The Alaska Division Of Public Assistance Services offered included referrals, professional development, training, of Early Care and education, and the 120 hour alaska Based Child development http://www.hss.state.ak.us/dpa/programs/ccare/ccresource.html
Extractions: Juneau AK 99801 On-site technical assistance, and consultation by phone is offered to licensed and approved child care programs. Distance delivery training is also available for rural programs, along with a weekly video broadcast delivered through public television. Training offered assists early childhood educators as they move from entry level toward a nationally recognized Child Development Associate credential (CDA), or degree in early childhood education. Training is related to the Alaska SEED System for Early Education Development. Reimbursement of up to $500 per year is offered to persons working in licensed child care programs for qualified child development training. This can include university classes, first aid and CPR classes, conference registration, and travel costs of 75% to100% of costs.
CAL Services-Professional Development CAL staff conduct preservice and in-service professional development for CAL is working with the University of South Florida College of education to http://www.cal.org/services/profdev.html
Extractions: Test Development CAL Staff conduct pre-service and in-service professional development for language teachers of foreign languages or English as a second/foreign language, in instructional settings ranging from grades pre-K-12 to college and university, adult education, and the workplace. Topics include methods, techniques, and materials for language instruction; administration of proficiency tests and informal approaches to assessment; content-based ESL; sheltered content instruction; two-way bilingual education; standards-based instruction and assessment; cultural orientation for immigrants and refugees; and uses of technology for language instruction. The Aspire Curriculum: Professional Development for Bilingual and ESL Paraprofessionals As part of a career ladder project at the University of Central Florida, CAL has developed and field-tested a curriculum for the professional development of paraprofessionals who work with English language learners. CAL conducts workshops for such paraprofessionals and for staff developers to present the curriculum. Professional Development for the Georgia Project and Northwestern Georgia
Topic Areas-K-12 ESL Education CAL is conducting ongoing staff development workshops focused on the SIOP development manual to train staff developers and teacher educators in the http://www.cal.org/topics/k12ed.html
Extractions: In a five-year program of research, CAL and its collaborators, Harvard University and Johns Hopkins University, seek to improve our understanding of the factors that predict success as Spanish-speaking children learn to read and write in English. Knowledge about these factors could be applied in the classroom to enhance the teaching of English literacy. The Aspire Curriculum: Professional Development for Bilingual and ESL Paraprofessionals As part of a career ladder project at the University of Central Florida, CAL has developed and field-tested a curriculum for the professional development of paraprofessionals who work with English language learners. CAL conducts workshops for such paraprofessionals and for staff developers to present the curriculum. Comprehensive Center, Region XIV
Extractions: NAEPDC Executive Committee The Executive Committee serves as the Board of Directors for the National Adult Education Professional Development Consortium. NAEPDC Committees National Adult Education Professional Development Consortium committee lists (standing and ad hoc), special interest groups and state leadership collaboratives. General Membership List, by Region
Extractions: Continuing Education Plan See Also: Section VI:1 Continuing Education Back to the Handbook The Alaska Library Association executive board voted unanimously to adopt the continuing education committee proposal, directing the committee to present the plan to the State Library and work jointly for implementation. Library Service for All Alaskans has been a stated goal for library development in Alaska since 1969. In order to ensure delivery of library service to all Alaskans, it is essential that all individuals sharing a role in the delivery of library service attain and maintain competency in their areas of responsibility. A Continuing Education Plan is the means to ensure availability of offerings for all library personnel regardless of skill, educational and functional levels. One of the strengths of library service in Alaska is the participation of individuals with widely varying backgrounds. This, however, results in a great variety of training needs. For a Statewide Library Continuing Education Plan for Alaska to be truly meaningful, it must take into account this wide range of needs: a) individuals who may have no formal education beyond high school yet who may be the sole library worker in an isolated community; b) those who already have post MIS training and function in large library organizations; c) school librarians who have training requirements necessary to maintain certification j d) library board and trustee members who desire training for fulfilling their responsibilities; and many others.
Extractions: Serving as Alaska's VSA arts affiliate since 2002, Out North (ON) connects art, community, and change throughout the largest state in the union. Now entering its thirddecade, ON finds and shares cultural explorers whose ideas challenge and inspire; builds and operates creative space where all generations gather and learn; and champions, through the arts and humanities, people marginalized in our society. Programming Partners and Other Funders: Alaska Alliance for Arts Education; Alaska Center for the Performing Arts; Alaska Community Share; Alaska Native Medical Center; Alaska State Council on the Arts; ARC of Anchorage; Bezek Durst Seiser; Fairbanks Arts Association; Kodiak Arts Council; KYES-TV 5; McLaughlin Youth Center; Municipality of Anchorage;Museums Alaska; National Performance Network; Network of CulturalCenters of Color; Providence Alaska Medical Center; Storytellers Guild of Anchorage; UAA Center for Human Development; Western States Arts FederationEducational Programs and Teaching Artist Residencies
College Of Education - University Of Washington For several years, he has collaborated with alaska Native educators on a Web (with Tom Corcoran) Promoting the professional development of teachers. http://depts.washington.edu/coe/programs/ci/profiles/mcdiarmid.html
Extractions: Phone: 206-616-4805 ') // End Hiding Here > Faculty Profile Boeing Chair in Teacher Education Professor McDiarmid has studied and published on teacher learning in preservice programs, arts and science courses, and professional development activities. His work has examined the learning of disciplinary knowledge as well as teaching diverse learners. He has also examined the role that state policy plays in creating opportunities for teachers to learn in the context of new standards and high-stakes assessments. Recently, he helped create the Teaching/Learning Partnership teacher education program at UW. In addition, he is working with Professors Marge Plecki and Mike Knapp in creating the new Center for the Support of Teaching. Awards he has received include a Spencer Fellowship from the National Academy of Education and the Outstanding Contribution to Interpretative Research Award from the American Educational Research Association. He is the author of three books, a number of handbook and other book chapters, and numerous journal articles and research monographs.
College Of Education - University Of Washington Special Olympics and alaskas Special education Students The Status of EarlyTheories of Professional development School Potential http://depts.washington.edu/coe/faculty/pubs/faculty_pubs.html
Extractions: Phone: 206-616-4805 ') // End Hiding Here > Selected Faculty Publications, by topic Higher Education Literacy Special Education Diversity and Citizenship Education: Global Perspectives Handbook of Research on Multicultural Education The Second Edition of the Handbook of Research on Multicultural Education , edited by James A. Banks and Cherry A. McBanks and sponsored by the Center for Multicultural Education, was published by Jossey-Bass in November and released at the National Association for Multicultural Education (NAME) conference in Seattle. Diversity Witin Unity: Essential Principles for Teaching and Learning in a Multicultural Society by Dr. James Banks What do we know about education and diversity and how do we know it? Twelve essential principles are explained in this publication, which includes a checklist for educational practitioners. Ethnic Diversity and Citizenship Education in Multicultural Nation-States June 17-20, 2002, an International Conference Sponsored by the Center for Multicultural Education, University of Washington, Seattle was held at the Bellagio Study and Conference Center in Italy. This was an invitational conference which was limited to 25 participants. This conference was supported by the Rockfeller Foundation, New York and the Spencer Foundation, Chicago.
CSANR: SARE Program At WSU Research/education projects began in 1998 and professional development and The Western Region SARE includes alaska, American Samoa, Arizona, California, http://csanr.wsu.edu/SARE/
Extractions: WSU SARE Professional Development Program The USDA Sustainable Agriculture Research and Education (SARE) program was authorized in the 1985 Farm Bill and provided the first explicit funding for research and education for sustainable agriculture. Research/education projects began in 1998 and professional development and farmer/rancher grants were added several years later. A Brief History of the SARE program can be found at this site. The SARE program has been a very important source of funds for sustainable agriculture research and education. Numerous projects have been awarded to Washington State investigators, many in cooperation with other states. A call for proposals is announced once each year, and proposals are awarded on a competitive basis after extensive review. SARE is run on a regional basis (Northeast, Southeast, North Central, Western), and Western SARE is hosted at Utah State University. The Western Region SARE includes Alaska, American Samoa, Arizona, California, Colorado, Guam, Hawaii, Idaho, Micronesia, Montana, Nevada, New Mexico, N. Mariana Islands, Oregon, Utah, Washington, and Wyoming. Each regional SARE program has its own regional administrative council that is broad and diverse in membership, and includes farmers, ranchers, agribusiness, and representatives of non-profit, private, government, and academic organizations.
Extractions: SECTION FOUR ALASKA NATIVE EDUCATION Report of the Education Task Force Contents Introduction and Historical Background Western Education of Alaska Natives Prior to 1867 Western Education of Alaska Natives After 1867 Contemporary Background Current Western Education and Alaska Natives, K-12 Alaska Native Students in the 1990s
Extractions: Table of Contents Previous ... Next The quality of service that teachers and educators provide greatly influences the quality of education for children. Observers and Indian educators agree that training for teachers is critical to improving education for American Indian and Alaska Native children of all ages (Swisher, 1994; U.S. Department of Education, 1991): Given the importance attached to preserving and maintaining Native languages, many educators are turning to Native language speakers for classroom assistance or instruction. Although they may have rich cultural backgrounds, not all are trained as teachers (Peacock and Day, 1999). American Indian teachers and staff, often members of the local community, represent a strong presence in AI-AN Head Start programs (Anziano and Terminello, 1993; Tigges and Zastrow, 1981).
Extractions: Table of Contents Previous ... Next Since it began in 1965, Head Start has been the cornerstone of the nation's services for low-income children and their families. A substantial research base has been attached to Head Start, providing information about the program's overall accomplishments and directions about ways to improve services for young children. American Indian and Alaska Native (AI-AN) children, however, have not always been the direct beneficiaries of knowledge gained through research because very little evidence has been systematically gathered from Head Start programs that serve these children. To support the development and implementation of research within and by tribal communities, the Administration for Children and Families (ACF), U.S. Department of Health and Human Services, awarded ORC Macro a two-year contract to review existing information and explore research needs for American Indian-Alaska Native Head Start programs. The goal of the project was to develop a research agenda responsive to the needs of American Indian and Alaska Native Head Start programs-a research agenda that (1) takes into account the unique cultural environments and values of these populations and (2) guides the development of information programs can use to improve services provided to children and families.
Alaska Native Education Summit March 2000 Group 1 Develop an alaska Native education Action Plan. 5) Native Corporationsshould support actions/activities and development of their regional http://www.ankn.uaf.edu/NESActionPlan.html
Extractions: MASTER IN TEACHING DEGREE PROGRAM (MIT)is designed for individuals who have earned a bachelor's degree from an accredited college or university and do not hold a current teaching certificate. MIT ... Click here for more program info Click here to visit this program's website Click to send E-mail to: graduatestudies@evergreen.edu
Sopris West Educational Services Proven and Practical education Products and Services. New Product Suggestions Product Catalog Professional development staff Directory http://www.sopriswest.com/
Extractions: A perfect complement to Safe, Supportive, and Successful Schools, this manual shows school-based teams how to assess and respond effectively to student threats of violence. The goals are twofold: (1) maintain a safe school environment by preventing acts of violence, and (2) resolve problems that underlie threatening behavior. Includes guidelines on conducting assessments and implementing interventions, findings of current research, reproducibles, and case examples. Without the hassle and expense of traveling, you can connect with top instructors who speak on topics of importance to today's educators. You'll learn cutting edge strategies and proven techniques that will help you reach even your most challenging students. These convenient and cost-effective conferences are approximately two-hours long. Internet Achieving Early Reading Skills Internet Acquiring Word Recognition Skills Internet Building Vocabulary and Fluency Skills Internet Developing Comprehension Skills Click here for individual event details or call (800) 296-4770 for registration information.
Extractions: Graduate Continuing Education Credit Apply exciting concepts from the SDE Seminar in your classroom and receive Antioch University Seattle credit for doing so. Antioch University Seattle is accredited by the Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools (30 N. LaSalle St. #2400, Chicago, IL 60602-2504; (800) 821-7440). One to five graduate continuing education quarter credits are available for program attendance and the completion of a paper describing how you used the concepts in your classroom. The credits from this course are continuing education (not masters degree) credits. Tuition ranges from $55-$210. Grading is Pass / Incomplete. For more information, call 206-268-4111 or email continuinged@antiochsea.edu. Chapman University is fully accredited by the Western Association of Schools and Colleges. One to four semester units of graduate elective credit (for a 1- to 4-day Seminar, respectively) are available for an additional fee of $62 per semester unit. For more information call 949-585-2990. These professional development units are not part of a degree program but instead are primarily used for professional advancement (such as salary increment steps and recertification). Students should seek approval of appropriate district or college officials before enrolling in these courses to satisfy any degrees, state credentials, or local school district requirements.
TLRBSE: Teacher Leaders In Research Based Science Education Don McCarthy is an astronomer on staff with the University of Arizona s Steward The RETA builds on and extends the work in professional development http://www.noao.edu/outreach/tlrbse/tlrbse_staff.html
Extractions: NOAO Outreach TLRBSE Resources Image Processing Helps Student Results ... Teacher Observing Programs Stephen Pompea has been active in earth and space science education for over 25 years as a teacher, informal science educator, and educational program designer. He is the co-author or editor of 4 books used for teacher professional development (three in the Lawrence Hall of Science GEMS series) and has worked with NSF and NASA sponsored teacher professional development and instructional materials projects in the earth and space sciences. He served as Instrument Scientist for the NICMOS instrument for the Hubble Space Telescope and as Associate Scientist for infrared instrumentation for the Gemini 8-meter telescopes project after a productive career in the aerospace industry. He has consulted widely in science education and in optical engineering and is an adjunct faculty member of Steward Observatory. spompea@noao.edu
Professional Development: Changing Times Report 4, 1994 By Dennis Sparks, Executive Director, National staff development Council (NSDC) In contrasting education in Asia with education in the United States, http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/94-4sprk.htm
Extractions: Pathways home page Contents Previous section ... Next section By Dennis Sparks, Executive Director, National Staff Development Council (NSDC) A fundamental lesson about school reform from the past decade is that far more time is required for staff learning and planning than is being made available. Staff development days - typically for workshops - and brief meetings before, during, or after the school day when other responsibilities tug at the participants are grossly insufficient for the collegial learning and planning that are essential to successful improvement efforts. In contrasting education in Asia with education in the United States, Harold Stevenson and James Stigler point out in The Learning Gap that while Asian teachers spend more hours in school, they spend less time actually teaching students. In China, for instance, teachers spend only three hours per day actually instructing students. Much of the remainder of their time is spent planning lessons and working with colleagues - two powerful forms of staff development. An American Federation of Teachers study, released in July, underscores the differences in working conditions for teachers in various countries. According to the report, while Japanese primary teachers have class sizes of about 30 students, compared to 25 to 27 in the United States, Japanese teachers spend only 17 to 20 hours a week teaching. Teachers in Germany teach only 21 hours per week. In the United States, teachers spend 30 hours a week teaching.
Alaska College of Career Vocational education University of alaska Established in 1979specifically to deliver training, development and consulting services to http://yosemite.epa.gov/R10/OMP.NSF/webpage/Alaska
Extractions: The following list of entities provide environmental, occupational, and/or hazardous material health and safety training in Region 10 (Alaska, Idaho, Oregon and Washington). This is neither a complete or comprehensive list and in no way indicates approval or sanction by EPA. You may also wish to refer to the "Environmental Services" or "Industrial Hygienists" section of your telephone directory yellow pages for additional training vendors. If you provide these or similar services in Region 10 and wish to be included in this list, please contact Diane Ruthruff at (206) 553-5139 or ruthruff.diane@epa.gov.
