Center For Children & Technology rhode island Teachers and Technology Initiative Program Evaluation This timeis used primarily for curricular and professional development activities. http://www2.edc.org/CCT/publications_report_summary.asp?numPubId=64
Partnership Profiles. Rhode Island KIDS COUNT rhode island KIDS COUNT Dedicates additional resources to the professionaldevelopment of center and family child care staff. rhode island KIDS COUNT is http://www.nccic.org/ccpartnerships/profiles/ri.htm
Extractions: The Child Care Partnership Project Description Policy developments in Rhode Island in the late 1990s have shown that, in the eyes of policy makers and the public, kids count. The collaborative work of Rhode Island KIDS COUNT, a statewide childrens policy organization, has contributed to unprecedented increases in the level of support for early childhood education and child care. Rhode Island KIDS COUNT collects and disseminates data on the well-being of Rhode Islands children, and advocates for and facilitates the development of responsive policies. By framing the issues, stressing their impact on children and communities, bringing together stakeholders, enlisting media support, and collaborating with key groups, Rhode Island KIDS COUNT sets the stage for policies that effectively address the needs of children and families. Partners Rhode Island KIDS COUNT partners with a number of private and public entities: Public-sector partners include the Governors Childrens Cabinet (which includes the Directors of five state agencies that serve children); designated policy and data contacts from each of the state agencies providing services to children and families; and state legislators; Foundation partners include The Rhode Island Foundation, The Annie E. Casey Foundation, Prince Charitable Trusts, United Way of Southeastern New England, Carnegie Corporation, and other national and local foundations;
Extractions: agency, schools and the community at large Ability to work independently, using professional supervision as provided Knowledge of available resources in surrounding community Bachelor's Degree preferred, high school equivalency required Must clear Bureau of Criminal Identifications check Available to serve 40 hours per week, including regular school hours
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.
Welcome To Youth Pride Inc. accredited professional development workshop, was offered to rhode islandeducators. rhode islands firstever GSA Coalition Conference titled, http://www.youthpride-ri.org/Youth/Redirect.asp?pageID=118
CCRI Athletics Sports Home Page - CCRI Functional Fitness rhode island Alliance of Health Physical education. October 26,2001 Recreation and Dance, Fall Conference, Lincoln, RI http://www.ccri.edu/athl/main_content/pe.shtml
The program involves professional development with teachers in 47 secondary 2004 Summer Institute in South Kingstown, rhode island This fiveday http://www.choices.edu/specialprojects_tah.cfm
Extractions: Teaching with ... search Critical Turning Points in the History of American Foreign Policy Critical Turning Points in the History of American Foreign Policy is a three-year program funded by the U.S. Department of Education under its Teaching American History grants program. The program involves professional development with teachers in 47 secondary schools in eight states. This initiative brings groundbreaking research into secondary classrooms using a methodology that has been shown to engage all students in consideration of the ambiguities of history and the lessons for the future. The project focuses on significant turning points in our nation's relationship to the world around us, from the triangle trade of the 18th century to the U.S. role in the world today. This project engages teachers in participating districts with leading scholars in the field and assists them as they incorporate intellectually rigorous curricular resources and a proven pedagogical approach into the curriculum in their districts. Using a multi-leveled professional development approach, teacher-leaders from each district or region come to Brown University for residential summer institutes and then draw on this experience as they provide professional development to peers in their schools and districts. Regional and district level professional development ranges from one-week institutes to shorter workshops.
Extractions: (Approved by the NEARI Delegate Assembly on October 30, 2004) The philosophies and operating guidelines of the National Education Association Rhode Island (NEARI) are expressed in the Continuing Resolutions of the organization, updated yearly with the approval of the annual meeting of the Delegate Assembly. The Resolutions address issues relating to education, collective bargaining, state law and policy, social reform and professional development. The monumental task of translating these Resolutions into a viable legislative program falls to the NEARI Legislative Commission. The Commission has two major responsibilities. Each year it reviews the legislative program and recommends possible changes. Also, under the direction of Chairperson Raymond J. Pouliot, NEARI Vice President, the group of forty (40) member volunteers reviews and decides positions on approximately four hundred (400) bills per General Assembly session. According to the Commissions decisions on proposed legislation, the president, vice president, executive director, governmental relations specialist, and at times other members and staff of the Association lobby extensively to insure that the NEARI legislative goals are realized. Whenever possible, we support legislation to include all NEARI members. The NEARI Delegate Assembly must adopt the Legislative Program prior to its implementation and usually does so at its October / November meeting.
Rotary International: Contact RI Staff Administrative Membership development - RI Programs Start with the staffmember s last name (up to seven letters), then add the first letter of the http://www.rotary.org/resources/contactus.html
