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Georgia Education Staff Development:     more detail

A staff development model for implementing the Georgia Quality Basic Education Act for Miller County, Georgia by Walter Daniels, 1986 The instructors̓ study guide: Career education staff development for teacher educators by Ray E Bruce, 1976 Staff development: Career guidance curriculum (Georgia career guidance project: elementary school) by Vicki W Straub, 1977 Procedures and patterns for staff development programs by Leslee J Bishop, 1975 Improving supervisory competencies by Leslee J Bishop, 1973 76 questions: A synthesis of the research on teaching and learning mathematics by John P Downes, 1978

lists with details

41. Practitioner Research As Staff Development
    Adult Literacy staff development Project, Department of Adult education, Universityof georgia. Top of page Hubbard, RS, Power, BM (1993).  
    http://www.aelweb.vcu.edu/publications/research/intro_references.htm

42. Wachovia Press Releases
    georgia Partnership for Excellence in education (georgia Leadership National staff development Council (NSDC), Dallas, Texas, Ala., Md., NJ, Texas  
    http://www.wachovia.com/inside/page/0,,134_307^1210,00.html

43. Alternatives For Coastal Development: One Site, Three Scenarios: Project Partner
    The program s outreach and education staff provides technical assistance and over the actual project site under development in Camden County, georgia.  
    http://www.csc.noaa.gov/alternatives/partners.html
    
    Extractions: Advanced Search Center Home Issues and Solutions Alternatives for Coastal Development ... Partners Alternatives for Coastal Development: One Site, Three Scenarios Administered by the Department of Natural Resources, Coastal Resources Division, the Georgia Coastal Management Program 's mission is to work for the benefit of Georgia's present and future generations to balance economic development in Georgia's coastal zone with preservation of natural, environmental, historic, archaeological, and recreational resources in the eleven-county coastal area. The program's outreach and education staff provides technical assistance and educational materials to local governments and citizens via the Coastal Ark. Designed as a mobile training and education platform, the Coastal Ark is outfitted with computers and resource mapping software, data, and tools. It will take the "One Site, Three Scenarios" project on the road as well, providing the project's visual aids, methodologies, and project results to local planners and decision makers to aid them in analyzing, visualizing, and making decisions about local growth and development options. Georgia Conservancy is a statewide environmental organization with a mission to make sure that Georgians have healthy air, clean water, unspoiled wild places, and community green space now and in the future. The Conservancy's

44. BUBL LINK: Distance Education
    Author State University of West georgia Subjects distance education, library Subjects distance education, staff development DeweyClass 378.112  
    http://bubl.ac.uk/link/d/distanceeducation.htm
    
    Extractions: BUBL LINK Catalogue of Internet Resources Home Search Subject Menus Countries ... Z Titles Descriptions Collection of Distance Education Resources Commonwealth of Learning DERAL: Distance Education in Rural Areas via Libraries Design for Learning ... Virtual Seminars for Teaching Literature Comments: bubl@bubl.ac.uk Set of links to courses, discussion forums, projects, organisations, journals, conferences, literature, and tools related to distance learning. Resource type: index COL has a mandate to create and widen opportunities for learning, through Commonwealth cooperation, with particular emphasis on utilising the potential of distance education and the application of communication technologies to education. The overall aim of the organisation is to help strengthen the capacities of Commonwealth member countries to develop the human resources required for their economic and social development.

45. HB 1633 - Education Funding; Staff Development; Technology Training
    georgia House of Representatives 1995/1996 Sessions. HB 1633 - education funding;staff development; technology training. Page Numbers - 1/ 2  
    http://www.legis.state.ga.us/legis/1995_96/leg/fulltext/hb1633.htm
    
    Extractions: House Comm: Ed / Senate Comm: / House Vote: Yeas Nays Senate Vote: Yeas Nays House Action Senate 2/8/96 Read 1st Time 2/9/96 Read 2nd Time Code Sections amended: HB 1633 LC 21 3806 A BILL TO BE ENTITLED AN ACT 1- 1 To amend Code Section 20-2-167 of the Official Code of 1- 2 Georgia Annotated, relating to funding for direct 1- 3 instructional costs, media center costs, and staff 1- 4 development costs, so as to provide that a portion of 1- 5 certain funds shall be expended for technology training for 1- 6 certain personnel; to repeal conflicting laws; and for other 1- 7 purposes. 1- 8 BE IT ENACTED BY THE GENERAL ASSEMBLY OF GEORGIA:

46. All About The GLC
    georgia education Initiatives are collaborations between the Department of GLC has begun addressing the professional development needs of georgia s  
    http://www.glc.k12.ga.us/intro/allabout.htm
    
    Extractions: Where is Georgia Learning Connections? GLC is located at 1852 Twin Towers East, 205 Jesse Hill Jr. Dr. Atlanta, GA 30334 Who do I contact with a question or problem? You can call the main number at (404) 65 -5664 to be directed to any staff member, or fax us at (404) 657-5183. You can also e-mail anyone on the staff by clicking on Contact Us in the Quick Links area in the left-hand navigation bar Why was GLC developed? What is the Teacher Resource Center (TRC)? The TRC is a collection of resources that are not correlated directly to the QCC standards. It includes a variety of resources including large curriculum sites, downloadable teacher tools such as software mini-manuals and activity sheets, collections of W eb sites organized by themes and topics, conference information, links to professional organizations, valuable teaching sites for all teachers (Teacher Treasures), and more. All are geared toward helping the educator be more efficient and productive as they integrate Internet resources into their teaching.

47. The Georgia Project
    Professional development for the georgia Project and Northwestern georgia.FUNDER Fund for the Improvement of education, US Department of education  
    http://www.cal.org/projects/gaproject.htm
    
    Extractions: Fund for the Improvement of Education, U.S. Department of Education (subcontract from the Georgia Project Among the recommendations from the CAL study were the formation of a joint task force and professional development for all teachers. CAL recommended that the task force be navigated by members knowledgeable in ESOL education and language minority issues from the business, education, and the Latino communities, and from the community-at-large. The task force would provide a forum in which issues of language minority student academic achievement and relevant local community concerns could be discussed. This task force was formed in the summer of 2000. Diversity in the 21st Century...A Dialogue co-sponsored by the Georgia Project and the Georgia Association of Educators. The CAL/CREDE research study " Effects of Sheltered Instruction on the Achievement of Limited English Proficient Students

48. CAL Services-Professional Development
    Professional development for the georgia Project and Northwestern georgia development manual to train staff developers and teacher educators in the SIOP  
    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

49. Georgia Southern University: SACS Accreditation Web Site
    The University granted a total of 32 professional development leaves during thistime georgia Southern faculty continue to utilize continuing education  
    http://sacs.georgiasouthern.edu/focusedresponse/comprehensive/cs3-7-3.htm
    
    Extractions: Faculty Development Activity Summary (Fiscal Year 1997-98 to Fiscal Year 2003-04) Active Learning; Active and Collaborative Learning in Large Classes; Classroom Assessment Techniques; Encouraging Civility in the Classroom; Getting Students to Read; Learning-Centered Syllabi; Motivating Students to Learn; Outcomes-Based Education; Student-Centered Teaching; The Teaching Portfolio . Institutional belief in the essential nature of the educational outcomes fostered by such a faculty-focused programming stream is evidenced by the addition of two permanent administrative/staff lines within the CET in 2004. In addition to the above activities sponsored by the Center for Excellence in Teaching (CET), Georgia Southern University grants faculty educational and professional leaves under the guidelines established in the . These leaves are specifically for the purpose of promoting scholarly work and encouraging professional development and growth. Faculty receive notification of the availability of these leaves through the Faculty Handbook Table 3.7.3a

50. Georgia Southern University: SACS Accreditation Web Site
    to faculty development as delineated in the “ Faculty/staff development Policy In addition to the above, georgia Southern grants faculty educational  
    http://sacs.georgiasouthern.edu/compliance/comprehensive/cs3-7-3.htm
    
    Extractions: Full Compliance Georgia Southern University actively supports and encourages its faculty to continue their professional growth and development. This strong institutional commitment is a reflection of the University System's commitment to faculty development as delineated in the “ Faculty/Staff Development Policy Directive .” This 1995 document articulates numerous objectives with the primary purpose of linking expectations of continued professional development to faculty evaluation mechanisms and tenure review processes and providing opportunities for continued professional growth. The result of this directive is illustrated in the establishment at the System level of programs and initiatives to enhance career development for faculty, staff, and administrators. Specifically, the System noted the following examples of activities it supports to further faculty development: (1) tuition remission and reimbursement; (2) courses offered through Continuing Education; (3) courses offered through a Department of Technical and Adult Education (DTAE) institution; (4) external professional programs and conferences; and (5) Systemwide/institutional faculty and staff professional development programs (see ). Furthermore, the Board of Regents mandates that each institution within the University System reserves at least one percent of full-time employee salaries for faculty and staff development. This one percent is matched by state appropriated funds (to the extent that funds are available).

51. The Georgia Childhood Care And Education Professional Development Calendar
    Care and education Professional development System, a project of the georgia PROFESSIONAL development COMPETENCIES*. ECE Early Care education  
    http://tc.caresolutions.com/key_comp.cfm
    
    Extractions: Competencies delineate the knowledge and skills for childhood care and education professionals (practitioners, teachers, caregivers, providers, group leaders, aides, directors, trainers, etc.) working in a variety of settings (child care centers, preschools, pre-kindergarten programs, family child care and group homes, school-age care programs.) The purpose of these Competencies is to provide a blueprint for individual professional growth as well as guidelines for training and education programs that will meet the needs of professionals in the field. The Professional Development Competencies below were developed by the Georgia Childhood Care and Education Professional Development System, a project of the Georgia Association on Young Children and the Collaborative Leadership Team, funded (in part) by the Bright from the Start through the federal Child Care and Development Block Grant. For additional information contact: ACET Director at GAYC, 368 Moreland Ave. NE, Atlanta, Georgia 30307-1927, 1-888-405-ACET(2238) or 404-475-1453.

52. The Georgia Childhood Care And Education Professional Development Calendar
    georgia Certified Child Care Professional Information areas required by thegeorgia Childhood Care and education Professional development System.  
    http://tc.caresolutions.com/cont_educ.cfm
    
    Extractions: The CDA credential is available for center-based staff working with infants and toddlers (birth to 36 months) or preschool children (3-5 years) and family child care providers (birth to 5 years). CDA also has a credential for home visitors who work with parents and children in home-based programs (birth to five years). Call 1-800-621-5896 for more information on the CDA training, assessment process and other questions regarding the credential or visit our web site: http://www.fcs.uga.edu/cfd/cda The Certified Child Care Professional (CCP) credential is available for staff working in licensed center-based early childhood programs, with children between the ages of birth and 6 years. The CCP credentialing program is designed to ensure that childcare providers have the opportunity to enhance their professional development through 15 Professional Ability Areas. It is designed to accomplish three fundamental objectives: 1) individual recognition, 2) quality education and experience, and 3) ongoing professional advancement. For more information, call 1-800-543-7161 ext. 18. The purpose of the Early Childhood Care and Education (ECCE) Program is to provide educational opportunities to individuals that will enable them to obtain the knowledge, skills and attitudes necessary to succeed in the field of early childhood care. Program graduates are to be competent in the general areas of English, math and interpersonal relations. Graduates are to be competent in the occupational areas of physical, social, emotional and intellectual development of the child; CPR and first aid training; health; safety; nutrition; creative activities for children; and curriculum development.

53. ITN
    The teleconferences are produced by the georgia Center for Continuing education . I think that s what sets ITN apart from other professional development  
    http://www.gactr.uga.edu/gcq/gcqspr98/itn.html
    
    Extractions: The University of Georgia's Interactive Teaching Network (ITN) just announced the lineup for its seventh season, which begins this November. Providing in-service and pre-service training for school teachers, administrators, parents, and others since it began in 1992, ITN has reached more than 50,000 through 39 interactive teleconferences. ITN sessions, which feature nationally known experts from around the country, have been downlinked to 47 states, Canada, Samoa, and Guam. The Network is a program of the School of Professional Studies of UGA's College of Education and is funded by the U.S. Department of Education and contributors. The teleconferences are produced by the Georgia Center for Continuing Education. "ITN continues to be successful because the programs offer solid professional development opportunities that cater to the needs of educators and families. Our topics address current issues in education. Through advanced, accessible technology, ITN can bring experts to sites across the country live via satellite at a very reasonable cost," said Laura L. Clark, ITN professional development marketing coordinator. "ITN is customer-oriented. We thoroughly enjoy serving our hundreds of downlink sites and facilitators. We're proud of the positive responses, concerning not only the quality of our programs, but the quality of our customer service, as well. I think that's what sets ITN apart from other professional development providers," Clark said.

54. Archived: Promising Practices: Improving Professional Development Practices
    development activities represent a significant industry in education. The League of Professional Schools in georgia seeks to move schools toward  
    http://www.ed.gov/pubs/PromPractice/chapter6.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 Improving Professional Development Practices Most districts support teachers' investment in their professional knowledge and skills. Teachers take advantage of classes sponsored by their districts, work on advanced certificates or degrees, and attend workshops and summer institutes. Yet, these efforts often have little impact on student learning because they tend to be disjointed, unfocused, and offer teachers few opportunities to learn by doing and reflecting on practice with their colleagues. In other words, professional development frequently lacks connections to practice and to high standards of student achievement or teacher development. Changing these patterns in professional development is quite a challenge. Short-term, disjointed development activities represent a significant "industry" in education. However, focused professional development that is based on high standards of teaching and learning and that profoundly changes practice is essential to improved teaching and better student achievement. Fortunately, there is now much agreement about what professional development should be. It should be focused on what teachers in individual schools need to know and be able to do for their students. Teachers should work together to design and implement professional development based on shared concerns and strengths. Ultimately, professional development should build "professional communities" committed to higher student learning. Data about student performance and student work should become tools for pulling a school faculty together to work collaboratively on helping students reach agreed-upon standards. Teachers wantand research confirms the wisdom ofcontinuous learning opportunities that are focused, reflective, and coherent.

55. Georgia's Leadership Institute For School Improvement
    georgia P16 Initiatives, Board of Regents of the University System of georgia . The Institute provides education, and development for educational  
    http://www.usg.edu/p16/leadership/
    
    Extractions: Georgia's Leadership Institute for School Improvement is a partnership devoted to the success of Georgia's educational leaders in meeting elevated expectations for student achievement and school performance. The partnership is comprised of the Board of Regents of the University System of Georgia, business leaders, the Georgia Partnership for Excellence in Education, the Georgia Professional Standards Commission, state government and K-12 educators. The Institute provides education, and development for educational leaders, and is working to research, define and institutionalize a leadership model based on best practices that drive and sustain school improvement. We are also working to influence policy to establish new processes for leader recruitment, selection, preparation, development and retention based on best practices that support school improvement. WHY HAS IT BEEN ESTABLISHED?

56. Elementary Science Education Partners (ESEP)/Atlanta
    a faculty member of the College of education of georgia State University, ESEP staff and a team of science lead teachers known as Science,  
    http://www.nas.edu/rise/examp59.htm
    
    Extractions: The Elementary Science Education Partners (ESEP) program is a joint project of the Atlanta, Georgia, Public Schools (APS) and a consortium of seven Atlanta-area colleges and universities. Its goal is to effect systemic reform of science education, K-5, throughout the entire school system in five years. Novel features of the program include the following: The concept of participatory reform, in which teachers are actively engaged in the design and implementation of all aspects of the effort. A K-5 science curriculum that employs three kit-based modules per year, with the kits maintained and refurbished at a materials support center operated by the Atlanta Public Schools, Professional development of the system's K-5 teachers, which is provided by ESEP staff and augmented by a cohort of intensively trained lead teachers. Support of many of the teachers in the classroom by "science-partners," science-literate college undergraduates who are trained for this role through courses at their respective colleges and universities.

57. Announcements - Bill & Melinda Gates Foundation
    Grant to provide professional development for school principals and Tom Upchurch,president, georgia Partnership for Excellence in education  
    http://www.gatesfoundation.org/Education/PastPrograms/ProfessionalDevelopment/An
    
    Extractions: Scheduled for launch in Spring 2002, the institute is a collaborative project of state government, public schools, higher education, business and the Southern Regional Education Board (SREB). The money will fund professional development in leadership and technology at the institute over a three-year period.

58. IJive.com Search Engine: Georgia: Education: School Districts: Page 2
    Home georgia education School Districts Page 2 (Vienna) Calendar, schoolsites, staff email directory, and contact information.  
    http://ijive.com/Georgia/Education/School_Districts/more2.html

59. State Programs For Funding Teacher Professional Development: Survey Findings
    georgia reports that it requires a comprehensive school district plan for Minnesota requires local district approval of continuing education credits,  
    http://www.ncrel.org/quality/programs/findings.htm
    
    Extractions: Professional development financial data by itself is not as meaningful as analyzing it in the context of state policies, requirements, and practices. This section discusses that policy context. Outside of the North Central Region, a number of states reported that they require intermediate service agencies to develop plans for teacher professional development. These state are California, Missouri, New Hampshire, New York, Texas, and Oregon. Ten states reported requiring local school districts to develop annual plans for teacher professional development (California, Florida, Georgia, Idaho, Missouri, New York, Oregon, Rhode Island, Tennessee, and Texas). No such requirements exist in Nebraska, New Hampshire, and South Dakota. Missouri, New York, Oregon, Rhode Island, and Texas also imposed such requirements on individual schools. Within the North Central Region, Indiana, Iowa, Michigan, Minnesota, and Ohio all reported having requirements that certified teachers enroll in continuing education courses for continued certification. Only Illinois reported that it did not. Indiana and Michigan also reported that such an action was required for continued employment.

60. NSTA - Education News
    georgia science educators debated the issue after the state’s schools chief Kathy How can science educators benefit from the professional development  
    http://www.nsta.org/educationnews/&category_ID=198
    
    Extractions: Science teachers and students can gain access to online math and science resources from several federal agencies, thanks to Democrats on the House Science Committee. The lawmakers have established a link from their website to a link called “Science Education and You.” That link takes visitors to a page with model lesson plans and other resources, divided by grade level. The resources come from the Department of Energy, the National Oceanographic and Atmospheric Administration, the National Science Foundation, and the Environmental Protection Agency. Other links enable students to ask scientists questions and offer activities. Science teachers looking for free online resources to help their students can check out this article. Author David Colker has compiled a list of several useful websites that cover various scientific disciplines such as astronomy, anatomy, biology, chemistry, and physics. The list also includes websites about math and conversions. A program implemented in New York, Virginia, and Washington schools to help teachers is coming to Iowa. The Teach First training program is a web-based tool that can help educators plan and present content designed to appeal to all learners in the classroom. The program also provides teachers with opportunities to discuss the latest research for teaching literacy.

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