Extractions: Professional Development Opportunities The Centers for Public Health Education and Outreach (CPHEO) within the University of Minnesota School of Public Health build excellence in professional public health leadership and practice. CPHEO brings together academic and public health professionals in pursuit of lifelong learning to improve the public health workforce and to promote understanding of population health. The Centers are committed to making public health education available to a broad range of practicing professionals. CPHEO supports, coordinates, and manages
Extractions: Native Educators Research Project Native Educators: Interface with Language and Culture in the Classroom The integration of Native cultures, languages, and values has become vital to many Indian education programs today. While the professional training of indigenous teachers to meet this challenge has become a high priority, there are many questions and opinions as to what this training should look like. Two frequently voiced concerns are: The Native Educators Research Project, funded by a grant from the Office of Educational Research and Improvement (now the Institute for Education Science) and the Office of Indian Education is focusing on a large cohort of American Indian, Alaska Native, and Native Hawaiian candidates in teacher preparation programs to gain an understanding of the program goals, contents, and processes as they respond to these and other related questions. The project, in its entirety, examines issues of Native language and culture as they occur and exist both within Native Teacher preparation programs around the country and in the classrooms of the teachers who graduate from these programs. Analyses of multiple bodies of data has illuminated exemplary practices and processes within the diverse programs that influence pre-service teachersÂ’ attitudes toward the integration of Native language and culture and prepare them to effectively situate learning within the cultural context of their studentsÂ’ lives. Results of this study serve to inform our understanding of effective practices and reveal sound models for the professional development of Native teachers.
Extractions: Comprehensive professional development systems for early care and education personnel are accessible and based on a clearly articulated framework; include a continuum of training and ongoing supports; define pathways that are tied to licensure, leading to qualifications and credentials; and address the needs of individual, adult learners. Enhancing a spirit of life-long learning is one goal of any professional development system; similar to this goal, a professional development system itself is never a finished product and should continually evolve and be refined to best meet the needs of the population it serves. Within professional development systems there are several interconnected components. These components fall under five broad elements: 1) Funding; 2) Core Knowledge; 3) Qualifications and Credentials; 4) Quality Assurances; and 5) Access and Outreach. A one-page document that outlines and defines this simplified framework is available on the Web at http://nccic.org/pubs/goodstart/pdsystem.html
Extractions: Skip Navigation You Are Here ENC Home Curriculum Resources Search the Site More Options Don't lose access to ENC's web site! Beginning in August, goENC.com will showcase the best of ENC Online combined with useful new tools to save you time. Take action todaypurchase a school subscription through goENC.com Classroom Calendar Digital Dozen ENC Focus ... Ask ENC Explore online lesson plans, student activities, and teacher learning tools. Search Browse Resource of the Day About Curriculum Resources Read articles about inquiry, equity, and other key topics for educators and parents. Create your learning plan, read the standards, and find tips for getting grants. Grades: K 1 2 3 4 5 6 7 8 9 10 11 12
WOW! Health Education Teacher's Guide-Red Level - Human Kinetics Tammy has worked for the alaska Department of Health as the school health Professional development The authors of the WOW! Health education series are http://www.humankinetics.com/products/showproduct.cfm?isbn=0736057587
SEIR*TEC - Teacher Education alaska Society for Technology in education (ASTE) Online staff DevelopmentLessons Learned Macintosh Power Point 61 slides/3MB http://www.itrc.ucf.edu/other/seirtec/pres.html
07.11.2002 - Teachers Hunt Alaskan Fossils Berkeleyled team of teachers digs for Alaskan dinosaur fossils will begina curriculum development program, along with her education staff, http://www.berkeley.edu/news/media/releases/2002/07/11_fossil.html
Extractions: 11 July 2002 By Diane Ainsworth, Public Affairs BERKELEY - Janet Alpert, a first grade teacher at King Elementary School in Richmond, has a very old bone to pick. It may be a splinter of pelvis from a 70-million-year-old duck-billed hadrosaur, or a fragment of bony sternum from a 90-million-year-old horned ankylosaur. When she finds it later this month, in a handful of silt along Alaska's icy Colville River staff from the University of California, Berkeley's Museum of Paleontology and the University of Alaska Fairbanks will be there to help her identify it. "Paleontologists from UC Berkeley and the University of Alaska Museum have been excavating sites along the Colville River bank in northwest Alaska for more than a decade now, because the region contains thousands of dinosaur fossils from the early Cretaceous period," says Judy Scotchmoor, director of the paleontology museum's education and public programs and a leader of a special outreach program for teachers like Alpert.
Alaska SEED: System For Early Education Development alaska SEED System for Early education development Continue to refineprofessional development framework articulating career advancement http://seed.alaska.edu/mission.html
The Math Learning Center We are a nonprofit educational organization dedicated to making math education Money from this program can be used to fund professional development http://www.mlc.pdx.edu/PD_PF.html
Extractions: High quality teachers, principals, vice-principals and paraprofessionals are essential to the success of NCLB. Research shows that teacher quality is correlated with student academic achievement. NCLB addresses the need for high quality educators, in part, by providing funding options for professional development activities designed to elevate the content knowledge and teaching skills of teachers, principal and paraprofessionals. Listed below are several NCLB Title programs that offer funding for professional development activities. Additional information about each title program can be found at the web site listed below its name. Title I, Part A - Improving Basic Programs Operated by Local Educational Agencies
EED - Forms & Grants spacer, Forms and Grants State of alaska Department of education EarlyDevelopment Forms Grants. In an effort to facilitate data transfer, http://www.eed.state.ak.us/forms/
Extractions: State of Alaska In an effort to facilitate data transfer, we encourage you to download, fill out and return these forms ELECTRONICALLY whenever possible. For more information, please contact the webmaster . Also, please see the OASIS Project Instructions for Downloading Forms TABLE OF CONTENTS Assessments Comment on Regulations Directories ... Archives
Extractions: Source: ERIC Clearinghouse on Rural Education and Small Schools Charleston WV. Comprehensive Planning: Guidance for Educators of American Indian and Alaska Native Students. ERIC Digest. Comprehensive planning for school reform is currently underway at all levels of the educational system, from the training of teachers and administrators, to the organization of schools, to the instructional methods and materials used in classrooms. The purpose of the planning is to help make it possiblethrough a series of organizational and instructional changesfor all children to reach the same high academic standards. Educators and parents of American Indian and Alaska Native (AI/AN) students, as well as other members of tribal communities, must participate in this planning to ensure that the needs of AI/AN students are carefully considered at the local level. This Digest provides brief descriptions of key federal legislation and initiatives calling for school reform. Each description is followed by a series of questions that can help American Indian and Alaska Native communities closely examine local school reform plans and decide if those plans are designed to (1) ensure the academic success of AI/AN students and (2) reflect the views of their community. Current school reform emphasizes "locally determined" decision making, so each community will need to tackle the questions posed in this Digest in different ways. There is no "one best way" to address AI/AN student needs since local circumstances and needs vary from one community to the next.
Higher Education - The Critical Thinking Community Home Professional development Higher education Faculty in a longtermstaff development program learn how to design content-driven instruction; http://www.criticalthinking.org/professionalDev/higherEducation.shtml
Extractions: Plan Six 2-day workshops Over A Three Year Period Or Develop a Plan Workshop-by-Workshop Critical thinking is not an isolated goal unrelated to other important goals in education. Rather, it is a seminal goal which, done well, simultaneously facilitates a rainbow of other ends. It is best conceived, therefore, as the hub around which all other educational ends cluster. For example, as students learn to think more critically, they become more proficient at historical, scientific, and mathematical thinking. They develop skills, abilities, and values critical to success in everyday life. All of this assumes, of course, that those who teach have a solid grounding in critical thinking and in the teaching strategies essential to it. We agree. It is clear that there is no way to bring critical thinking successfully into instruction across the curriculum with a stand-alone one or two-day workshop. At best, a one or two-day workshop can do three things:
US Geological Survey Activities Related To American Indians And A Leadership Council of SGU and USGS staff has been established to guide and Educational Outreach to Navajo Children. The USGS Flagstaff Field Center http://www.usgs.gov/indian/2001report/education.html
About Alaska APA The Chapter holds an annual conference, educational workshops, assists with The Professional development Officer a) promotes professional development http://www.alaskaplanning.org/about_alaska_apa.htm
Extractions: About Alaska APA Chapter Overview AICP Bylaws Newsletters ... Strategic Plan The Alaska Chapter is comprised of three regions, Northern Alaska, Central Alaska, and Southeast Alaska. The Alaska Chapter is a state chapter of the American Planning Association (APA) serving Alaska APA is a nonprofit public interest and research organization committed to urban, suburban, regional, and rural planning. APA and its professional institute, the American Institute of Certified Planners, advance the art and science of planning to meet the needs of people and society. The Alaska Chapter gets you involved in APA close to home. The chapter serves as your local source for networking and professional development. When you join APA, you automatically become a member of your local chapter. The Chapter holds an annual conference, educational workshops, assists with AICP exam preparation, and produces a newsletter. The Alaska chapter also conducts legislative programs, sponsors planning commissioner training workshops, and assists with public information campaigns. For more information contact John McPherson, AICP, Chapter President at:
Testing Our Children: Alaska Professional development should be substantially expanded to support improvedclassroom Standards were developed by committees of educators and public http://www.fairtest.org/states/ak.htm
Extractions: ALASKA Summary evaluation. Standard 1: Assessment supports important student learning. Alaska has recently approved formally voluntary state standards in English language arts, math, science, government/citizenship, history, geography, healthy life skills, world languages, technology and the arts. Curriculum frameworks and professional development are being developed in most of these, and future state assessments will be based on them. Standards were developed by committees of educators and public representatives and were subject to a public review process. The SEA currently administers off-the-shelf, norm-referenced tests (CAT/5) in grades 4, 8 and 11. A writing assessment component using samples in response to SEA provided prompts was piloted in 1996-97 for grades 5, 7 and 10. It is voluntary for students, but will be mandatory for districts to administer next year. The pilot has been aligned with state language arts standards. For the NRT, the publisher reportedly aligned test items with state standards. The pilot writing assessment was scored by trained state teachers using a rubric designed by teachers, administrators, SEA staff and outside experts. The state is developing a new assessment plan which will see students in grades 3-11 tested by one or another test (CAT, writing, other state exam) each year, though no funds have yet been allocated. Math exams for various grades using multiple-choice and short-answer constructed-response items are being piloted. The new assessments will be aligned to the standards.
K-12 Practitioners' Circle: Teachers In terms of the format of professional development activities, for educationresearch and policy analysis on American Indian/alaska Native students. http://nces.ed.gov/practitioners/teachers.asp
Extractions: This report contains a special analysis that is republished from the Condition of Education 2005 in a booklet form. The analysis compares teacher transitions into and out of the workforce and within the workforce in 1999-2000 with those in 1987-88, 1990-91, and 1993-94. Characteristics of Public School Teachers' Professional Development Activities: 1999-2000 Parent and Family Involvement in Education Survey (PFI) Data File from the National Household Education Surveys Program of 2003 This data file contains information collected through PFI fielded as part of NHES:2003. The data contain information about students in kindergarten through twelfth grade and focuses on parental and family involvement in their education. Questions were asked about parent and family involvement in the students' schools, and about educational activities students engaged in with their parents and families outside of school. The data file contains approximately 12,500 cases. Teacher Attrition and Mobility: Results from the Teacher Follow-up Survey, 2000-01
Extractions: Skip repetitive navigation The Mental Health Program received funding from SAMHSA to sponsor a regional conference to bring together public mental health system stakeholders and higher education to enhance efforts to address rural mental health professional shortages. "Building Partnerships in Rural Mental Health Workforce Development Meeting" was held in Mesa, AZ March 4-5, 2005. Click here for meeting minutes and presentations. During FY04, the Mental Health Program worked with the University of Alaska System and the Alaska Division of Behavioral Health in a strategic planning effort to enhance collaboration between higher education and the public mental health system. This work evolved from existing efforts in Alaska, which were further focused by a WICHE Mental Health Program sponsored policy roundtable on rural mental health workforce issues held in Reno, NV in September 2003. Meeting Minutes (pdf 52KB) Mental Health Workforce Development - A National and Regional Perspective (powerpoint) University of Alaska/Dept. of Health and Social Services
Extractions: Steeped in tradition, pow wows are one occasion when many American Indian tribes come together to celebrate their past, present and future. Today's pow wow dancers wear colorful costumes that represent their tribes, and members of the crowd are often invited to sing and dance along. This month, MarcoPolo celebrates American Indian and Alaskan Native Heritage Month with resources about the rich traditions of this thriving culture. Use the activities below to introduce students to overarching traditions and concerns regarding American Indians and Alaskan Natives, then scroll down to find links to lessons and resources about specific tribes and other relevant discussion topics. The MarcoGram is created in HTML. If you are unable to properly view the animation, images or hyperlinks, please view the online version at http://www.marcopolo-education.org/MarcoGrams/Nov2003.html Image of two Hethu'shka dancers courtesy of American Memory [Digital ID: afcomaha 0348]. Today, there are more than 500 federally recognized American Indian and Alaskan Native tribes. Each tribe maintains a spiritual and cultural heritage that identifies its members as a unique part of a larger group of Native Americans.
