Geometry.Net - Basic_G: Georgia Education Staff Development


Home - Basic_G - Georgia Education Staff Development

e99.com Bookstore

Images

Newsgroups

81-100 of 100 Back | 1 | 2 | 3 | 4 | 5

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

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 instructorsÌ“ 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

EduHound.com - Search Results - Everything For Education K-12!
georgia Tech professional development training, distance learning, provides staffdevelopment and consultation in the areas of educational technology
http://www.eduhound.com/showlinks.cfm?subj=Adult Cont. Ed.&skey=Professional Dev
Georgia Professional Standards Commission
assisting all teacher educators in development and implementation of best PAGE, the largest organization for professional educators in georgia,
http://www.gapsc.com/commonlinks/commonlinks.asp

Extractions: The Commission on Colleges of the Southern Association of Colleges and Schools is the recognized regional accrediting body in the eleven U.S. Southern states (Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas and Virginia) and in Latin America for those institutions of higher education that award associate, baccalaureate, master's or doctoral degrees. The Commission on Colleges is the representative body of the College Delegate Assembly and is charged with carrying out the accreditation process. The University System of Georgia's Board of Regents was created in 1931 as a part of a reorganization of Georgia's state government. With this act, public higher education in Georgia was unified for the first time under a single governing and management authority. The Board oversees 34 institutions: four research universities, 2 regional universities, 13 state universities, 2 state colleges, and 13 two-year colleges.
The Home Of The Georgia Professional Standards Commission
georgia Professional Standards Commission s Certification Home Page. SDUStaff development Unit; Sound Professional Practice Educational strategies
http://www.gapsc.com/help.asp

Extractions: PSC Home var MenuCreatedBy='AllWebMenus 1.3.360.'; awmAltUrl=''; [A] [B] [C] [D] ... [Z] A AASA: American Association of School Administrators This organization " ... founded in 1865, is the professional organization for over 16,500 educational leaders." Their Web site is located here: AASA Accreditation : A process for assessing and enhancing academic and educational quality through voluntary peer review. Accreditation informs the public that an institution has a professional education unit that has met state and national standards of educational quality. Accreditation with Stipulations : An NCATE accreditation status that specifies critical deficiencies that must be corrected within a specified time. Failure to correct the deficiencies within the specified time results in revocation of accreditation. ACTFL American Council on the Teaching of Foreign Language : This organization is "... dedicated to promoting the study of foreign languages and culture as an integral component of American education and society." Their Web site is located here:
Educational Technology Cooperative
and staff development modules for K12 students and educators in Maryland . Connected University (CU) is a comprehensive online staff development
http://www.sreb.org/programs/EdTech/onlinelearning/initiatives.asp

Extractions: Since January 2000, the Alabama Online High School has offered Web-based courses that afford all public school students the opportunity to access courses required for both standard and advanced diplomas, as well as online tools to prepare students for the Alabama High School Graduation Exam. State Virtual School Report - AL Arkansas Arkansas Virtual School A nationally recognized e-Learning model, FLVS was initially funded by the Florida Legislature as a pilot project in 1997. In 2000, the Florida Legislature established FLVS in state law as an independent education entity with a gubernatorial-appointed governing board. Today, FLVS serves the state of Florida and beyond, offering virtual education options for grades seven through 12 as well as for adults seeking GED alternatives. State Virtual School Report - FL Georgia GA eLearning: Expanding Opportunities. Closing Gaps
Innovations In Education: Alternative Routes To Teacher Certification-- Pg 8
Figure 6. georgia (RESA) Candidate Portfolio Contents Knowledge of staffdevelopment practices and inservice education.
http://www.ed.gov/admins/tchrqual/recruit/altroutes/report_pg8.html

Extractions: Take our online survey Strengthen Teacher Quality Recruitment Evaluation Teacher Learning Qualification ... Recruit Principals Select a Topic Accountability Accreditation Arts Choice Charter Schools Early Childhood FAFSA Faith-Based Find a School High Schools History International Ed Math Reading Safe Schools Science Suppl Services Teacher Quality Technology Advanced Search About ED Offices The heart and soul of these high-quality alternative programs is the on-the-job supervision and support candidates receive as they face the daunting challenges of being a new teacher in what is often a very difficult classroom setting. In the programs studied, support is structured at three levels: (1) program-provided supervisors; (2) site-based mentors; and (3) peer cohort support. All six programs had some variation of these three, which interweave to form a new-teacher safety net. Rather than strand candidates to sink or swim, support structures ensure that candidates will fulfill their promise or, as McKibbin puts it, that "they will obtain the skills to succeed and the commitment to stay."
Georgia Economic Developers Association
Where will georgia public education be in the next 5 years? GEDA ProfessionalDevelopment Overview (PowerPoint for practitioners)
http://www.geda.org/
GA ETTC FAQ Page
Will InTech participants earn staff development units for InTech training? Provide educators with seven release days for professional development.
http://www.ga-edtech.org/faq.html

Extractions: If you have further questions, please contact the Educational Technology Training Center near you. Why will individual educators participate? Individuals facing certification renewal requirements in compliance with the A Plus Education Reform Act of 2000 may elect to participate in InTech to earn a Certificate of Completion in satisfaction of the Special Georgia Technology Requirement. Why will school InTech teams participate? A school has established an inventory of hardware, software and peripherals and identifies a need to improve the technology integration skills of the faculty. The school elects to focus staff development resources and school improvement efforts on technology professional development for faculty. The school selects an initial team of five educators for participation in InTech training. The school team works collaboratively to improve student learning during technology training and integration efforts.
AofW Professional Development & Leadership Program - Programs - Advancement Of W
AofW Logo, Advancement of Women at georgia State University The AofW ProfessionalDevelopment and Leadership Program was established in accordance with
http://www2.gsu.edu/~wwwaow/programs/professional_develp_leadership_prog.html

Extractions: Acrobat reader? Objectives The AofW Professional Development and Leadership Program was established in accordance with the AofW Ad Hoc Task Force report's (PDF) recommendation for campus-based training for professional development skills to prepare junior and mid-level women for promotion to senior faculty and administrative positions at Georgia State University. Development of the program is based upon activities in the American Council of Education (ACE) and the Office of Women in Higher Education (OWHE). The program represents an individualistic approach for the collective enhancement of women faculty leadership development as a whole with the goal of increasing the number of women gaining higher positions in the university. History Conceived in 2002, Deans of all 6 Georgia State University Colleges and the Library were asked to nominate women who demonstrated leadership abilities and administrative skill with the potential for advancement. Participants were invited by AofW to join the program and included 16 women Assistant and Associate Professors. Our program is based upon the conceptualization that "leadership" encompasses dual aspects of women's professional development: 1) attention to individual empowerment and growth in the collective environment of women; and 2) acquisition of knowledge and honing of skills for application in the organizational environment. Particularly for women in higher education, the two roles must merge to navigate advancement in an academic institutional structure that historically views the polarization of administrative leadership roles for faculty and staff and of styles of leadership among women and men.
Research And Trends | Research, Evaluation, And Impact | Faculty And Staff Devel
the education and employment of female students and faculty at georgia Tech.Faculty Recruitment in Higher education Research Findings on Diversity and
http://www.diversityweb.org/research_and_trends/research_evaluation_impact/facul

Extractions: The Consortium is an association of academic units and individual faculty on the University of Maryland campus whose mission is to promote, advance, and conduct research, scholarship, and faculty development that examines the intersections of race, gender, and ethnicity with other dimensions of difference. This case study examines the institution's cultural norms and how these norms affect underrepresented faculty. Study results identify social interaction and reward process norms and indicate that underrepresented faculty experience these norms differently than majority faculty. It also suggests that underrepresented faculty are often disadvantaged by these norms. See Diversity Digest for a study synopsis.
Office Of Adult Literacy
The Office of Adult Literacy s vision is a Fully Literate georgia whose workersare exceptionally well General Educational development Diploma (GED)
http://www.dtae.org/adultlit/menu.html
LNT Online Professional Development Workshops - Education And Technology
LNT workshops give educators opportunities to explore education/technology topicsin depth in education development Center, Inc. (EDC). Online Workshops
http://www.edc.org/LNT/workshop.htm

Extractions: Center, Inc. (EDC). General Information Each LNT workshop runs for about 8-10 weeks (length varies for different workshops) and involves online discussions, readings, small projects, and the use of online resources. Workshops are led by a group of LNT faculty and facilitators, and are designed for school district decision-makers. Participants are expected to devote at least 2 hours per week The first time a workshop is offered on a particular topic, it will be offered free of charge (not including any materials fees). However, subsequent offerings may charge registration fees. W orkshop Archives The following workshops have been completed. Public archives are either currently available, or will be available soon. Envisioning the Possibilities: Connecting the Internet with Curriculum Standards and Frameworks public archive of this workshop is available. Keeping Kids Safe: Policy Implications of the Internet in Schools public archive of this workshop is available.
Appendix: Selected Major State Funding Programs For Teacher Professional Develop
School staff development. The state requires that 1 percent of Basic Revenue These centers provide professional development to educators on a regional
http://www.ncrel.org/quality/programs/appendix.htm

Extractions: Illinois Block Grant for Professional Development. This state program provides $20.9 million annually, which is distributed to local school districts on a formula basis and may be used for teacher professional development. Reading Improvement Block Grant. The funds for this program are used to support reading programs in local school districts and may be used to train and retrain teachers in grades K-3. Annual appropriation is $83.4 million. Tech Prep and Connections Project. Historically 20 to 25 percent of Tech Prep funds ($5 million in state funds) have been used for teacher professional development. The Connections Project ($175,000) funds two statewide conferences for the professional development of Tech Prep staff. The Regional Offices of Education (intermediate units) provide teacher professional development for local school districts. Indiana Early Intervention/Reading Recovery. A large portion of the $3.9 million in this program was used to foster teacher professional development. At least 30 percent of the $4.5 million for computer learning and training grants was used for professional development.
Economist.com ADVANCED SEARCH Thursday August 4th 2005 Denotes
Business education Executive Dialogue Senior Accreditation Advisor, Republicof georgia education Decentralization and Accreditation (GEDA) Project
http://www.economist.com/classifieds/view_classified.cfm?sitd=3808&key=&sitd_typ
Georgia Recreation And Park Association
Professional development is a priority of GRPA and is provided through many Districts meet quarterly and provide networking, educational, social and
http://www.grpa.org/ben.php?linkid=2
Testing Our Children: Georgia
Professional development appears somewhat misdirected toward test Scoring isdone by georgia educators with the contractor based on a rubric they
http://www.fairtest.org/states/ga.htm

Extractions: GEORGIA Summary evaluation. Georgia's assessment system needs a complete overhaul. Elements of the state testing program are on hold, but it is not yet certain what will replace them. In any case, the state relies too heavily on multiple-choice, uses NRTs, has a high school exit exam, and tests too frequently. Thus, the whole system, not just parts of it, needs to be redesigned. Reporting of data by sub-populations should be implemented and inclusion should be strengthened. Professional development appears somewhat misdirected toward test interpretation rather than classroom assessment. A more comprehensive review process is strongly needed. Standard 1: Assessment supports important student learning. The state mandated Quality Core Curriculum (QCC), which contains the state's standards and goals, is currently being revised. The current version is no longer required. QCC has included standards for English language arts, math, science, social studies, various arts, physical education, health, foreign languages, vocational education and various high school elective courses. The Georgia Kindergarten Assessment Program (GKAP) an individually administered, criterion-referenced test with a mix of multiple-choice items, performance testing and a teacher observation element used to assess readiness for first grade is also being redesigned. Until the redesign is completed, however, the GKAP remains a requirement. Skills assessed are communication, logical/math, personal/physical and social.
CSU Jobs Listing
Columbus State University has an opening for a Parttime staff Assistant in theOffice plan and implement staff development programs for introductory,
http://hr.colstate.edu/jobs/

Extractions: Columbus State University, a unit of the University of Georgia, and the Computer Information and Networking Services department seeks an IT System Support Professional for Web Development. The selected candidate will report to the Manager of Web Development with responsibilities to create and update dynamic web pages, maintain web servers and SQL databases, and serve as a project lead. Columbus State University has several openings for a Part-time Shuttle Bus Operators in the Transportation Department. The selected candidates will assume the responsibility of operating buses and vans of various sizes; washing and cleaning buses and vans as required; making extracurricular trips as necessary and performing related duties as assigned. This is a part-time position without guaranteed weekly hours. Columbus State University has an opening for a Groundskeeper in the Grounds Maintenance Department. This is a full-time, regular position. As part of a department tasked with creating and maintaining a park-like campus, position duties include landscaping/ground maintenance, litter removal and minor grounds and equipment repair. This position also assists the transportation department with fleet maintenance duties as necessary.
CLT: Educational Development Centres
University Centres for Educational/Faculty development New Zealand; Department ofEducation and staff development, Singapore Polytechnic, Singapore
http://learningandteaching.dal.ca/ids.html

Extractions: Associations and Networks Promoting Teaching and Learning in Higher Education Centre for the Enhancement of Learning, Teaching and Scholarship, University of Canberra Academic Development Unit, LaTrobe University Centre for Professional Development, Macquarrie University Centre For The Study of Higher Education (CSHE), University of Melbourne Monash University Teaching and Learning Centre,
Employer Profile: Georgia Southern University
Centers for business research and development, rural health, The Universityextends educational opportunities at graduate centers in Savannah, Augusta,
http://chronicle.com/jobs/profiles/911.htm?pg=i
Lisa W. Ledbetter Lledbett@westga.edu Office Of University
Facility Manager for the Maple Street Educational Center. Office of Developmentand Alumni Services West georgia College Carrollton, Ga.
http://www.westga.edu/~wgpr/ledbetter.html

Extractions: Direct and coordinate all marketing efforts for the institution; coordinate media coverage of campus news events and serve as official campus spokesperson; coordinate and direct campus special events such as commencement ceremonies, ground breakings, building dedications, etc. Direct the news bureau and supervise and train student interns and assistant writers. Research and write copy for recruitment and alumni publications; Direct the activities of the campus photographer, assistant director of public relations, and administrative assistant. Represent the Division of University Advancement on numerous campus and community committees (see listing below).

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

81-100 of 100 Back | 1 | 2 | 3 | 4 | 5