place to support
struggling schools.
In his view, there needs to be a closer and more integrated working partnership between
Towson University and schools systems in Maryland.
his direct connection to higher education
It didn't. I felt as if we were being asked to work for BCPS, which is not how this is supposed to
work. Additionally, Dr. Dance has minimal experience in education relative to nearly every other
person in that room, so it was a tad disappointing to be lectured by such a man about best
practice. Our faculty have expertise that should be shared instead of outsiders. Perhaps we can
teach them a thing or two.
His presentation was informative and cogent. (I already knew the topic was important.)
I felt he was a dynamic speaker, but a perhaps too cliché.
Dr. Dance is passionate about making Baltimore County School System into one of the best in
the state.
I appreciated knowing his vision for the future of Baltimore County Public Schools AND that he
sees TU and BCPS as a partnership.
Not-applicable. What I heard from him was the same old, trite nothingness of a driven politician
and career social climber, ready to use each situation he doesn't understand, as a bigger
stepping stone for his advancement (while sweeping those ambitious and lack of true substance
under the rug). As I understand it, the man spent less than a year in the classroom before being
promoted to absurd leadership positions and bouncing about wherever he could trade upon his
looks and image for advancement. That's less inspiring than it is terrifying - particularly
terrifying if some in our COE or who our president and her appointee find an image that should
be lecturing us!? He certainly knows what to say and how to present himself to make the 'right'
impression on a crowd, but this pied piper is saying NOTHING new or of substance for the most
part; he's just charming people in rope-a-dope loops because he know people eat his image up.
It's a mistake not to mention his bankruptcy of classroom experience when talking to a large
group of teacher educators. It's dangerous to ignore that he was basically talking to those of us
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Teacher Education UNIT Professional Development Session
8/22/2012
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in higher ed (where a good portion of our students work in his county, but many do not) and
telling us our job was to help raise his county's scores to be the highest, so that he might have
one more misleading bragging right. Does it matter that many of us have concerns about such
scores? Does it matter that many of us don't want to see educational systems used for
competition around businessmen and politicians (a category of which I'd consider him, as he's
not a true educator). It's not his age I question; it's his lack of genuine experience with teaching
and learning + the path of positions he's scurried through as he preps for the next leap.
I cannot recall any one particular item. However, this was my first time to hear or see Dr. Dance
in person. I found him very engaging, intelligent, and full of positive energy. This was important
for me, given the question of his wisdom based on such few years of experiencing in education
as a professional.
His emphasis on data-driven instruction will help me provide a stronger rationale for a key
assignment in my course.
He seemed very dedicated to the effort of producing quality teachers with good training. His
support of the new assessments that are coming out as well as the core is welcomed.
Please share something from Dr. Alberti's session that helped you understand
the importance of the topic to the preparation of future teachers:
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Very inspiring, understanding of the process
She shared a great deal about the development and evolution of the curriculum over time, and
gave some tips about how to put some of it into play. I think the examples she gave would have
made more sense to presently-active inservice teachers, but they were illustrative of the type of
work that needs to be done.
The web resources shared were useful. Dr. Alberti clearly explained the Common Core (much
more informative than other speakers on this topic that I have heard).
She kept connecting her presentation points to her own elementary age children and to her
mother who is currently teaching in a third grade classroom. She understands the confusion
that is buzzing around about the Common Core, but she was able to share the facts about the
development and value of the Common Core and relate it to the classroom. She took the fear
out of Common Core.
specifics of common core structure
More on Common Core
The areas of focus (changes) for reading/math were helpful in understanding the changes in
common core.
That all P-12 curriculum-related content in our teacher preparation program must include the
Common Core State Standards
For me the most poignant aspect of Dr. Alberti's session was when she identified the three shifts
in literacy and in mathematics in the new Common Core State Standards. Her explanation
helped me understand how much of an impact these shifts will have on our nation's curriculum,
instruction and assessment.
She very clearly presented key changes from 'old way' to Common Core (though she didn't
acknowledge things that are NOT new at all, just new language.)
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Teacher Education UNIT Professional Development Session
8/22/2012
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In promoting the new major shifts in literacy that are emphasized under the Common Core,
there was an implicit, yet very strong message that many of the practices of the past ten years
under NCLB and Reading First were wrong-headed. The policies flowed directly from the feds to
MSDE to school systems to classrooms. And the result was a lot of flawed curriculum. Had we as
teacher educators, scholars who are steeped in the history and developments of our field, fallen
in line with the bureaucratic stream during that time, we would have been embarrassed and
guilty of not performing our duties. Instead, most of us functioned as a safe harbor where
students could learn about real best practices and learn how to think for themselves and
troubleshoot the many wrong-headed approaches that school systems were adopting, that are
now being challenged under CCSS. We need to continue to operate independent of the
bureaucratic momentum and maintain our stance as independent agents who are both
knowledgeable of what is happening around us--as we were during Reading First--and
supportive of teachers working through the new paradigm. The education profession needs us
to be independent. It should not want us to fall in line with the bureaucratic deployment of the
CCSS.
The shifts
It was helpful to learn about the major shifts in the English language arts and literacy standards.
Dr. Alberti's presentation was the highlight of the day (although Dr. Dance was also excellent).
She made clear the process leading to the CCSS was carefully thought through and guided by a
variety of interests with numerous opportunities for input. She also made clear that it is
imperative for us to re-examine what we are doing to prepare teachers and leaders for the new
world they are facing.
Dr. Alberti focused on how the Common Core state standards do not ask us to rewrite
curriculum, but rather teach it differently and provide different foci. This is quite helpful to me
as I would guess that the CCSS would ask us to rewrite curriculum.
Her answers to our questions were helpful.
I was very disappointed that, once again, science was ignored. It gets very frustrating to always
hear about math and literacy. People pay lip service to STEM, but I don't think anyone outside
of the sciences actually cares about it
The concept of the 'common' core was interesting and will be a useful tool in the advancement
of educating students.
Her overview of the major changes in CC was extremely helpful.
Dr. Alberti communicated that educators must ensure that students have developed the
knowledge and skills that are basic to advanced achievement. Giving instructional time to
develop the knowledge and skills is imperative.
I think the change of focus on math was important. We had been using this spiral approach to
math for a long time and falling further behind. The students who graduate from our
department need to know about all subjects, or learn on the job. Special educators often have
to be ready to support students in every subject.
First of all, this woman had a brain and while I did not agree with everything, I thought she
articulated her case clearly and respectfully. 'Fewer, clearer, higher' is what I carried away.
I really liked her focus on the major shifts. The materials she shared were excellent, too. I have
used all of her materials in my courses already and have the Achieve the Core website on all my
Blackboard sites.
More specifics on the Common Core and what to consider as we prepare our students to be
successful as teachers and leaders.
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Teacher Education UNIT Professional Development Session
8/22/2012
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Two things she mentioned resonated with me. 1. Rigor = close alignment of what you say and
what you expect students to do. 2. Think about using the eraser on my syllabus and do fewer
things better.
The three critical changes addressed in CCSS.
Dr. Alberti's session was extremely helpful in understanding the important shifts occurring b/c of
the new CC.
Her presentation was engaging and energetic. Her know of the how the discussion of the
Common Core began was helpful and the information she presented as an overview of the
changes that would have to come once the CCSS are implemented was helpfu.
The importance of linking to the anchor standards.
The new Core Curriculum respresents a fundamental change that will, among many other
changes, involve a shift in how teachers are hired, promoted and compensated. Student
learning and success will be the primary criterion rather than credentials.
her personal stories/experiences
This is a loaded question. However, we must teach our students to be conscientious consumers
of curriculum rather than benign followers. Nothing that Alberti stated is a settled matter. There
is considerable debate, a debate we should be having without fear of recrimination.
She, too, was informative.
Great introduction to understanding the Core Curriculum and also the importance of increasing
student knowledge in the area of content reading.
Get out the eraser! Do not try to cover everything but be more focused on those things needed
for college success. Deeper rather than broad instruction.
shifting mindset of SEAs and LEAs in relation to curriculum and instruction
It was good to be exposed to the overall concepts and theories related to the common core.
Dr. Alberti clarified how the changes in the curriculum will (have) change(d) what our students
need to understand and be able to do when they teach.
This was the most informative session I have ever been to on the changes in assessing students
that will come with Common Core. It was also reassuring to hear her collegial tone about how
we can do this with our future educators!
+ She was wise to highlight the fewer main ideas about what real changes might look like in
literacy and math. - If I go the rest of my life NOT hearing how big a name Grasmick is to pull in
big deal people, I'll still have heard too much about that.
Dr. Alberti was very adept at sharing how the common core focused on a few key concepts in
depth, with plenty of examples.
Her description of how the CCC came about and the three major shifts in math and ELA were
very helpful; her explanation about what the CCC is and what is not was also helpful. I have
already used the understanding I gained from this presentation in my courses.
She took what could have been a difficult topic and was able to give a short meaningful way to
think about the changes that are appearing in the Core.
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Teacher Education UNIT Professional Development Session
8/22/2012
Comments:
What changes could be made to ensure that these meetings provide you the
information that you would need to include these important topics in your
instruction for future teachers?
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Give opportunities for faculty members to actually see the curriculum in action, enabling them
to see their potential role in the conversion. As of now, there is a lot of information being shared,
out of context, and that is not as conducive to learning as action would be.
It would be nice to have substantive time to discuss real changes we can implement in our
classes with colleagues.
Just continue to invite quality speakers. The knowledge they bring has enabled me to grow in
my understanding of the transition to Common Core.
ideas for implementation in different content/department areas
Handouts or PPT prior to presentation. Presenters should include an interactive activity within
presentation. Perhaps have a few questions to discuss in each table even if we do not all share
at the end. Presentations within departments could be helpful. Divide COE in 2 groups and
have 2 sections rather than one big one for follow up.
Making certain that the topics build upon one another but do not overlap. Perhaps the
presenter could be apprised as to what the college is currently doing to address common core
and build upon that.
I think the information in these meetings is excellent--how we discuss, plan, and implement
changes in our programs should be done separately in departments. Some whole group
debriefing at the COE meetings is interesting for general reactions.
Absolutely none! This was professional development at its finest.
Bring people who have actual CONTENT knowledge
There is a very clear message being given in all this that COE faculty are not aware of the CCSS.
Just because our leadership has jumped on board full steam ahead does not mean that those of
us hanging back are not already knowledgeable of the CCSS. There needs to be a deliberate
effort to not only include the voices of COE faculty but to do so with recognition that the COE
needs to be an independent voice of scholarly reason in the process, not a bureaucratic agent in
the process (and this statement is from someone who supports much of the CCSS and actually
knows much of the scholarship behind it).
it would be helpful to conduct a needs assessment among the faculty to identify what
topics/speakers would be most useful to us as a group.
More opportunities for dialogue among the faculty Opportunities to observe those faculty who
are already modeling some of these changes in their courses
With the round table seating, about half of the audience had to strain our necks in order to see
the PowerPoint presentation clearly. I think that having rows and columns of chairs could have
addressed this issue.
I know people say that we all need to teach math and literacy concepts, but I couldn't help
feeling it was a little irrelevant to me. No one ever says we all need to help teach science
concepts!
It feels that much of this is becoming repetitive. While I and my colleagues appreciated the Aug.
22 meeting, the meetings thereafter have seemed more the same. At this point, I have read a
book, attended numerous meetings at the Dept. level (3) and COE level (2). All of which seem to
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Teacher Education UNIT Professional Development Session
8/22/2012
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have the same content. Meetings have now grown from 6 hours a month to a proposed 12
hours some months. This seems to be an overload.
NA
Although these two speakers were good, we need less of people talking at us and more
discussion among ourselves.
Departmental discussions and support to include the paradigm shifts encompassed within
common core curriculum into coursework would be helpful..
If would be nice to have school system representatives sitting with us so that they may engage
in conversations with us. Too many conversations happening in silos (or just in rarefied air with
higher administrators).
Again I think usable video clips that illustrate good examples of teachers concentrating on core
curriculum in lessons that demonstrate UDL components.
It's clear, with hindsight, that speakers need some background information about the audience.
They need to know we are looking through a different lens- that of teacher preparation. Our
questions/concerns often come out hostile when I think it really is that our perspective is not
recognized.
First, all of us do not teach 'future teachers'. These questions show a lack of understanding of
TU's COE. We have some of the largest graduate programs in the university so many of us are
working with in-service teachers. So with a question like this, you are excluding us. Also, this
question is assuming that we are not already sharing these topics with our classes and a
majority of us are. Also, we need to talk more about how we can take our expertise in this topic
to help school systems. Many of us have an understanding of the research-base of the
standards and realize that there are big problems in the schools with understanding them.
More participatory opportunities for interactions with the speakers and among ourselves
leading to very meaningful changes in what we do.
Have us sit with colleagues that teach similar courses so we can share and collaborate. Having
us sit in ABC order by last name, although artificially mixing us up to mingle didn't always
promote useful sharing. I, however, ended up sitting with a colleague and we were able to
debate how this content shared would relate to the courses we teach in meaningful ways.
Keep table set-up rather than rows of chairs. Focus on more specific Higher Education structural
changes to align with CCSS.
Offer needs assessment of our TU faculty and ask what we now need to hear
about/brainstorm/create.
Nothing.
This was a fabulous session; one of the most valuable thus far!
I felt the format of the presentation was fine. It provided me with a panoramic overview of the
subjects being addressed. This is what I needed.
none
Are these important topics? Are they really?
Not sure.
Department level follow up meetings as we are now doing will help and should be continues.
More national 'experts' would be helpful to increase our understandings.
Perhaps take a poll among the different stakeholders to find out what we feel is lacking in our
knowledge base.
I am concerned at the lack of faculty involvement in the preparation of the COE meetings for the
current year.
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Teacher Education UNIT Professional Development Session
8/22/2012
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I am not sure about what this means. Changes in 'what'?
For meetings that follow this initial meeting, it would help if each presenter knows what the
previous presenter(s) have covered so that each session builds on the last one attended.
First of all, why were we at Best Western? That seems like a huge waste of money and game
when we’re not letting people go to enough conferences, etc. Nothing about the space or food
seemed worth such a hike, if we might instead have all squeezed in.
No changes necessary in either presentation in August. Both presenters, Dr. Alberti in particular,
were exceptional.
A needs assessment would be very beneficial. For example, how the disciplinary literacy
component of the ELA standards impacts content area pedagogy beyond Math and English is an
area the two speakers so far have not been able to adequately address.
Get us moving around. Sitting for that long just listening is counter to the way we teach our
students to teach.
Other comments:
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The parking at the hotel was horrendous. The tiny buffet line for lunch was inadequate for the
size of the group. By the time I finally got my lunch, the lunch time was over and the speaker
was going on with the presentation.
Quality professional development - thank you!
A very informative, positive and motivating meeting.
Informative and useful.
More. Please give us more.
We need close follow-through of this at the department level.
Dr. Dance was the best part. It was also a whole day of being talked at. No chance for us to talk
with one another at all
Try to involve audience in some way.
I dreaded going to the meeting, but afterwards, I felt my time was well spent. I learned a few
things (all I really ask) and we were talking about this meeting for weeks afterwards about how
worthwhile it was.
I valued hearing from such knowledgeable speakers and some of the discussions with those I
was sitting with. Having the opportunity to network with others in COE and other colleges on
this topic has great value to me. It was especially good to sit with others than those in my
department that I often have conversations about instruction with.
Parking at the off-site location was completely unsatisfactory for the number of attendees. We
should have been encouraged to carpool or a shuttle should have transported folks from TU.
This was one of the best COE meetings the college has presented in the 10+ years I have been at
the University.
This meeting was extremely informative and helpful. I was very glad to be invited to attend.
none
I am sure the money spent on such accommodations could have been better spent elsewhere.
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The best meeting we have had in a long time. Very worthwhile and important! Thank you!
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Teacher Education UNIT Professional Development Session
8/22/2012
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I enjoyed the camaraderie of the campus community with all of us committed to providing the
best education possible for our students. I enjoyed reconnecting with many of my colleagues
from other departments or colleges.
Enjoyed having assigned tables and interacting with other professionals outside of my
department.
It is important that all people involved in teacher preparation be involved in this.
Plan ahead for a larger room next time; we were 'cozy' which was occasionally a problem when
someone needed to use the facilities or get more refreshment during a break.
I already voiced them earlier in the survey, but this evaluation instrument only asked for
positives we associate with each presenter. I think that's poor survey design and will likely skew
the data to sound more positive than it was. Were it not listed in such a way, I would have rated
the meeting as 'good' overall, but I worry about the survey structure employed here. Likewise,
using Student Voice would allow some of the people who want to skew data for this to be more
favorable to 'vote' as many times as they like. That's impractical and makes credibility, validity,
and reliability all in question.
none at this time.
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