Extractions: Professional Development Teachers, teacher educators, professional-development specialists, and administrators may be most interested in this chapter. Improvement by teachers of formative assessment practices will usually involve a significant change in the way they plan and carry out their teaching, so that attempts to force adoption of the same simple recipe by all teachers will not be effective. Success will depend on how each can work out his or her own way of implementing change. (Black, 1997) Once the current level of understanding is ascertained, teachers need to use data drawn from conversations, observations, and prior student work to make informed decisions about how to help a student move toward the desired goals. They also need to facilitate and cultivate peer and self-assessment strategies among their students. Although this list is not complete, it does begin to show the scope of professional development that is required to achieve high-quality classroom assessment. Many teachers already engage smoothly and effectively in the processes associated with effective classroom assessment, but these practices need to be developed and enhanced in all classrooms and among all teachers. As Black's statement at the outset of this chapter suggests, widespread formative assessment will not come about solely through changes in policies nor solely by adopting specific programs. New techniques can help, but understanding the basis for the new techniques also is necessary if it is to be implemented in a manner consistent with its intent. Yet a teacher cannot successfully implement all of the changes overnight. Successful and lasting change takes time and deep examination. It becomes critical to root professional-development experiences in what teachers actually do. This approach also is consistent with what research says about teacher learning. A recent study by the NRC (1999a) asserts that teachers continue to learn about teaching in many ways. Primarily, the study states, "they learn from their own practice" (p. 179). Teachers develop repertoires of action that are shaped both by standards and by the knowledge that is gleaned in practice (Wenger, 1998).
Educational Technology Cooperative Publications However, delaware is developing Professional Teaching Standards that do include a Three phases of professional development are offered to educators, http://www.sreb.org/programs/EdTech/pubs/techstandards.asp
Extractions: Search powered by SREB Jennifer Burke August 1998 Technology Standards for Teachers To be effective, technology certification for educators needs to be part of formal education policy and a required element of school and teacher evaluations. . . . Educators need a system of technology training and certification. Council on Basic Education, 1998. The rapid increase in the availability of computers and other technology in schools represents a significant investment, and state leaders are concerned about results. To what extent does technology use result in improved student learning? Research has found that teacher skill in using technology is a major factor in improving student learning with technology. Teachers must know not only how to use technology but also when and why to use it. Teacher technology standards identify essential skills teachers need for effective use of computers and other electronic equipment in schools today. State teacher licensure and certification has not kept pace with rapid changes in technology and teaching. Linking technology skills assessments to licensing requirements helps ensure that teachers have the skills to support and guide students and to increase student learning using technology. Twelve SREB states have established teacher technology standards or guidelines that address several levels of competency:
State Educational Technology Directors Association - Connects SETDA Profile delaware. In the fall of 2003, the State Educational Technology Professional development Component in delaware s Competitive Grant http://www.setdaconnects.org/content.cfm?sectionid=4&ProfileState=DE
Professional Development For more information on specific professional development opportunities, Director of Mathematics Science Curriculum and Safety education http://www.center-school.org/bullyingprevention/profdev.php
Extractions: @import "/styles/csc-dw.css"; @import "/styles/csc-pos.css"; @import url(/bullyingprevention/styles/em-pos.css); News Professional Development Resources Overview ... Technical Assistance Tuesday, September 20th, 2005 Home The implementation of the Olweus program begins with a certified trainer training a bullying prevention committee at your school. A student is survey is utilized to identify and address the bullying behavior occurring in the school building. Strategies for prevention and intervention are then developed in response to the identified needs. The trainer supports the committee as they implement the 3 components of this bullying prevention model. This comprehensive approach to bullying prevention involves the faculty, staff, student population and requires a strong commitment from administration and parent involvement. For further information on bullying prevention services, availability and costs, please contact a member of the Network or the Center for Schools and Communities. For assistance in locating a trainer, please contact the Center for Schools and Communities. For more information on specific professional development opportunities, please call or
EDUCAUSE Professional Development Program Detail This presentation will focus on the outreach educational benefits of this University of delaware Library/Statewide K12 Partnership Providing Online http://www.educause.edu/EDUCAUSE1999/Track 4/5908?MODE=SESSIONS&Heading=Track 4&
McAuliffe Educator Explorer Professional Development Program State education agencies, utilizing established networks of teachers such Improving Evaluation of Teacher Professional development in Math and Science http://www.ccsso.org/projects/McAuliffe_Educator_Explorer_Professional_Developme
Extractions: select Alabama Alaska American Samoa Arizona Arkansas California Colorado Connecticut Delaware District of Col... DoDEA Florida Georgia Guam Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Northern Marian... Ohio Oklahoma Oregon Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virgin Islands Virginia Washington West Virginia Wisconsin Wyoming McAuliffe Educator Explorer Professional Development Program The McAuliffe Educator Explorer Professional Development Program provided one-time awards to teams of state, district, and school educators to design processes to increase the active and sustained participation of educators in professional development that results in higher-quality education for K-12 students. The programs/processes designed link the states efforts to support national education strategies and the states professional development plans with district and school professional development plans. The major goal of this year of the program is to identify team planning processes to promote sustained professional development for teachers that can serve as models for replication in subsequent years of the program.
Extractions: select Alabama Alaska American Samoa Arizona Arkansas California Colorado Connecticut Delaware District of Col... DoDEA Florida Georgia Guam Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Northern Marian... Ohio Oklahoma Oregon Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virgin Islands Virginia Washington West Virginia Wisconsin Wyoming Improving Evaluation of Teacher Professional Development in Math and Science The CCSSO project is supported by a two-year grant from the National Science Foundation. To help guide the project, CCSSO has involved leaders of math and science professional development from 11 states as well as specialists in professional development research and evaluation. Project Updates Meetings Planning Meeting - Washington, DC, MAY 5, 2005 Presentations State Project Descriptions and Evaluation New Jersey:
Virginia's Community Of Learning Supporting Technology in education with Professional development (Feedback) US Department of education Professional development Team National Awards http://www.virginialearning.org/MainAreas/Search/sr_directory_category.cfm?CatNu
Professional Education Professional education and Leadership s (PEL) mission is to create capacity Curriculum development and learning forums around issuesbased frameworks http://www.keystone.org/Professional_Education/professional_education.html
NEA: NEA - ESP - Action Guide For Professional Development An Action Guide to Help in Your Professional development According to a recentreport by the National Center for education Statistics (NCES), http://www.nea.org/esphome/profdev/actioncall.html
Extractions: An Action Guide to Help in Your Professional Development Professional development is the process of enhancing your personal growth and job skills and improving your job performance to contribute to outstanding educational results for students. Professional development, long recognized as important for teachers and administrators, is coming into its own and gaining fast momentum for support professionals.
Educational Professional Development Minneapolis Public Schools Teacher Instructional Services staff development.CORPORATE ASSISTANCE Apple staff development Online IBM for Educators http://www.edinformatics.com/reform/profdevelop.htm
Extractions: Today is Educational Databases Curriculum International, US, state and local frameworks... Lesson Plans- database of reviewed lesson plans... Educational Agencies International, US and State ... School Stats info on schools and state tests Research- Search engines online journals, Medline ... recent research and articles... Professional Development- Teaching and Learning ... State Tests US Math Reading Science Tests.... Java Applets - math, science, language, children's games... Parent's Guide- - Locate schools, state tests... State Education Pages Select your state Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming
Extractions: The following definitions apply to this chapter: (1) "State Board" means the State Board of Education of the State pursuant to § 104 of this title. (2) "Standard certificate" means a credential issued to certify that an educator has the prescribed knowledge, skill and/or education to practice in a particular area, teach a particular subject, or teach a category of students. An educator may be issued 1 or more certificates. (3) "Certification" means the issuance of a certificate, which may occur regardless of a recipient's assignment or employment status. (4) "Delaware Performance Appraisal System II" (DPAS II) means the evaluation developed and conducted pursuant to this chapter. (5) "Department" means the Delaware Department of Education. (6) "Educator" means a person licensed and certified by the State under this chapter to engage in the practice of instruction, administration or other related professional support services in Delaware public schools, including charter schools, pursuant to rules and regulations promulgated by the Standards Board and approved by the State Board. For purposes of this subchapter, the term "educator" does not include substitute teachers. (7) "Emergency certificate" means a credential which may be issued if the employing district establishes that:
NICHCY ENews Foundations: Staff Development Effective Practices and Resources in staff development Professional developmentfor special (and general!) educators. www.cec.sped.org/index.html http://www.nichcy.org/enews/foundations/stafftraining.asp
Extractions: NICHCY is pleased to offer you eNews , a news service that brings you resources and information that are relevant to your interests and concerns. All are welcome to sign up for eNews and tell us what type of info they'd like to receive. Because we sift through mountains of resources daily at NICHCY, we are in an excellent position to let our users know when we run across something of interest to them. (Don't know what we're talking about here? Visit our eNews sign-up page , and read all about it.) This eNews Foundations page offers the same starting point to everyone who signed up on eNews to receive information about Effective Practices and Resources in Staff Development.
PBS Parents . Child Development . Experts | PBS Panel of Experts for the Child development Tracker Judy Schickedanz JudySchickedanz is Professor of education at Boston University, where she has also http://www.pbs.org/parents/childdevelopment/experts.html
Extractions: Back to the PBS Parents Guide to Child Development Panel of Experts for the Child Development Tracker Art Baroody, Ph.D. Art Baroody is a Professor of Curriculum and Instruction in the College of Education at the University of Illinois at Urbana-Champaign. His research focus is children's mathematical learning, particularly the development of counting, number, and basic arithmetic concepts and skills during early childhood. Currently, he is studying the development of number and operation sense among preschoolers (1.5 to 5 year olds). Art has written numerous books, including, Children's Mathematical Thinking: A Developmental Framework for Preschool, Primary, and Special Education Teachers . He also co-authored the third edition of the preK-3 diagnostic test, Test of Early Mathematics Ability (TEMA-3), and co-wrote the number and operation standards for early childhood mathematics, which are included in the book, Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education Ingrid Chalufour, M.Ed.
Mathematics Archives - K12 Internet Sites University of Hawaii, Math Dept., Curriculum Research and development Group The CRDG has a permanent staff of educators and contest scholars, http://archives.math.utk.edu/k12.html
Extractions: K-12 Teaching Materials The following are Internet sites which contain significant collections of materials which can be used in the teaching of mathematics at the K-12 level. We have organized these materials into the following categories: Lesson Plans Columbia Education Center Mathematics Lesson Plans Explorer The Explorer is part of the Unified Network Informatics Technology for Education (UNITE) efforts at the University of Kansas. The Explorer is part of a research and development effort to establish an on time and user friendly means of delivering a full range of information resources to educators and students. This site includes information on software, lab materials, lesson plans, video tapes, etc. for the teaching of mathematics at the k-12 grade levels. ExploreMath.com Lesson Plans for the Graphing Calculator Lesson Plans using Geometer's Sketchpad Math Activities for K-12 Teachers In December, 1997, NASA Dryden Flight Research Center funded Dan Biezad, Professor of Aerospace Engineering, and Robin Ward, Assistant Professor of Mathematics, both of California Polytechnic State University, San Luis Obispo, to develop materials for K-12 teachers based on aeronautical themes and NASA projects. One major goal of this project was to make the learning of mathematics more engaging and realistic for students, by using real-world applications.
General Educational Development GED (General Educational development) Tests measure the outcome of a Provides leadership and staff development to over 200 testing centers in the state; http://www.tea.state.tx.us/ged/
Extractions: Home District Locator Index A-Z Divisions ... 2005 In-Service Training FEE INCREASE The State Board of Education during their May 2004 meeting approved to increase the non-refundable fee assessed for issuance of a certificate from $10.00 to $15.00. The increase in fee becomes effective on June 6, 2004. What is the GED? GED (General Educational Development) Tests measure the outcome of a high school education. The GED Tests consist of five tests, one in each of these subjects: Mathematics Science, Social Studies, Writing Skills , and Interpreting Literature and the Arts The GED Tests are available in English, Spanish, French, large-print, audiocassette, and Braille. Adaptations to testing conditions are permitted for adults with disabilities. Did you know that... Since 1949 an estimated 15.4 million adults worldwide have taken and passed the GED Tests and earned their credentials. Worldwide, more than 860,000 adults take the GED Tests every year.
Professional Development NAEB has developed various levels of professional development Gain a workingknowledge of purchasing operations at educational institutions. http://www.naeb.org/prodevelop.htm
Extractions: Visit our Calendar of Events for the latest professional development offerings Professional Development Purchasing within an institutional setting is unique. Although procurement practices of the commercial world are useful and must be understood by those who purchase for the educational community, specially adapted approaches are required for nonprofit institutions. NAEB has developed various levels of professional development opportunities covering these specific and unique approaches. In addition, we provide many opportunities for members to share information. The Academy offers a three-tiered learning experience, with each tier emphasizing a different procurement perspective. The tiers are arranged in a learning format, from basic to advanced, and are identified as Foundation, Professional, and Senior Professional. We encourage you to attend the tiers in a sequential order, based upon your personal experience in higher education procurement.
