Yes
|
No
|
Why or why not?
|
No
|
||
No
|
I have never heard of him and have never been trained by
him.
|
|
No
|
She makes too much money for what she does. She could
in-service a teacher then we could do it among ourselves.
|
|
No
|
We cannot afford her cost. We have staff members who can
provide the same services.
|
|
No
|
I believe we’ve exhausted the viable information from
presentations. Several colleagues said they experienced identical
presentations within the first five months of in service.
|
|
No
|
||
Did not have any professional development with Dr.
Schoenly.
|
||
No
|
||
No
|
Dar needs to move on!
|
|
No
|
||
No
|
Net topic is differentiation but reach section is nearly
identical. Unless she has more to
offer, we are rotating the same
workshop [3 times already)
|
|
No
|
Even though I had nothing to do with her, it seems that
money can be spent differently so everybody benefits.
|
|
I do not know. I never attended any of her workshops. I
have heard less than favorable opinions from teachers after she visited their
classrooms and gave a critique. However, I don't have firsthand knowledge of
the quality of her professional development.
|
||
No
|
||
I have not ever had Dr. Schoenly for PD so I can't really
give input.
|
||
No
|
||
No
|
||
No
|
||
No
|
||
No
|
No useful
|
|
No
|
We need hands on activities that peak our students
interest and motivation she wouldn’t last 10 mins trying to teach some of my
challenging classes!
|
|
No
|
It's a waste of time.
|
|
No
|
While attending a professional development with Dr.
Schoenly, I can honestly say that I learned nothing. I already do all the things that were
suggested.
|
|
No
|
She offers nothing new. I have seen her presentation 4
times and it was the same every time. Same examples, same stories, same
everything. When asked challenging questions she refused to answer. She
blames any issues with her methods on the teachers rather than the methods
themselves. When asked to do a lesson in science or math, she tells us that
we can just adapt what's she's shows us today. When invited to work with us
on a lesson in those driplines she says her schedule is busy.
|
|
No
|
||
No
|
||
No
|
||
No
|
Dr. Schoenly is a pleasant woman and knowledgeable in her
field. However, I feel that we have
received enough professional development based on her expertise.
|
|
Yes
|
She is very knowledgeable and helpful for new teachers.
|
|
Na
|
||
No
|
It is repetitive.
|
|
I did not work with Dr. Schoenly.
|
||
No
|
She has given us the SAME EXACT "training"
three times (in which she read us a story of an Australian farmer who enters
a race, who shuffles instead of running.......). We don't need her to give
the same training AGAIN- - in which nothing new is offered. She
also uses information about learning styles that is outdated- - about ten
years outdated. She needs to update her "knowledge" so that is is
pertinent, relevant, and current.
|
|
Not sure. I haven't attended in-service with this
presenter
|
||
No
|
We need more teacher and aides in the classroom. Funds
would be better spent for that.
|
|
No
|
She is extremely unrealistic. No matter what the students
do she blames the teachers. One of the students cursed a teacher out in the
middle of class and she blamed it on the teachers’ lesson. She loves to be
critical but doesn’t have the balls to show us how it is done. I would love
for her to try to teach an academic class.
|
|
NA
|
||
No
|
She is absolutely a huge backer of the units of study
program.. which would be fabulous if the program was not so horrific for our
students… It does not teach the skills of vocabulary development… Grammar… Or even reading
comprehension… On the many times I have asked Dr. show only for advice on how
to address certain issues I have been seeing in my classroom… She could not
give me any definite ways of making it better… I’ve been told by her to read
a book written by somebody who
believes in teaching grammar “organically“… She does not answer any of my
questions… But talks over me and tells me to try something anyway… It does
become frustrating trying to talk to her… She is a very nice person… But
through all of my interactions with her… I am not sure why she has taken such
a big role in the ELA curriculum ...
She and Dr. Taschner have told me that they have been working together
for years… My concern is what is going on with our students right now ...
|
|
No
|
Dar is a wonderful woman and educator, we have seen her
presentation a number of times. There is not enough variety to keep it in the
lineup each year.
|
|
No
|
||
No
|
||
Yes
|
got good info from her
|
|
No
|
||
No
|
We have already
partnered with Dar for several years. I do not feel there is any new insight
to be gained in renewing our contract.
|
|
No
|
I don't think it is worth the money since we are
following the Units of Study. I
attended the Units of Study training this summer, which was very valuable.
There is no reason to continue paying for her services. It is a waste of taxpayers’
money. Nice lady but not necessary.
|
|
No
|
Rinse and repeat. I have been to numerous trainings led
by Dar and although called something different a few of the times, the same
information has been presented at each.
|
|
No
|
I have had several trainings with teachers college
trainers and Dr. Villa, and she is always there sitting in on them, but never
saying a word. I have always wondered if the district is paying her to be
there, but never know why she is there. She usually hangs around the back, with
the administrators, but never gives input, feedback, or suggestions.
|
|
No
|
Although her ideas are good, we are not supported with
the means to make them happen effectively in our classes. I like her
willingness to observe and help but when she even says we aren’t given the
time or proper supports or contradicting requirements to do this right, her
methods become a waste of time.
Plus, I’ve seen her more than 5 times already.
|
|
No
|
Poor use of money for a broke school district. Her ideas aren’t relevant for modern day
CASD student
|
|
No
|
I cannot speak to what she offers as that I have only
attended a training with Dr Villa and She was there observing the
training. I have had no other direct
contact with her.
|
|
I have not had training with Dr. Schoenly.
|
||
Yes
|
||
No
|
As a district we are far from ready to truly Implement
|
|
No
|
Dr. Shoenly is asking for too much money that the
district claims it does not have to spend. In addition, the teachers are not
able to effectively implement his plans in the classroom.
|
|
No
|
For middle school, gathering in a circle on the floor is
beneath the needs of our students. We are spending valuable instruction time
reading for 30 min a day and conferencing without assessment
|
|
No
|
||
No
|
Wasn’t part of Her in services.
|
|
No
|
don’t know dr s
|
|
No
|
||
No
|
I don’t have anything to do with this in-service but it
sounds like an unnecessary expense
|
|
I did not have in-service with Dr Schoenly
|
||
No
|
I participated with her the first year the district used
her as a “first year teacher” even though it was my 12th year teaching
(transferred from another state). Dr. S came into classrooms and made other
first year teachers feel incompetent and completely destroyed their lessons
plans. These teachers were made to spend an entire day relearning to write
lesson plans-something they were not shown during the first in-service day
for new teachers. They were made to feel as failures, rather than being
supported by an individual that was supposed to be non-evaluative. Unless
your classroom meets what she thinks are best practices for students (not
basing it on our population), you will be reprimanded.
|
|
No
|
She does not have any new ideas to present. She told the same story about the runner each
time I saw her.
|
|
No
|
||
No
|
Dr. Schoenly works with new teachers and also conducts
trainings for ELA, SS, and science teachers. I’ve attended a number of her
trainings, and we completed the same activities at each training. Even some
of her stories were the same. I have made three “academic journals” in my
tenure at CASD. She also conducts
classroom visits and gives feedback to teachers. Talking to number of my
colleagues, her feedback was very negative. Many teachers felt attacked by
her comments.
|
|
No
|
Not sure who dr s is
|
|
No
|
Each session that I have attended with Dr. Schoenly has
been exactly the same. The information presented is nothing beyond what you
receive in your bachelor degree studies.
|
|
Yes
|
||
No
|
It’s not applicable to my content area
|
|
No
|
She has offered nothing of value to me or my instruction.
She insists on groups, which has been disastrous and violates my IEPs. She
even bullied an autistic student into tears by insisting he sit and work with
others. She parrots the same party line without listening or having a real
conversation.
|
|
No interaction with Dr. Schoenly
|
||
No
|
I had the same presentation 2 years in a row. She even cracks the same jokes about her
husband.
|
|
Did not participate
|
||
I haven’t participated in this in service.
|
||
Don’t know who that is.
|
||
No
|
She is a waste of over $5000 a month. I have not learned
one thing from Dar. I had one in-service with her at the beginning of the
year and all she said was “I’m going to let Heather and Beth run this and I
will float around and listen.” She sat in a chair the entire time and looked
at her phone. She did observe me this year with my principal. Why is she
doing class observations? What is her title in our district? She is another person
that was brought here because she and the superintendent are friends. Do the
research, she came from Susquehanna township also. They gave Como a hard time
for hiring his cronies, how about the superintendent bringing in hers!
|
|
No
|
Most mentor meetings were not helpful. Most questions she
would say she would have to find out the answers to our questions. She said
she would have to ask Taschner or Donahue. We rarely were given answers. We
complained about the lack of ability to observe each other. She agreed that
the problem exists but nothing was done.
|
|
No
|
||
No
|
||
No
|
It is quite repetitive...it is not conducive to all
subject areas...it stifles our creativity...
|
|
No
|
She has no new information to disseminate.
|
|
I did not participate in this in-service.
|
||
No
|
Her in-services are not real world, ten to be repetitive,
and do nothing to prepare teachers for helping their students with Keystones,
PSSA's, post-secondary education, or life.
|
|
No
|
I’ve done PD with her as the instructor several times and
it’s been the same EVERY time. I also feel that she does not understand the
climate of our schools and she is very elementary oriented.
|
|
No
|
The in-services with her have been the same thing over
and over again. I have attended at least three and heard the same thing all
three times. The only thing she has done is walk around and be the enforcer
on how my furniture is arranged in the room.
She has not given me any new insights or strategies in teaching.
|
|
No
|
Her strategies are still good but nonetheless dated and
we could use more current approaches that incorporate technology for we do
teach post-millennials/generation z- a technology savvy generation...
|
|
No
|
Not very helpful and criticizes how classrooms are set
up.
|
|
No
|
Every time I met with her she repeated the same lesson
every time. She would even say she just discovered this story and then read
the same story she already read to us.
Her concept of setting up a notebook would only frustrate our kids;
flipping between multiple sections. Our kids can’t study when materials are
in different spots.
|
|
No
|
||
No
|
||
No
|
||
No
|
She is not teaching or instructing during the
professional development, she is observing and taking notes.
|
|
No
|
||
No
|
I don’t not know who that is.
|
|
No
|
Do know who that is so it never impacted my students
|
|
No
|
We have had her for 2-3 years and as much as I love her
enthusiasm, we are given the same suggestions and ideas over and over again.
|
|
Yes
|
||
No
|
||
No
|
||
No
|
Our own teachers can share ideas to help each other. I
would like to see Dr. Shonley teach one of her lessons to an academic class
in the 9/10 building. They would eat her alive.
|
|
No
|
Not seeing any value added by Schoenly
|
|
Not sure who this person is, or associated with what
training
|
||
Yes
|
||
No
|
||
No
|
Our professional development has not been worthwhile.
|
|
No
|
I have no idea who this is so I question this person’s
necessity to the district.
|
|
No
|
Dr. Schoenly is extremely kind and extremely
knowledgeable, but she has not taught in a classroom in a number of years.
Her advice and her ideas have not changed since the first year she worked
with teachers.
|
|
No
|
||
Yes
|
What is up with CATA and the surveys??? Getting ready to
do fair share because I don’t feel CATA is thinking about students at all.
|
|
No
|
What is the point?
|
|
No
|
Lack of funds
Ineffective More items
needed that are way more important.
|
|
No
|
||
No
|
We have heard the same thing 3 times now. Never anything
new. She falls asleep in the classroom when observing
|
|
No
|
Mostly outdated gibberish for elementary school students.
|
|
No
|
||
No
|
Her feedback is not valuable or informative.
|
|
No
|
I am not sure who this is. I feel like we have enough
talented people where we could do turn around trainings which would be less
expensive than paying these people.
|
|
No
|
She is not knowledgeable about technology and students
today. She thinks that teacher’s lessons are the problem and believes that
100% of the time a teacher is at fault of students desire using phone during
class. I sat through her
presentation three times: same one. I am one of many who already knew the
whole script,
|
|
No
|
She doesn’t provide any real suggestions. Instead, she is
often condescending. At times she has even sat back and let the reading
specialists run an in-service and just made random comments.
|
|
No
|
Grandma Dar is a complete and utter waste of time and
space. She’s unaware of what is going on right around her! Her tricks are
outdated and she doesn’t understand the clientele we are dealing with on a
daily basis.
|
|
No
|
I find it perplexing that we are getting PD from someone
that does NOT support the reading curriculum that was just purchased for all
of elementary students- UOS. Why pay
someone to tell us that Calkins won’t work... in actuality she believes all
elem teachers should be reading specialists AND we don’t even have our reading
specialists working with our children.
—-Dr. Darlene Schoenly, Professor of Education at Kutztown University,
feels that if students are to become better readers, we need to do more to
prepare all teachers at the college level to develop greater competency in
reading. Schoenly contends that most universities do not require teachers to
take enough reading courses and that all primary elementary teachers should
have a reading specialist certification as well as an elementary
certification (Schoenly, 2012)
|
|
No
|
Waste of money.
|
|
No
|
No useful purpose.
|
|
No
|
Continue? I don’t even know who she is!
|
|
No
|
While Dr. Schoenly provided interesting theory about how
to differentiate the classroom, she was less specific when it came to the
concrete ways to do so. As well, of the four times Dr. Schoenly provided
professional development to the Intermediate High School, at least two were
identical presentations.
|
|
No
|
Very out of touch with the current situation in our
school and in education in general.
|
|
No
|
Who is this person?
|
|
Who is that?
|
||
Yes
|
Dr. Schonley ‘s expertise and input has been invaluable.
|
|
No
|
It’s not pertinent to my field of practice.
|
|
No
|
Personally, Dar is a sweetheart. Professionally, I have taken
and used some of her suggestions and they have worked. However, she has
stated that every single period should be the students moving around, sitting
back down, writing a two line thought, standing back up, heading to a poster
to write down group thoughts, sharing out, sitting back down, writing two
more lines, standing back up, heading back to posters, sharing group
thoughts, sitting back down, writing two more lines in a journal. She flat
out told me to just show the struggling kids in my co-taught class the movie
version on our classroom iPads (lol) and make the other kids read it. Talk
about low, unrealistic expectations. We are not preparing our students for
the demands of college level courses or the work force with this model. Once
and awhile is fine, but this is not her suggestions. Also, no one ever got
back to me about how I address the fact that the district isn’t going to buy
me a $30 pad of post-it poster paper every week to actually carry out what
she wants us to do.
|
|
No
|
Really nice person but has nothing new for us
|
|
Doesn’t apply to my job
|
||
No
|
Never heard of this person?
|
|
No
|
Dr. Shonely is a wonderful lady. But, she has not
introduced anything new in Two years. It’s the same presentation over and
over again.
|
|
No
|
Most, if not all, teachers are extremely knowledgeable of
D.I. and already apply such methods and concepts. What she teaches is
repetitive and doesn't factor our district's needs into her plans.
|
|
No
|
The district is paying her for the same in-service
programs each year. Every year the
presentation is the same - even down to the same stories and jokes. Her
methods may have worked great with the students of the 1980s/early
1990s, but she is truly 30 years
behind with her thinking. She has no idea what it is like to deal with
students brought up in the world is social media.
|
|
No
|
||
No
|
I am unfamiliar with this professional.
|
|
No
|
||
No
|
There’s far more need in PD elsewhere.
|
|
No
|
||
No
|
Cost and repetitive
|
|
No
|
We have not been provided with any new training on any of
her visits with us. I have
participated in 3 trainings with her and every time, I was provided with the
EXACT same training/information and activities.
|
|
No
|
Not applicable for the kids I teach.
|
|
No
|
Content does not apply for the most part.
|
|
Yes
|
||
Who is that? Never
heard of the person.
|
||
No
|
||
No
|
||
No
|
||
No
|
||
No
|
Her ideas do not support special education students.
|
|
No
|
||
No
|
She is helpful, but feel like her material is the same
stuff over and over. More student talk, less worksheets, but doesn’t give
practical ideas for how to get that to work in Coatesville where students
would rather sit on their phones and ignore teachers than actually attempt to
engage.
|
|
No
|
She does the same lesson each time and she is used to
college student’s not High school students.
Her advice is irrelevant.
|
|
No
|
She is repetitive
|
|
No
|
My colleagues who have had direct ongoing in-service with
her say that she always tells them the same thing.
|
|
No
|
||
No
|
||
No
|
||
No
|
||
No
|
Like Dr. Villa, all professional developments I’ve
attended with Dr. Schoenly have been near identical.
|
|
No
|
Not beneficial
|
|
No
|
||
No
|
She is completely out of touch with reality in working in
schools such as ours.
|
|
No
|
||
I do not know who this is. It may be better if we knew the program
|
||
No
|
Who are they?
|
|
Don’t know who this is
|
||
No
|
Waste of money
|
|
No
|
||
No
|
Is she the new teacher mentor?
|
|
No
|
Dr. Schoenly does not provide services that support our
student population
|
|
No
|
Same thing every time we have her
|
|
No
|
||
No
|
||
No
|
||
No
|
||
No
|
||
No
|
||
Yes
|
||
No
|
I don’t even know who that it is. He/She must not be that
important if I’ve never heard of them.
|
|
No
|
There are mixed messages and directives between her and
central admin.
|
|
No
|
She is the SWEETEST and NICEST lady however, I am not
sure what she does for the district, even as a newer teacher, she was just a
happy face :)
|
|
No
|
||
Yes
|
She is an asset!
|
Should CASD continue contracting with The Golide Hawn Foundation (MindUP) for professional development?
|
Yes
|
No
|
Why or why not?
|
|
No
|
||
|
No
|
||
|
No
|
To expensive
|
|
|
No
|
We cannot afford any additional expenses. Furthermore,
the kids don't respond to mind up appropriately. They need consequences for
their negative behavior.
|
|
|
Yes
|
Every three years...we can renew and update teachers
every three years. An annual contract is not necessary if we in-service staff
appropriately and mentors teach new staff.
|
|
|
No
|
The manual explains the lessons.
|
|
|
No
|
We are just starting reading workshop, writing workshop
and phonics that requires many hours of prep and dedication. We really need
smaller class sizes and support in Kindergarten especially at Rainbow!,!
|
|
|
Yes
|
My Kindergarten students learned a lot about calming
down their bodies with the sound of the chime. They enjoyed the sensory and
movement activities.
|
|
|
Yes
|
||
|
No
|
Absolutely ridiculous.
How about we get some curriculums!
|
|
|
Yes
|
||
|
I don't have any experience with mind up
|
||
|
No
|
I do not think it is helpful.
|
|
|
Yes
|
This program is well written. It's engaging and useful,
if other teachers are actually implementing it. There's lots of complaints
about the way "our" kids can't learn or behave, so why wouldn't all
teachers be receptive to professional development in a program aimed at
helping students identify and control behaviors. Our initial training was
really an overview in my opinion. One more year would be helpful and the
teacher trainers can then train new teachers.
|
|
|
No
|
I don't know how much they have paid anyone but Rainbow
received very little support. Some
people came one day but only went to a
few classrooms for a short period of time.
That is NOT professional development and whatever contract the
district has with MindUp should not be renewed.
|
|
|
No
|
At current staffing levels and student instructional and
social/emotional needs, this program is low on the priority list. It is a band aid on a flesh wound.
|
|
|
No
|
We have implemented this in the high school level. I do know my child uses it in the
Elementary level, and likes the stretching.
I believe we know enough to continue using it in the Elementary level
and maybe doing it in secondary level should be considered in a social skills
class that we should put back in place with a curriculum.
|
|
|
No
|
||
|
No
|
Waste of time
|
|
|
No
|
What else do we need trained on? Instead, buy supplies.
|
|
|
I don’t know enough about this to answer
|
||
|
No
|
How much more training could you possibly do with
this???
|
|
|
No
|
The only valid aspect of this program was the breathing
exercises. I can continue this without
benefit of the MindUp program.
|
|
|
No
|
Not worth cost. We cannot implement the way it's
designed.
|
|
|
No
|
||
|
No
|
||
|
No
|
||
|
No
|
If the professional development we received at the
beginning of the last school year is indicative of their presentations, then
we don't need it. It was not that
helpful with understanding how the program unfolds. We didn't even see a lesson. We were left to plod our way through a
program that required supplies we didn't have.
|
|
|
Yes
|
||
|
Yes
|
We need more assistance in implementing this curriculum.
After this year which lessons do we do? Or do we just keep repeating the same
lessons over and over again?
|
|
|
Yes
|
I think this is a good program to help teach the kids
the power of breath and relaxing your mind.
|
|
|
Yes
|
HOWEVER...This program could very easily and
appropriately be taught solely by guidance. All of the topics covered are
concepts which guidance use and speak to classes anyway. If guidance would
“adopt” this curriculum, teachers could then focus on other things. I felt
like MindUp was just another thing thrown in to the teacher day, something I
was looking to check off my list so that I could zero in on ELA and Math.
|
|
|
Yes
|
I think this program is extremely helpful for our
students. They need strategies for
learning how to deal with conflict, how to make friends, and how to accept
one another's differences. In the
primary grades these are often skills that are necessary to learn before any
other learning can occur.
|
|
|
Yes
|
I think it’s a worthwhile program.
|
|
|
NA
|
||
|
No
|
I was faithful at
doing mind up every Monday… However I am not sure how much my students
actually learned from the program… It seemed as if The program should be showing them a few
strategies to de-escalate in certain situations… However they do not use those
strategies outside of our Monday mornings… I had a pre-AP homeroom that would
easily do all of the tasks at hand
however they did not understand what the point of the program was… This
realization became apparent After I had tried to do several reflections of
what we have been working on throughout the year…
|
|
|
No
|
||
|
Yes
|
Our students need to learn to manage their behaviors
before they can learn in the classroom
|
|
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No
|
did not participate
|
|
|
Yes
|
||
|
No
|
We have already
received training on the MindUp curriculum.
I do not feel that the content is deep enough to warrant further
training.
|
|
|
No
|
We already had the training for the book we taught this
year. Unless there is something new I think it is unnecessary. WHAT WILL THEY
PRESENT THAT IS DIFFERENT! Let not get into the same situation as Dr. Villa
hear the same presentation over and over.
|
|
|
Yes
|
Working closely with my students who have emotional and
behavioral needs, I saw an obvious increase in self-reflection, the use of
coping skills, and conflict resolution. When the instruction was given
properly it was effective.
|
|
|
No
|
I do feel that this is a useful program for the primary
grades as a strategy that kids can use, however it DOES NOT replace mental
health services that so many of our students need. I think we as teachers
with the training already provided, can continue to implement in our
classrooms already. I do not feel that we need to continue to pay for
training. Mental health services for students who do not have IEPs or 504s is
far more important and a higher level of need.
|
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|
I’m currently not trained in this.
|
||
|
No
|
||
|
Yes
|
ONLY IF WR IMPLEMENT IT WITH FIDELITY. Whole class is too large. We need to identify the tier 2 kids and
have them receive intensive support with mind up. As much as we groaned about Mind Up Monday,
it did work for at least 50%
|
|
|
No
|
The book and activities are easy to follow and
implement. However, the program does
not seem to be effective with the escalation of discipline issues occurring
in the classrooms. Besides, there are
already highly competent, trained Coatesville teachers who could easily take
on the role of “train the trainers” and potentially save thousands of
dollars. That money is better spent on
something besides another ineffective pet project from upper administration.
|
|
|
Yes
|
I think that making kids aware of mindful practices is
beneficial.
|
|
|
Yes
|
||
|
No
|
Again, it was rolled out without true forethought and no
plan. Each school did it differently and not with fidelity. A lot of money
was spent without proper preparation from the upper administration/ district
office. Once admin has their act together, a proper implementation may prove
to have different results
|
|
|
No
|
It is placing too much prep time, which is not
compensated, on the teachers to implement successfully. The teachers need
ready-made activities that will engage the students to help make the MindUp
program work.
|
|
|
No
|
What a disaster that was! Once again the district rolls
out something new so someone can get his/her masters without any training. A
disgrace to the district and community
|
|
|
Yes
|
I completely believe in MindUP, however there are a lot
of rumors that Rita Perez is going to use the MindUP data for her doctorate.
|
|
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No
|
||
|
Yes
|
I think Mind Up is great for our students, however the
‘roll’ out was very rushed! We were given a one day training for 15 + lessons
l. Teachers were not ready to start Mind Up in the beginning of the school
year. More support was needed for some teachers and more example lessons were
needed. The lessons needed 30-60 minutes and we were given 20 minutes to complete
the tasks. Buy in from all members of the staff o s HUGE! Yes, we were given a website to watch for
support, however they were for elementary classrooms where I teach middle
school. I started with 14 students and no para professionals and finished the
year with 18 and 2 para professionals, my homeroom disruptions and lack of
‘care’ for my authority made it VERY hard to do/review any of these
lessons. If the district wants Mind
Up to work for the secondary level, then the time needs to be taken to
support the needs that the students and teachers have to maintain a
successful classroom. The way it is set up does not lead to a successful Mind
Up program at the secondary level.
|
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No
|
was not effective
|
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No
|
We already know what to do. In elementary it’s the same 15 lessons
every year.
|
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No
|
We should have buildings fully staffed with guidance
counselors and have mental health therapists employed by the district.
|
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|
No
|
Why do we need a contract with them? We received the
books then basically trained ourselves how to it. I didn’t see a difference
in my kids except they learned the parts of the brain.
|
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No
|
It’s a nice idea, but it is just another thing we are
trying to fit into about very short day. Especially with units of study for
reading and writing each being 60 minute sessions. And EDM is anywhere
between 60-90 minute sessions. It’s a Band-Aid for the mental health issues
students have in our district.
|
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I did not have any training in MindUP, so I am not
adequately informed to pass judgement on this program.
|
||
|
Yes
|
||
|
Yes
|
MindUp can be very useful! Teachers at the middle school
level conduct MindUp lessons during advisory. We NEED planning time! Teachers
without advisories get free time while advisory teachers are expected to
conduct lessons but not given planning time. A few teachers would prep the
lessons and share with colleagues. It would be helpful to have a teacher
write out a lesson plan and create a PowerPoint for teachers to follow. That
teacher should be compensated for their time.
|
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Yes
|
The core practice worked to calm my class down after
unstructured activities. Our kids need a program to support their social
needs.
|
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|
Yes
|
The mindful practice is a great method which helps
people find an anchor, breath and calm their bodies and minds perhaps it can
be done in a large group to reinforce the method...perhaps before or during
an assembly...after the pledge...lots of possibilities.
|
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No
|
||
|
Yes
|
I believe Mind Up will be impactful once we get the
whole staff on board to convey to the students that it is meaningful.
|
|
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Yes
|
||
|
No
|
How about getting us something our kids need like more teachers
.This was the response of 1 of my students when I introduced mind up to
them.
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No
|
I think it's a decent program, but I feel like our
implementation is ineffective. Maybe in elementary to get it started? But in
middle school our classes tuned out. Perhaps in a targeted class - health -
or in a behavior management group...
|
|
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Yes
|
||
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No
|
We got the training and the bells already, what else to
we need?
|
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No
|
This was a waste of instructional time. This was just a
gimmick and incentive to support Rita’s Perez.
|
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I have not participated in this in service.
|
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|
No
|
||
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No
|
Waste of time and money for Rita Perez to get her
doctorate degree. Made the kids act out worse than they do every day. Mindup
Monday is another waste of taxpayers’ money when we could be looking for
better programs so our kids can actually learn!
|
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No
|
Books were not appropriate for the kids below first
grade. The only things my kids liked were the chime from the program and the
three books that I purchased.
|
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No
|
A majority of the students that I had to work with did
not want to do or participate in the program.
Try as i did they would not buy into the program.
|
|
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Yes
|
||
|
I have not had MindUp training so I have no idea.
|
||
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No
|
We need mental health training not ringing a chime to
make things better.
|
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No
|
||
|
No
|
We were given the correct amount of time or supplies to
effectively teach this to students.
|
|
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No
|
Students at the middle school level do not feel
comfortable doing mind up. If anything it makes them more agitated. The concept is good but for a more small
scale implementation with not guidance counselors not all teachers.
|
|
|
Yes
|
Unsure what this foundation is all about so I would be
interested to find out!
|
|
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No
|
||
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No
|
Kids fought and dreaded every Mind Up Monday. Since kids
weren’t getting a grade for it, since it was being done in homeroom, most
refused to do the activities.
Workbook and videos from site were with young, elementary kids. That’s
another reason why my 8th grade students hated it.
|
|
|
No
|
||
|
No
|
||
|
No
|
There are better ways to spend the money, this is not a
priority now. It did not improve discipline
|
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|
No
|
Mind up would be better served in the lower grades.
|
|
|
No
|
||
|
No
|
||
|
No
|
I got no feedback from the visitor after my observation
|
|
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I have no training in this to be able to make a
decision.
|
||
|
Yes
|
||
|
No
|
||
|
No
|
We have done it this year. We can read the plans from
the book.
|
|
|
No
|
It is too complicated and cumbersome. It is very time consuming and takes away
from the other essential instruction.
|
|
|
No
|
Never got past the first 7 lessons. We need discipline!
|
|
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No
|
While I like the program, and use it in my classroom,
following the manual is very clear, so I do not think additional training is
necessary.
|
|
|
Yes
|
||
|
No
|
||
|
No
|
It was a good program but not sure that repeating those
lessons each year makes sense.
|
|
|
No
|
While I see that certain teachers have had success with
this program, it does not address the underlying trauma needs that are so
prevalent in our district. Professional development funds would be better
utilized finding something that will address that
|
|
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No
|
This inservice did not apply to me so my input should
not be valid.
|
|
|
No
|
||
|
Yes
|
Seriously why not, teachers don’t want to help students
have strategies to help regulate their emotions, this is a life skill. Once
again those who are asking these questions don’t understand the program or
don’t teach it.
|
|
|
No
|
Too expensive for what it is.
|
|
|
No
|
Teachers have
already learned and implemented Mind Up.
We - the district- already own the TM ( teacher manual) and chime. We- the teachers can continue to implement
from time to time WITHOUT any more money wasted on more observations and.
Guests and call it an in-service.
|
|
|
No
|
At least not up to 8th grade.
|
|
|
No
|
Useless
|
|
|
No
|
||
|
No
|
||
|
No
|
||
|
No
|
The middle school students hate it and do not appreciate
it; therefore it’s an unnecessary expense.
|
|
|
No
|
We have the curriculum and it’s easy to follow. Finding
time in the day to always incorporate it is difficult.
|
|
|
No
|
I believe we have more pressing areas that money must be
dedicated to. I would change my
position if the majority of parents and teachers said the program garnered
positive changes. However, the few parents and teachers I spoke with
expressed that the program is not benefitting our students and environment.
|
|
|
No
|
While I think the program may be good for elementary
students, it was hard to do at the secondary level. It’s also a lot of money
when we are struggling financially. If we had an effective disciple policy
then there would be no need to teach students how to deal with all of the
distractions in the classrooms.
|
|
|
No
|
I have no idea what this is about
|
|
|
No
|
MindUp is a nice tool to use in the classroom if there
was dedicated time to set aside to implement it with fidelity. Instead it was dumped on us in a one day
training where everyone must do- no negotiable and all 3-5 are doing exact
same thing. Will probably disappear
like every other thing that flies across our desk. I don’t need more training just time to
prepare well with my colleagues on how to use in classroom.
|
|
|
No
|
It didn’t make a difference in my classroom disciple. It
regrouped the kids in the moment, but not long lasting. Clapping has the same
effect.
|
|
|
No
|
We don't need any more help ringing a chime and talking
about the brain.
|
|
|
No
|
The book is really self-explanatory- we don’t need any
more training.
|
|
|
No
|
I feel as though we have not received the proper
training to adequately use this program. I also feel as though the students
did not respond positively to this program and for some of the special
education students was something that set them off.
|
|
|
No
|
While mindfulness training would be beneficial to our
students, the seeming rushed nature of this professional development
possibility is just setting the stage for poor implementation. It seems to be
another of the resume building actions so favorable with the administrative
leadership - do something so it can be said something is being done, but
don't worry about how it is successfully implemented.
|
|
|
No
|
||
|
No
|
Again, don't use this program at CASH so not sure.
|
|
|
No
|
It doesn’t work
|
|
|
Yes
|
Absolutely! Our students deserve the practices of this
program.
|
|
|
Yes
|
It seems positive but I don’t know how much the children
are getting from this.
|
|
|
I don’t know much about MindUp.
|
||
|
No
|
As with everything else it is a program that looks good
but no substance
|
|
|
No
|
Many of the students did not like it. I don’t feel like it made much difference.
I feel like many of the issues students had toward each other stemmed from
outside of school and they brought that with them to school regardless of
mind up program.
|
|
|
No
|
||
|
I cannot speak in this training because I have not
experienced it. I know many of my middle and elementary school coworkers are
not impressed with the training.
|
||
|
No
|
||
|
No
|
CASD needs to move away from all its current
professional programs, including MindUp.
What the district should be focusing on for this year is showing the
teachers how to use the new laptops that the students will be using, rather
than just handing them out to the students the first day of school.
|
|
|
Yes
|
One trainer per building
|
|
|
No
|
||
|
Yes
|
This is a valuable training, as it is teaching the
socio-emotional skill of meditation to a population in need. SEL is research based. If not MindUp,
please find another program. If you are unaware SEL skills are not merely
soft skills as they are commonly referred to as. But an invaluable asset to
have as a growing, and developing human being! Emotional Intelligence is being assessed
during interview processes beyond college. EI is developed from SEL skills
developed at a young age! Please do
further research on your own regarding Social Emotional Learning (SEL) and
Emotional Intelligence (EI)!!!
|
|
|
No
|
||
|
No
|
We were already trained. There is NO data to support it
has been Affective
|
|
|
No
|
||
|
No
|
Middle School students think it is a joke
|
|
|
I am at the secondary level, so I have not had mind-up
training to be able to pass judgement.
|
||
|
No
|
Not sure what this is ??
|
|
|
No
|
These gimmicky programs don't address our student’s
fundamental needs.
|
|
|
No
|
It is a waste of time in our day which is already
crammed. It does not make a difference in student behavior or focus. These
kids need a quieter and more peaceful lunch without long lines, screaming and
yelling, and lack of supervision. Also, 2 the lunch period is more like 20
minutes when all is said and done. The 15 minute recess is more like 10, and
not nearly enough time! The discipline needs to be there and consistency
matters too!
|
|
|
No
|
The book is very thin and simple to read. I am not sure what training is needed
beyond what we had prior. Also, what
if teachers don’t volunteer to train others, do we still have to pay that
$20,000+?
|
|
|
Yes
|
||
|
No
|
||
|
No
|
||
|
No
|
Our students need mental health services not ringing of
a chime. Also it is the same 15 lessons repeated every year.
|
|
|
No
|
It insults the students intelligence and angers at risk
students
|
|
|
No
|
This program does not work for our students as we don’t implement
it the way it should be implemented.
|
|
|
No
|
NA
|
|
|
Yes
|
Believe if carried out with fidelity that the program
may positively influence our elementary kids. I am undecided for middle level
as I saw varying degrees of buy in and implementation from my MS colleagues,
which then meant that the students did not see value in it. Perhaps if we
continue the K-5 program and bring it to MS as those students reach MS. This
coming year would therefore be K-6
|
|
|
No
|
||
|
Yes
|
||
|
No
|
||
|
No
|
It was the biggest waste of time and didn’t work
|
|
|
No
|
While the premise is good, it would be best geared
toward younger students. Plus all of
the curriculum is the same for each grade so students aren’t getting anything
new as they progress through grades.
|
|
|
No
|
There has not been a consistency in the program
|
|
|
No
|
I agree that our students need to be given strategies to
focus and redirect certain behaviors however,
until we have a consistent discipline plan in place that deals with
the major issues for students this program will not be successful.
|
|
|
No
|
||
|
Yes
|
||
|
Yes
|
This is a worthwhile program. Yes we should try anything that can help
foster mindful learners. This program
does that when used consistently.
|
|
|
No
|
Personally I felt my students thought it was a joke and
I felt my own methods worked better.
|
|
|
Not familiar with this
|
||
|
No
|
Ridiculous waste of time!
|
|
|
Yes
|
||
|
No
|
Rumor has it was an administrator's thesis
|
|
|
No
|
Mind Up is NOT teaching our students anything. The students are NOT implementing anything
that they are learning during the 20 minute mind up lesson outside of class.
|
|
|
No
|
Not effective at the middle school level
|
|
|
Yes
|
||
|
No
|
Great idea but the execution is terrible and
useless. You would get more mileage
out of a structured meditation period.
|
|
|
No
|
||
|
No
|
||
|
No
|
We aren't given time in our day to implement this
program.
|
|
|
No
|
||
|
No
|
||
|
No
|
Breathing exercises & a chime do not fix behavior
issues (despite what Rita Perez’s weekly emails say). Another GIANT waste of
resources.
|
|
|
No
|
This program is only one piece of the puzzle to truly
deal with the behavioral issues in the district.
|
|
|
No
|
NO, NO , NO I love the idea of it but do not care for it
|
|
|
Yes
|
||
|
Yes
|
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