Delaware Professional development Requirements for Educators on Health Topics delaware has no state law or administrative rule that addresses staff with HIV. http://www.nasbe.org/HealthySchools/States/Delaware.html
Extractions: Delaware State Board of Education Administrative Code (2000) requires schools to provide instruction to students in grades K-12 in health education and to follow the Delaware Health Education Curriculum Framework (2001). Students in grades K-4 must receive a minimum of 30 hours of "comprehensive health education and family life education" in each grade, at least 10 of which must address drug/alcohol education. The health education requirement increases to 35 hours in grade 5 and grade 6, and a total 60 hours within grades 7 and 8, with 15 hours of drug/alcohol education provided in each grade. Administrative Code specifies that students receive 15 hours of instruction in drug/alcohol education during each grade of high school.
Agency - Oklahoma Department Of Education Chief of staff and Legislative Liason Lealon Taylor (405) 5214516 ResidentTeacher and Professional development Ronda Bass-Boyd, Resident Teachers, http://www.sde.state.ok.us/agen/default.html
Welcome To SBDC - : : : Staff : : : The delaware Small Business development Center exists to strengthen delaware s Our staff of over 20 business professionals comprises the best that http://www.delawaresbdc.org/staff.html
Extractions: Newark, DE 19711 Phone Fax Clinton Tymes ( Newark ) Clinton Tymes is the State Director of the Delaware Small Business Development Center Network (DSBDC), headquartered at the University of Delaware. He is responsible for the long range planning and program development for Centers affiliated with Delaware State University in Dover and Delaware Technical and Community College in Georgetown as well as the Small Business Resource and Information Center in Wilmington. Clinton served as Training Coordinator for the SBDC from 1989 through 1994. Prior to coming to the University of Delaware, he owned and operated his own office equipment business and worked for 12 years in a variety of marketing support and financial positions in the manufacturing sector.
DTCC-Owens-CCP Career/Professional Development Institute delaware Technical and Community College s Corporate and Community Programs The number of continuing education units needed to maintain a license varies http://www.dtcc.edu/owens/ccp/Pages/cpdi1.html
Extractions: T he Delaware State Board of Accountancy has a p proved Delaware Tech, Owens Campus, as program sponsor for providing continuing professional education. Permit holders are required to complete at least forty (40) hours of acceptable Corporate and Community Programs credits in the immediate preceding twelve-month period or at least eighty (80) hours in the immediate preceding 24-month period. The dates of renewal are biannually every two (2) odd years on June 30. All accounting courses/seminars offered at Delaware Tech, Owens Campus must always be approved by the State of Maryland. The State of Delaware Department of Insurance specifies an annual compliance for Delaware agents and brokers to fulfill the Corporate and Community Programs requirements by March 1 of each year. The number of continuing education units needed to maintain a license varies according to the number of years the person has held a license. Twenty (20) continuing education units annually are required for those holding a license for 2-5 years; Ten (10) continuing education units annually for those with over five (5) years. There are exemptions and compliances for nonresidents and individuals holding multiple licenses, which are implemented by the Commission as requested. Delaware Tech, Owens Campus, works with PIA, a professional association for insurance agents in Pennsylvania, Maryland, and Delaware, to provide an educational resource, information center, and communications network to those agents in our surrounding area.
Delaware Division Of The Arts - Strategic Plan Support the activities of the delaware Alliance for Arts education, delaware DIVISION OF THE ARTS staff (at the time of the plan s adoption) http://www.artsdel.org/information/i-plan.shtml
Extractions: Fiscal Years 2004 - 2006 Introduction Mission Guiding Principles Goals and Strategies ... Staff/Council Printer-friendly versions: Microsoft Word PDF format The Delaware Division of the Arts (DDOA) was created as a result of a change in legislation in 1989, having been established originally in 1969 as the Delaware State Arts Council. Throughout its history the Division has supported Delaware's cultural environment by providing grants and services to artists, arts organizations and others involved and interested in the arts. With a staff of 12 full- and part-time professionals, the Division, one of 7 within the Department of State, works out of the Carvel State Office Building in Wilmington. The Governor appoints up to 15 members to the DDOA's advisory council, the Delaware State Arts Council (DSAC). In addition, a Chair for this council also serves at the pleasure of the Governor. In writing this plan, DDOA staff enlisted the services of William Cleveland, Executive Director of Center for the Study of Art and Community, who led the process. The DDOA, under Cleveland's leadership, utilized open-space technology, a comprehensive process that included more than 500 clients and constituents in the planning; those who use, work with, work in or for, the arts. Public participants in focus groups and public meetings actually set the agendas for discussion centered on the focal question, "What Do the Arts Need to Thrive in Delaware?"
Delaware Division Of The Arts - Resources For Organizations To promote art education through Professional development, Service, Advancement of The delaware Institute for the Arts in education provides Wolf Trap http://www.artsdel.org/information/i-artsresources.shtml
Extractions: 2005 Arts Summit The following listing contains resources to support the production, presentation, and promotion of the arts. In many cases, resources can serve a variety of constituencies, so you may wish to skim all the categories below for resources that may suit your particular needs. Feel free to visit the regional and national links pages for additional organizations and resources. Funding Resources General Resources Individual Artist Resources Arts Education Resources ... Arts Job Sites Funding Resources Note: The Delaware Community Foundation publishes a comprehensive listing of funders that have awarded grants to Delaware organizations. Click Directory of Delaware Grantsmakers to access this information. Annenberg Foundation,The
Extractions: W hat role might extended, open-ended tasks play in assessment? Through the good efforts of many individuals and the reform of large-scale assessment initiatives, we have begun to ask such questions. While there is yet much to be done to bring technical quality and intellectual rigor to this particular aspect of a more general reform movement, it is clear that we will never again think of assessment in precisely the same terms as those that have dominated our thinking for the past century or more. What is less certain is what role assessment should play in order to maximize its contribution to broader reform efforts. Some see assessment as an agent of reform, as a lever that, when properly applied, lifts the system (and the individuals within it) to improved performance by increasing accountability. This view is based on a well-established logic about the force and influence of assessment and accountability: clear articulation of goals will make public the expectations for individuals and the education system; appropriate and adequate assessments will reveal the performance of individuals, schools, and systems; and appropriate sanctions and rewards will provide the motivation to improve effectiveness and productivity. This "lever view" is plausible and quite possible. We are not too optimistic, however, about assessments (reformed or otherwise) used solely in this way and detect an underlying cynical assumption: that those who work in our schools have the skills and the capacities to help their students learn better, but for some reason choose not to do so. Our experience within schools does not support this cynical view. We have encountered some who (sad to say) lack the requisite familiarity with national, state, or local standards for student learning; more who have not had the opportunity to develop or refine the skills necessary to ensure their students' success; and still more who are constrained by a lack of intellectual or material support from their school districts or systems for the kinds of practice necessary to prefigure accomplishment of the standards. We have not encountered many who willfully choose not to perform well.
MBNA Foundation: Delaware Excellence In Education Grants In some instances, committee members or staff may visit the location to discuss the MBNA delaware Excellence in education Grants Program MBNA Foundation http://www.mbna.com/about/foundation/grantsde.html
Extractions: Examples of Approved Grants Following are types of items and programs that have been funded: Books and other materials supplementing reading and writing programs Science equipment, math manipulatives, and other hands-on teaching aids Mentoring and after-school initiatives for at-risk students Programs enhancing cultural diversity Art, music, and theater projects, including visiting artists Projects fostering interdisciplinary study Programs providing job training, career counseling, or support for student-run businesses
Education Department Loyola College Professional development Schools. The education Department collaborates with Late Pleistocene Allostratigraphy of the Northern delaware Bay Margin, at http://www.loyola.edu/education/
Extractions: Within the Jesuit traditions of intellectual excellence, social justice, ethical responsibility, and cura personalis , the Education Department of Loyola College promotes leadership and scholarship in the development of teachers, counselors, administrators, and other educators. View the Education Department Conceptual Framework for Graduate Students Registration for Fall 2005 graduate classes can take place in one of three ways beginning July 11, 2005, at 7:00am: Walk-in registration at the Records Office (Monday-Thursday 7:00am-7:45pm; Friday 7:00am-3:00pm) Registration by mail (see the registration form and schedule for directions) Web Registration (July 11 - August 9) Schedule books will be available approximately two weeks before the start of registration. In Spring 2005, students from RE 475 Reading Across the Content Area II created WebQuests as part of their requirements. WebQuests are online learning activities that require using Web-based resources and higher-order thinking skills to complete an instructional task. View the WebQuests by clicking here . For more information about WebQuests, visit the
Educational Technology Cooperative education development Center, Inc. (EDC) and the Southern Regional education Board delaware Department of education. Deborah H. Zych Cathy Gilbertson http://www.sreb.org/programs/EdTech/onlineprofdev/msopdoverview.asp
Extractions: Overview Education Development Center, Inc. (EDC) and the Southern Regional Education Board (SREB), two long-established and high regarded non-profit organizations, are collaborating with State Education Agencies (SEAs) and two of the Regional Technology in Education Consortia (SEIRTEC and NEIRTEC) on a large-scale program that will enable SEAs to make effective use of online professional education to improve teacher quality, administrator quality, and student achievement, thereby helping them meet the primary goals of NCLB. This initiative includes the following inter-related and synergistic components. 1. The EdTech Leaders® Online program, The EdTech Leaders® Online program, developed by EDC, offers a comprehensive package of training, technical assistance, and resources to enable educational organizations to develop their capacity to offer effective online professional development. More than 700 individuals, from more than 60 SEAs, school districts and other organizations in 26 states, have participated in this program since its inception in 1999, and they, in turn, have provided online professional development workshops to more than 10,000 educators. More information is available at www.edtechleaders.org. 2. The Multi-State Online Professional Development Consortium
EDUCAUSE | Professional Development | Concurrent Sessions Like many universities and colleges, MIT and the University of delaware have seenan increase Both have sought to address the issue through education. http://www.educause.edu/ConcurrentSessions/5275
Extractions: Professional Development Major Initiatives Resources Professional Development Community ... About EDUCAUSE Page Location: EDUCAUSE Home Professional Development Conferences, Seminars, and Institutes NERCOMP Annual Conference ... NERCOMP 1997 Concurrent Sessions NERCOMP 1997 Monday, March 24, 1997 8:00 a.m. - 9:00 a.m. Pat Langille, Project Manager, Dartmouth College Relational databases were heralded as the solution to many ills plaguing large-scale complex databases, but users often still rely on IT staff to provide the data sources and tools required for complex analysis. This talk will offer a definition of OLAP (online analytical processing), the latest technology purporting to address these issues, compare OLAP and relational technologies, discuss common applications for OLAP, and do a brief, non-comprehensive survey of the marketplace for OLAP tools. Dartmouth's recent purchase of the Gentia software will be discussed in light of the institution's functional requirements. Monday, March 24, 1997
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.
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
TA And PD Technical Assistance Professional development Services Department ofeducation to provide technical assistance to the education community in delaware, http://ceee.gwu.edu/Services/Tech_Assistance.html
Extractions: Center Services > CEEE makes a distinction between technical assistance and professional development. Technical assistance is defined as support to organizations (e.g., state education departments, district central offices) to help them create coherent and aligned policies to improve teaching and learning. Professional development is assistance provided to individuals to build their knowledge and skills in content areas and instructional methodologies. CEEE's Technical assistance services are evidence-based and advance classroom instruction by helping educators acquire the individual and institutional capacity necessary to improve instructional practice and support school improvement strategies. In January 2005, the 15 Comprehensive Centers, reflecting on 9 years of providing technical assistance to states, districts, tribes, and schools across the country and within and across the various offices of the U.S. Department of Education, prepared a paper intended to inform the next generation of Comprehensive Centers. To be successful, technical assistance must acknowledge and respond adaptively to regional and state contexts, priorities, and policy needs. At state and district levels, technical assistance is designed to help educators, including regional service providers, act on local educational needs and support professional development aligned to NCLB. At the district and school levels, services focus on helping coaches, curriculum directors, and school leaders use teaching strategies to improve students' performance in content areas. (
News Of The Triangle Coalition and Mathematics (STEM) education; heard from Congressional staff members about Three studies were conducted by delaware Foundation for Science and http://www.triangle-coalition.org/coalnewsprior.htm
Extractions: The Triangle Coalition for Science and Technology Education held its national conference entitled "Informing Policy in Support of Mathematics, Science, and Technology Education" on March 3-4, in Was hington, DC. One hundred thirty-seven participa nts from 33 states and the District of Columbia attended the two-day conference held on Capitol Hill. Conference participants were provided with information about federal programs supporting Science, Technology, Engineering, and Mathematics (STEM) education; heard from Congressional staff members about upcoming legislation and the legislative process; and learned the basics of communication with Congress. The Coalition also scheduled appointments throughout the second day of the conference for attendees to visit their Congressmen to discuss issues key to STEM education in their home states. Meetings were held in 83 offices 45 in the Senate and 38 in the House. A legislative handbook developed for this conference is available for download in PDF format . A copy of the document left by conference participants as they visited their Senators and Representatives may also be downloaded as a PDF file During the conference, Triangle Coalition also presented "Outstanding Legislator" awards to Sen. Richard Durbin, Representative Sherwood Boehlert, and Representative Vernon Ehlers for their longstanding support of STEM education. Further information about federal initiatives and resources described during the conference can be found at the following websites:
Extractions: adults From the process of achieving common content agreement to implementing strategies based on such agreements, States are undertaking various approaches to linking their early learning guidelines (ELGs) with their professional development activities and systems. The following information illustrates some of the strategies States are employing and their next steps in continuing this work. The Delaware Training for Early Care and Education Next Steps http://www.doe.state.de.us/early_childhood/Standards/28372_Schoolbook.pdf
Archived: Promising Practices: The Induction Of New Teachers for Excellence in staff development from the Ohio Department of education The relationship is seen as professional development for both teachers and http://www.ed.gov/pubs/PromPractice/chapter5.html
Extractions: A r c h i v e d I n f o r m a t i o n Promising Practices: New Ways to Improve Teacher Quality - September 1998 The Induction of New Teachers Beginning teachers rarely make smooth transitions into teaching. Often they are hired at the last moment, left isolated in their classrooms, and given little helpa true example of the "sink or swim" attitude toward those newly hired. Consequently, attrition rates among new teachers often are five times higher than among experienced teachers. Improved induction programs need to give all teachers, whether new or experienced, considerable support. In the first three years, schools and universities should focus on assisting and supporting new teachers rather than simply assessing their work. Comprehensive induction programs should provide new teachers the necessary models and tools for beginning their teaching careers, as well as the mentors and support groups to guide them through curriculum planning. Mentors for new teachers should be assigned reduced teaching schedules so that they have time to provide support. Induction programs should provide specific guidance aimed at helping new teachers meet performance standards for continued certification. At the end of three years, assessment of teachers' performance is critical. The evaluation should be based on rigorous, widely accepted standards for granting tenure and should involve administrators and teachers.
Money 2Go2School staff development, Research, Conferences Lists various programs available Colorado Libraries Continuing education scholarships for Library staff http://www.librarysupportstaff.com/4libedu$.html
Citigroup Financial Education Program partner staff have undergone training to teach financial education using the Professional development sessions cover a stepby-step explanation of http://financialeducation.citigroup.com/citigroup/financialeducation/highlights0
Extractions: Smith Barneys National Stock Portfolio Contest Operation Hopes Banking On Our Future Program May 16th in Harlem, Denise Durham-Williams, Citibanks National Community Relations Director, Daria Sheehan, Vice President of the Citigroup Foundation, and John Bryant, Founder, Chairman and CEO of Operation HOPE, hosted an event to celebrate the launch of the Banking on Our Future Program at the Roberto Clemente Middle School. At the event, Denise Durham-Williams and Daria Sheehan presented a $500,000 grant check from the Citigroup Foundation to support the expansion of the program to seven cities.
Recent Presentations July 14, 2005, Long Island staff development, Study Circle on Learning Disabilities, February 7, 2005 delaware County InService, Helping Children with http://www.learningdifferences.com/Main Page/Upcoming/recent_presentations.htm
Extractions: Recent Presentations September September 12, 2005 PCCYFS Characteristics of Learning Differences , Philadelphia, PA 9:30 to 4:30 September 14, 2005, Teaching Adults Who Have Low-level Literacy and Numeracy Skills, Allentown, PA 9:30 to 2:30 September 19, 2005 PCCYFS, Helping Chrildren Who Learn Differently, Philadelphia, PA 9:30 to 4:30 August Using Newspapers and Magazines to Increase Reading Skills, Teaching Adults Reading, Writing and Math, Teaching Techniques for Adults who Learn Differently, and Helping Parents Help Their Children, Pittsburgh, PA (Pennsylvania Act 48 Credit available.) August 17, 2005, Northwest Professional Development Institute, Using Newspapers and Magazines to Increase Reading Skills , 9:00 to 12:00 and Tic Tac Toe Math , 1:00 to 4:00 P.M. Slippery Rock, PA (Pennsylvania Act 48 Credit available.) July July 14, 2005, Long Island Staff Development, Study Circle on Learning Disabilities, 10:00 to 1:00 July 25, 2005, Long Island Staff Development, Study Circle on Learning Disabilities, 10:00 to 1:00 Kansas Adult Education Summer Institute, Five Presentations, Manhattan KS
