MAHPERD "Voices From The field"
In this podcast, you will hear from educators and professionals in the field sharing their insights and experiences in the HPE (Health Physical Education) and allied fields. I hope you find this podcast informative, and inspiring. Learn about best practices and tools that you can implement in your teaching practice. We want to know not only what you do, but also the action steps you took to get you where you are. The Status Quo is not in our vocabulary folks, my guests are leaders in the field who are taking action to make an impact in their respective fields. If you have any questions or would like to be a guest on the show email mahperdpodcast@gmail.com
"If you always do what you've always done, you'll always get what you've always got" Henry Ford
MAHPERD "Voices From The field"
Dr. Glencross's Journey
A passionate educator's journey from PE-avoider to professor reveals powerful lessons about inclusive physical education. Dr. Hillary Glencross candidly shares how she once did everything possible to escape "gym" class – obtaining doctor's notes, hiding in the nurse's office, or sitting on the bleachers – until one persistent high school coach refused to let her disengage. This transformative experience sparked her mission to reimagine physical education as engaging and accessible for all students.
Now a professor at Salem State University preparing the next generation of PE teachers, Dr. Glencross brings real-world expertise from her decade teaching at Watertown High School, including five years focused on adapted physical education. Her work emphasizes universal design for learning and thoughtful modifications to ensure every student can thrive, guided by mentor Dr. John Passerini's philosophy that "nobody's disabled, we're all just differently abled."
Our conversation explores innovative approaches to teacher preparation, including Salem State's three distinct pathways for aspiring PE professionals and their use of technology like SIBME for detailed video feedback. Dr. Glencross takes a refreshingly balanced approach to artificial intelligence, treating it as a valuable pedagogical tool while teaching students to be critical consumers who personalize AI-generated content. "Use AI for 80 percent of your planning, but you've got to take that 20 percent and make it your own," she advises.
Her research interests focus on boosting engagement in physical education, particularly in post-pandemic contexts where students face increased anxiety and technology distractions. As co-chair of MAHPERDS Council of Future Professionals and member of Shape America's Professional Preparation Council, she's building resources to support new teachers entering the field.
Connect with Dr. Glencross:
Email: hglencross@salemstate.edu
Website: www.HillaryGlencross.com
Instagram: SSU_PETE
Hello and welcome to Voices from the Field, a MAHPERD podcast where we talk with educators in the field to hear about their perspectives and experiences. My name is Jake Bersin, advocacy Chair for MAHPERD, and today I have the pleasure of speaking with Dr Glencross. Hilary Glencross is a passionate educator and advocate for excellence in physical education. As a professor in the Sport and Movement Science Department at Salem State University, she inspires and prepares the next generation of physical education teachers, weaving together innovative practices and a deep commitment to inclusivity. With nearly a decade of teaching experience at Watertown High School, including five impactful years focused on middle school adapted physical education, she brings real-world expertise to her students. Her work emphasizes the power of universal design for learning, UDL and thoughtful modifications ensuring every student can thrive in physical education, while also incorporating technology into the gymnasium. Beyond the classroom, she is a driving force in the profession, co-chairing MAHPERD'S Council of Future Professionals and a member of Shape America's Professional Preparation Council. Known for her love of unit and lesson planning, creative assessment strategies and advocacy for student-centered learning, she inspires peers and future educators to embrace physical education's dynamic and inclusive potential.
Speaker 1:Welcome, Dr. Glennc ross. It's so exciting to be in the space with you and thank you so much for saying yes to the podcast. Before we get started, what's making you smile these days?
Speaker 2:Thanks, jake, for having me. That's a great question to start off with. I guess for me, as much as we're recording right now, it's raining, the nicer weather that we recently had. That's kind of what's making me smile, and I know it's coming back looks like next week. But a couple weeks ago I was out to a 17 and a half mile bike ride on the Bruce Freeman Trail. My puppy needs a three mile walk every day, so just having that nice weather, you know, it's really making me happy to get outside and away from my computer when I can.
Speaker 1:Absolutely, totally agree. Yeah, last week it was sunny hot, so now, now, here we are. So that's the end for you. So, Dr. Glencross, tell, tell me more about how you, who you are, how you started your education journey. A little background about yourself.
Speaker 2:Okay. So ultimately I'm a daughter, sister, wife, dog, mom, right, I'm super passionate about phys ed, wellness. I student taught at Lincoln, Sudbury, so wellness for me is like a keyword that was drilled into my mind there. But growing up I was the student that hated phys ed. I did everything I could to get out of PE, I'd get the doctor's notes, I'd be in the nurse's office, I'd be the one on the bleachers. And it wasn't until my freshman year of high school. I walked into class and I looked at Coach Hogue and I said I already hate your class, I'm not going to participate. And she's like give me a chance. I said no, math is my class, I go, I'm not doing it. And she goes just encouraged me. And I was like, okay, fine, Like I have to do this. So she got me moving.
Speaker 2:It was a full year of phys ed for freshmen. Um, our final quarter was swimming and of course I got the doctor's note and I'm like I have psoriasis, I can't do it. Make it up. Every excuse, Right, Um? And she goes get in my pool. I was like, no, I have the doctors, no, I'm not getting in the pool. And she got me in that pool and every year after I was going to phys ed, we were open campus. So anytime a teacher was out we had a free period. I was down in the gym with coach Hogue. Um, she changed my world. She had me on the volleyball team working out with them. Um, I didn't get to play in any games or anything, but I got to do the conditioning and stuff. Uh, and that changed my mind and I was like, wow, she changed my life and it's now my time to give back.
Speaker 2:So my senior year of high school, I was dual enrolled at Middlesex community college and I had the option to finish an associate's degree, which was going to be an education uh where I could apply and start going to colleges. So I applied to all of the state schools and Salem state was the only one that accepted me, despite Westfield being my number one. And so I was like you know what? I'm going to go to Salem, I'll transfer after one year. I fell in love with it and I did three years at Salem state, finished my undergrad there, went on to Western Michigan, did my master's degree in adapted phys ed and then went on to get my doctorate at Northeastern in education and so then I taught phys ed.
Speaker 2:I knew when I graduated from Salem State in 2013, I had said to one of the guys that I actually worked with for 10 years I go, I never want to teach phys ed. And we're at graduation and he goes it's a little late now, don't you think? And I was like, yeah, like I want to teach phys ed, but I want to do curriculum. I don't want to be in a gym all day. And he's like, well, that's what your degree is. So went on, worked with him for 10 years uh, best, 10 years, I loved it. I definitely would not have changed that, but ultimately wanted curriculum. So back at Salem State now working with the future phys ed teachers. So it's pretty cool.
Speaker 1:That's an awesome story. So it sounds like Coach Hoag really had a positive impact from that time, saying get in the pool, let's do this. So you mentioned curriculum work. Right, you like that, you enjoy that and you also enjoy teaching. So, um, now you're back Salem state as a professor. What kind of courses do you offer at your institution, or what do you teach?
Speaker 2:so we actually have three programs, which is really cool at salem state. We have a four plus one program, so our undergrad, four years. I finished with a bachelor's and have one more for a master's. We have an mat program with career changers, so they have a bachelor's in something else but they're coming back. And then we have our MED program. That has three different pathways, so phys ed, adapted phys ed and adventure education through Project Adventure, online curriculum and instruction design in our grad classes.
Speaker 2:So I do that in the spring online and I teach secondary methods in the spring, so that's in person one night, and then I pretty much supervise all of our students. So we have students that are in pre-practice. I'm doing 60 hours a week in the field, so I'm observing them, working with them, and then I usually have three to four student teachers in the fall on top of that that I'm supervising, so I'm observing them, working with them, and then I usually have three to four student teachers in the fall on top of that that I'm supervising, so I'm more supervising and helping make sure that their lesson plans and curriculum are playing out the right way.
Speaker 1:So, in total, how many students would you say you have? Is it 10, 20, more or less, or does it vary depending on the semester?
Speaker 2:Yeah, it definitely varies. This semester I had 14 pre-practicum students and I had three student teachers in the fall.
Speaker 1:Okay.
Speaker 2:And then my online classes are usually kind of on the smaller side. Lately. Last year it was a little bit bigger, this semester it's under 10. But again, our MED and MAT programs are our biggest programs right now. So that's kind of where all my students are and, being in a supervising role, it's more of our undergrads and the MAT students.
Speaker 1:It's good that they have these different options, different pathways they can take. That's really cool. So, what's a typical day look like for you? Just like take us through like the morning. Then what happens midday?
Speaker 2:you know, yeah that is a tough one to answer, um, because at salem state I'm on campus only two days a week typically. So in the fall I'm on campus mondays pretty much all day, and then wednesday nights for our student teaching seminar, um, and then in the spring it's again mondays all day, but then thursday nights for our secondary methods course. So all the other days I'm kind of at home. So I guess for me my typical day there is I'm a morning person. I get up my, like I said at the beginning, with what makes me happy my puppy. She's almost two, so she's not even a puppy, but Jack Russell lab mix. She wears a four pound backpack, needs that three mile walk. So first thing in the morning it's three mile walk and that is enough to get us to lunchtime, get back home and I'm on the computer answering emails. I spend a lot of time on Zoom with host teachers and students. I use a Microsoft booking calendar.
Speaker 2:So, my students have like full access to me, so there are some days where I'm on Zoom all day long and then being a supervisor. Our students are in the field recording themselves and they never pivoted back to in-person observations. So they upload to a platform called Sibme.
Speaker 1:And.
Speaker 2:I spent a lot of my time on Sibme, which is actually really cool because I can watch them teach, I can rewind it, I put comments on it and then our students can actually go back and watch themselves teach and reflect, but also, at the same time, see my comments pop up at the exact moment.
Speaker 2:Um so those yeah, those take me three to four hours per observation because I'm so thorough of like wanting to make sure I have the right comments and make sure I'm reflecting, so I do spend a lot of time making sure our students get a lot of feedback there, so that takes up the majority of my day at home.
Speaker 1:So this program, how do I spell it? S-i-b-m-e.
Speaker 2:Yep. So SIDME it actually stands for Seeing is Believing in Me. So Salem State got a contract during COVID with them I guess that was before my time there and it's been phenomenal because they don't have to pay us to get in the field and during COVID it was hard to be in the field supervising and it just worked and it saved so much time because for me, I live an hour away from Salem State and most of our students are up there, and so if I was supervising my 14 pre-practicums and three student teachers, I'm all over the state every day, so the online platform is really cool and, like I said, the students can take the time to reflect, I can put questions on the video and they can go back and respond to my questions right there.
Speaker 2:So it is really cool.
Speaker 1:That is cool. So some of the students this would be the whole class, right. So some of the students that can't get photographed or videotaped it's just a personal.
Speaker 2:it's not going getting published, Right, so it goes nowhere except, yeah, just me, and we have, I think, four or five people in our school of ed that have access to it. In case DESE had questions or something. No, it doesn't get published. I'm the only one that views it, and I always tell my students that if they're in a class that can't have a student recorded, it's supervising teacher there can kind of follow them around with the camera. I mean ideally.
Speaker 1:I see engagement.
Speaker 2:But if it's not possible, we make it work.
Speaker 1:Right, you got to be flexible right.
Speaker 2:Yeah, definitely that's so cool.
Speaker 1:I wish they had that when I was student teaching.
Speaker 2:I was thinking that too. I feel like it's a little less nerve wracking. I mean, I remember having Dr Gary Nyan in my class and it was like the scariest thing watching him with his notepad. So now they don't see me, it's just a camera sitting in the bleachers.
Speaker 1:Right, right, so cool. So just moving on to the next question, dr Glincos, what do you think are the essential skills that students need to learn who are going to Salem State? What do you want them to come out of there with?
Speaker 2:I mean, yeah, all of their professional dispositions for sure, the ability to write a lesson plan. That's what we're really driving home right now. Ultimately, I just I want them to be able to be able to teach quality, fun physical education that's safe and inclusive for everybody. Like I said, I went to Salem State and now I get to work with Dr. John Passerini and he always said nobody's disabled, we're all just differently abled, and that's always stuck with me. And also, just being that student that hated phys ed, I kind of always like, just feel like you need to talk to your students. So I want them to kind of learn how to build that rapport, bring that into their class and really just be able to bring quality phys ed but fun at the same time, because I never had the fun growing up.
Speaker 2:And I think if I had fun, I would have had a different perspective.
Speaker 1:Right, that's such a great story that you you kind of had a flip right With it, with this coach and all your positive experiences, and now you want to have your students experience that. So, dr Ponserini, he's. He's still there, right? I think I saw him at the Adapted P conference a couple of years ago, is that right? Yeah, he's still there, yep.
Speaker 2:Got the McKinney award this year, so that was really cool to see and he's just, he's amazing.
Speaker 2:He's got the most brilliant mind ever on supporting anybody.
Speaker 2:And actually when I was in Watertown when I so I was a substitute my first year there and then I got hired on full time and I was thrown into the adapted and I'm like I don't know anything about adapted except for my one class.
Speaker 2:I took an undergrad with Dr Paz and I was like, okay, that's why I went and got my master's degree in it, but in the time that didn't fix it. So we brought Dr Paz to Watertown and I had a student in a wheelchair and he couldn't do anything really. And Dr Pass walked in and this kid just smiled and he had the biggest smile and Dr Pass got this kid throwing a ball and it was more like of a role, but like I couldn't get a student to do anything and Dr Pass is like a miracle worker, so it is really cool to work alongside him. Now I was actually trying to take one of his classes this summer to help me with the national adapted exam, but didn't fill the course, so I'm going to have to wait until they fill it up again, because he is so awesome, I would take any of his classes again, because he just has the best stories.
Speaker 1:That's so cool. Is that the APENS exam, or is that changed? Is that still the APENS, the national one?
Speaker 2:Yeah, I think so.
Speaker 1:Okay, perfect. So you mentioned lesson planning, which is so important, and I think, as veteran teachers, sometimes you get into the habit of thinking, we know this material, we know the content and do I really need to write a three-page lesson plan? I still try to plan out my units really detailed, so, along with the line of lesson planning, what are your thoughts about AI, lesson planning and having the students go through this process? Do you think it's going to help them? Do you think it's going to hinder them? What are your thoughts about AI in relation to lesson planning and teaching?
Speaker 2:So I love AI. I know we were talking a little before about how I'm the tech person at Salem State, so I've kind of been the driving force of like let's use AI, but we also need to teach our students how to be good consumers of it Because, as you're saying, it's like we want them to be able to write a lesson plan but at the same time, ai can write that lesson plan and actually one of the cool things that we learned from AI is that it can't write a really strong, measurable objective. So we've actually been using AI to create objectives and they're poor objectives and our students actually have to go through and figure out what's missing and how can they fix that objective. So we use it in that way, kind of to check for understanding and see if they can do it that way. And then we actually this semester, with secondary methods they were struggling to come up with like fun activities and a few of their lessons were like you just taught that. You just did that again, like you're teaching this multiple lessons in a row, like you're going to lose your students, and I'm like we got to use AI.
Speaker 2:So I sent them to AI and I said write in what your objective is and ask it to create five activities. And we look for three in their lesson plan. Five activities and we look for three in their lesson plan. And I go, it's going to create like these really cool games, and now they don't always make sense and this is where the good consumer part comes in.
Speaker 2:And so we spent a class going through these activities and like really taking them, and some of them were like wow, that was really cool. There was a cool tic-tac-toe volleyball game or something, and I mean some of the rules were a little wonky, but they took the time and they broke it down and they made it their own. So it just kind of helped like boost that imagination and creativity as to what lesson plans could be. So it kind of just the support. And I believe Magic School AI is the one that I saw. It's an 80-20 rule, so use AI for 80 percent of your planning, but you got to take that 20% and make it your own Right, and that's why students are always funny.
Speaker 2:They're like, well, you can't tell if I used AI and I'm like, yes, I can, cause you didn't proofread it. If you proofread it, you'd see that you used AI. So that's always the funny part. But we definitely need to make sure that they're good consumers of it, cause it's here and I, because it's here and I think it's here to stay, and our students are using it, like high school students, middle school students, they're using it. So, as teachers, they need to be capable of also utilizing that tool.
Speaker 1:Right, yeah, like you said, it's a tool you know and not depend on it too much. But how do you make the content that you get your own and to impact your learner so that, yeah, that makes sense yeah very cool. So what advice would you give to someone new entering our field? It could be a teacher, or it could be, you know, just uh, just a beginner. What advice?
Speaker 2:yeah, I think the most important thing I mean for me looking back, even as a new teacher it's building that network. Um, like I said, I went to Salem State, I graduated class of five of us and I still talk to most of them and one of them I taught with for 10 years and he's still in Watertown teaching and I lean on them, like he's pro project adventure. Like any question I have about project adventure, I'm texting him, calling him. I put a student teacher with him right now because she wants to learn more about project adventure. So he's just my resource.
Speaker 2:And so, building that network from whoever you went to school with, keeping them in touch, getting involved in Mayford I got involved with Shape America last year, so I'm on that council as well. So starting to connect with higher ed professionals across the country is really cool. But really just having that network that you can lean on and bounce ideas off of and have as a support system, cause phys ed is so different than, like, your math class or your history class and you need those friends too.
Speaker 1:Like.
Speaker 2:I've worked at I always call them uh in Watertown. He was a history teacher, you know, and it's like he was there. He started the year I was born. So, like you know, I've done him a lot. So you, just you need those professionals in teaching that you can use as support as well.
Speaker 1:Right, and you know they. Having people in different content areas too, they offer a different perspective than our own, which is a which is a good learning experience, too Good learning opportunity. So, really, like you said, network, get to know other people, join your state association you know, maybe present at conferences. You know, I know Mayford offers what we have the fall conference, the spring conference, the adapted. We try to offer our members as many opportunities as possible, but and you travel too You've gone over. Have you been to like these national conventions?
Speaker 2:Yeah, I presented with our Shape America Preparation Council this past March council this past.
Speaker 2:March, april, not March, um. So I had two round table discussions that I helped to lead and then a coffee talk on research collaborations. So that one was actually really cool, cause we had some college undergrad students that sat at that coffee table and they're like, we want to do research too and the research for phys ed in the United States is lacking, um. So it was just kind of cool to see like the people that really do care and want to be that driving force to make change.
Speaker 1:I wonder why it's lacking. What kind of research do you research yourself? What kind of research is out there right now? What are you interested in, or what's the hot topics for research now?
Speaker 2:So I guess I don't know what the hot topic is.
Speaker 2:I mean for me I'm always looking at like engagement. So when I did my master's degree, it was all about inclusive adapted phys ed in that least restrictive environment. So I like to pay attention to that. And then my dissertation research was on remote engagement and phys ed. So I'm trying to actually work on writing an article from that and like how do we boost engagement now that we're fully back? I mean we're still fighting with the cell phones, you know, and technology that doesn't help phys ed. I mean there's tons of technology that should help and we need to utilize that, but I think still too many students are stuck on their phones and they're not engaging even with their peers. So for me it's researching some of that, the social emotional learning and I mean outside of phys ed, although not necessarily outside of phys ed like the anxiety with our students. That's something that I keep looking into as well, because it just seems like mental health and anxiety has increased post COVID, I would agree with that.
Speaker 1:Yeah, for sure.
Speaker 2:Yeah, so it's with phys ed and the wellness we touch it. So it's like how can we help support our students more in that sense?
Speaker 1:Interesting. So have there been any new programs or initiatives you've been a part of or have led either you know personally or at the at your institution, salem state?
Speaker 2:Yeah, Um, I mean, like we mentioned at the beginning, I co-chair council for future professionals with Anne-Marie Gallo.
Speaker 2:Um, I've been on the Shape America professional preparation council um and we were kind of doing networking and stuff and at Salem State my involvement is on a lesson plan task force. So we're trying to figure out what that lesson plan should look like and bring some ideas to a Dean, because when it's all said and done at Salem state our lesson plan oftentimes looks like it's nine to 20 pages long. Um, that's overwhelming to a teacher, right? So kind of working on that. Um, I've also been a part of our assessment committee at Salem state in the school of education looking at our MTEL policy as well as working to redesign our assessment of professional dispositions. So still kind of getting my foot wet here at Salem State but trying to get involved where I can with different initiatives.
Speaker 1:That's really cool. So tell me a little bit about the MTEL. What are we trying to do? Are we trying to change the questions, make it more user-friendly? What's the goal with that? The mtl?
Speaker 2:I would love that I don't have that say, that's a piercing thing, um no, so I think again still trying to learn some of the stuff. So at salem state it sounded like due to covid there was the mtl waiver and so when I was there you had to pass the mtl to pass or to graduate. And then COVID happened and they kind of got rid of that and it was just get teachers in the field.
Speaker 1:Right, get them out there teaching.
Speaker 2:Yeah, so now we're trying to figure out what's the policy, because it's a hard test to pass. What's the policy on that for graduation? But, like you said, I think we need to look at the MTEL in general. But I think that's above my pay grade.
Speaker 1:Yeah, no other people can deal with that. And then?
Speaker 2:I'm happy to be on a task force for it, but definitely not where I'm at right now.
Speaker 1:Well, it's all necessary work, right? So what about the future professionals? Tell our listeners a little bit more about that, like, what do you do specifically with them and what are the ultimate goals with that?
Speaker 2:So we usually try and meet with them once a month on Zoom. This year was a little more challenging, so we didn't get to see them as much this year, but ultimately we work to basically provide resources to our students and they can bring them back to their school. Um, we created a website, which actually was created before I was there, and the students locked in regal out of it so she lost all access. So I basically took this website and recreated it so that we had access to it and our students have access and so they have Intel resources on there. Um, they've collaborated to put job interview stuff on that website. Um, so it's just kind of like a website which is tons of resources. I guess.
Speaker 2:Um, they're actually wanting to create a link on there to help our students that live in other States, so they might be going to school in Massachusetts, but how do you get a license in another state? So they're trying to do their licensure processes there and put that on our website as well, and then we work with them to create one presentation that is done at the fall conference in Worcester. So our idea for next year we're still trying to iron out, but I think it'll be a good one. I don't want to give too much.
Speaker 1:Students haven't fully figured it out, so I don't want to give too much.
Speaker 2:Students haven't fully figured it out, so I'm not gonna release that yet right, right, make it a surprise for them.
Speaker 1:Yeah, just a way to provide resources and um, you know. So, like you said, they were trying to get folks or people from other states to um get some resources as well, because not everybody lives in Massachusetts. So it sounds really cool.
Speaker 2:That's why I mean I'd like for them to bring back the advocacy day for students as well, because last year we did that and then this year we didn't really do it. But there were also only a handful of students that went from all of the colleges last year, so it kind of fizzled out and didn't really fit student schedules. But I'd like to see if we can bring that back as a council as well.
Speaker 1:Yeah, absolutely. That would be great. And that's when they go to the state house right In Boston and talk with the legislators and they really get hands-on experience.
Speaker 2:Yeah, we did that a few years ago right. Yeah, we go to every office and we bring folders with information and there's usually one law that we're trying to get them aware of and it's really cool and we bring shoelaces. Maria always talks about the shoelaces and how they all love getting shoelaces, so that's awesome, yeah.
Speaker 1:In your work with stakeholders and other professionals, what are some common questions you get in regards to your program or PE in general?
Speaker 2:I guess for me it's we still have too many people stuck in like the gym class, mind, and you need a degree for a visit, and it's like, like what are you studying, you know? And I think that comes up a lot, um. But I also think for us we have that four plus one program and I think there's a lot of questions around that and you're like wait, I can get a master's degree in five years and a bachelor's in that. And it's like, yeah, like it's a lot of work, but like we'll get you out there and, um, our students are great. So it's a lot of questions, I guess, about that program as well okay, and again, it's good you have that option.
Speaker 1:So typically, if they're, if you didn't have the four plus one program, what would it take them Like? Maybe seven, eight years to?
Speaker 2:get there. It would be yeah, six or seven, because it would be four for undergrad, and then typically a master's is two to three years.
Speaker 1:Right If you're doing it in person. I did mine in person so it took a while, so like seven years, but online I'm sure it's quicker, right, if you have online options.
Speaker 2:Yeah, I was full-time. I was the exception. Again, I did Salem state in three should have been it was 20 credits a semester in the summer, Cause I again, I was like I just I'm done and I regret it. Looking back, I regret it. I'm like, oh, those were the best years of my life and I wish I didn't rush it.
Speaker 1:I'm sure you learned a lot too, right oh?
Speaker 2:yeah, yeah. No, we were still like, but we would have study groups and stuff. Like we'd sit in our o'keefe building and we'd all study and do our homework together and we'd go bowling and it was great. So definitely the best yeah, has that changed?
Speaker 1:um o'keefe in the last, have they added on to it? Or? You know, I was there back in a long time ago. I don't want to date myself, but 2001 area, yeah so it would have changed from then.
Speaker 2:So. I graduated 2013. So I was there 2010 to 2013 and the fitness center is different. We have the gas at fitness center. Now it's like beautiful, there's a new gym there, but the phys ed facilities are pretty much the same. But I would say, although it's coming back, the atmosphere is different than back in the day and I feel weird saying back in the day but, like I said, we all sat there and did homework.
Speaker 2:We sat in a little cafe. They had popcorn and pizza going Um and they don't have that anymore. There's no more food. The students aren't sitting there. You know, our secondary methods class is like slowly bringing it back and they're showing up to class two hours early and they're hanging out.
Speaker 1:But they also have a zoom class every other week so they're all taking zoom but I just that the community is like not there and I think that's a post-covid thing that we're slowly seeing come back yeah, I think it'll get there just a matter of time and you know just uh, you know, maybe next year they'll be like, like you said, it takes a while, it's a process and it's affected everybody, but it's good that it's coming back right. It's good that it's there. So yeah so, um, we're coming to the close of uh of the podcast here, but so what type of what do you? What future goals do you have? These can either be personal or professional goals.
Speaker 2:Um, okay, so I guess one of the resources that we always provide our students with actually comes out of the state of kansas and they have this really website with curriculum, different things for curriculum. They have activities, they have assessment, um, and it's like almost like a canned curriculum, but not really because you have to pick activities and stuff, but it's all aligned with their state standards and the old Shape America standards. So I would love to somehow create that for Massachusetts and Mayford and our students, because we do. We direct them to that, like if they're stuck and AI is not working for them. We're like go check out this site, but it's like now it's a little outdated, so I'm hoping they update it.
Speaker 2:But Anne-Marie Gallo had shared that one with me. So I think trying to bring something like that to Massachusetts would be cool and align it with the mass frameworks, if possible, and then the new shape standards. But also going back to that AI, really kind of figuring out where AI even fits in more. I think that's one of my big goals in the future as well, because, like I said, I do enjoy using it, but there are a lot of flaws to it and making sure our students know what those flaws are is kind of important to me.
Speaker 1:Yeah, cause they're. Ultimately they're the ones going out into the field, so we have to make sure they have the right information.
Speaker 2:Yeah.
Speaker 1:Very cool. Great goals, very, very ambitious, but you got it. I know you can do it, so yeah, I'm hoping so, um uh, how can our listeners connect with you? Um, are you on any social media, or do you have a website or an email that you'd like to share if they have questions after listening?
Speaker 2:so I live on my email. So h glencross@ salemstate. edu um that would be the one you can constantly get me on. Um, I do actually have my own website with my research and stuff there, so Hillary glencross. com, but I also run the Salem state phys ed teacher ed Instagram. So at SSU underscore P E T E on Instagram. You can send a DM there and I'll be the one that answers that. If you had any questions or want to connect.
Speaker 1:Perfect, I'll make sure to set put those in the show notes so folks can reach out to you if they need Really cool.
Speaker 2:Thank you.
Speaker 1:Well, thank you so much, Dr. Glennc ross, for sharing your experience and expertise with us. It's been really great.
Speaker 2:Yeah, no problem, thank you for having me, this was fun.
Speaker 1:Of course, Listeners, if you have any questions, you can always email us at mahperdpodcast@ gmailcom We'll have this episode uploaded soon. Also, we're asking our listeners to leave a review if this podcast has been helpful in supporting you in any way, as it does help other folks find it. Thank you all for listening.
Speaker 1:Have a great week and we'll be back soon.
