EdReform.Net Mathematics Education - National Staff Development Education part of the Education Reform Network. You are in Conforms To National Staff Development Vermont Institute of Science, Math and http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Teacher's Workshop The Teacher's Workshop is dedicated to bringing you practical staff development opportunities. http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Graduate Credit And Professional Development Credit Options For C.E.T. transcript within 30 days (from Staff Development for Educators UT State Department of Education VERMONT Back to Top. Vermont educators http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Keeping An Eye On Texas - Statewide Staff Development Calendar Statewide Staff Development Calendar for Professionals in Visual Impairment Education, Professional Development Contact CTEVH 741 North http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Literacy Institute Strands, 2001 ~ Alaska Staff Development of Vermont, Burlington, Vermont Nancy Harris, Rigby Education Copyright 2001 Alaska Staff Development Network, All rights reserved http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Integrating Technology Into Preservice Teacher Education Teacher Education Method Courses A Unique Business/University Partnership for Staff Development. of Education, The University of Vermont http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
ACTS OF THE 1997-1998 VERMONT LEGISLATURE and the staff shall use needsbased professional development designed to improve the quality of education and the Vermont Higher Education http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Information Technology And Vermont Education Goals outline in the ambitious Vermont Education Goals. The VSTC believes we cannot leave the development of 4. Set staff development goals to http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Professional Development staff development standards can assist educators in planning and It is thejoint work of the vermont Department of education, the vermont State Colleges http://www.state.vt.us/educ/new/html/mainprodev.html
Extractions: These standards align with the standards of the National Staff Development Council (NSDC). Staff development standards can assist educators in planning and implementing professional development that is based upon student needs, driven by the intended results and desired changes in educator knowledge, skills and attitudes, and designed to transform the organization into a learning community. For more information about the national standards and links to their Web site, view additional resources
Stern Center | About The Stern Center Stern Center staff design and instruct professional development programs for over2000 vermont Center for the Book; vermont Adult Basic education http://www.sterncenter.org/about.htm
Extractions: We evaluate and teach over 750 children and adults annually in all areas of learning, including reading, writing, spelling, math, oral language, study skills and social skills. Individuals come to the Stern Center with learning differences that range from mild learning style problems to those who have complex learning differences, including: "You have given me the greatest gift of all - the ability to read."
Staff He is an avid softball player for the vermont Department of education s team, Team and NSCD s staff development Standards for Online Learning Team . http://nici-mc2.org/About_Mc2/staff.htm
Extractions: Bob is founder and executive director of MC Squared and the National Institute for Community Innovations (NICI), both of which were launched in 1998. He serves as president of the newly founded International Graduate Center , which provides Master's and doctoral degrees in education. Bob co-founded and chairs the U.S. Department of Education's Digital Equity Network , co-chairs (with David Gibson, NICI's research and development director) the Technology Innovation Challenge Grant Consortium , and serves on the Association of Teacher Educator's National Commission on Technology and the Future of Teacher Education. Prior to forming MC Squared and NICI, Bob co-directed the Eisenhower Regional Consortium for Mathematics and Science Education Reform for the northeast and islands region for six years. He has served as a K-8 teacher and principal, started and directed Vermont's statewide workplace education and workplace literacy programs, and served as a Woodrow Wilson Administrative Fellow at a tribally controlled college on a North Dakota reservation and a historically black college in Maryland. He is an avid softball player for the Vermont Department of Education's team, writes poetry, and loves being with his family in a home they built ona hill overlooking the Green Mountains. Gina Amenta-Shin
The Education Alliance At Brown University: Feature Article 12-04 with the cooperation of the vermont State Department of education, According to Mosenthal, “The staff development model comes from our work in other http://www.alliance.brown.edu/stories/story1204.shtml
Extractions: Despite good progress in early reading achievement, there is a perplexing drop in reading scores in grade 4. What happens between grades 2 and 4? And, what can we do about it? Researchers Marjorie Lipson and James Mosenthal from the University of Vermont have been studying these questions in a project conducted through the Alliance's Northeast and Islands Regional Educational Laboratory at Brown (LAB). On average, across the state, more than 30% of fourth-grade students have been failing to meet the standard for reading, as measured by the New Standards Reference Exam (NSRE) Analysis and Interpretation subtest. Vermont's data suggest that the number of students meeting the standards plummets even further at grade 8. At the national level, a RAND report commissioned by the federal government concluded that students who are on grade level at the end of grade 3 will not necessarily be proficient in later years (Snow, 2002 [see Related Resources]). The next phase of the project poses three questions: (1) What are the obstacles to implementation of known scientifically based comprehension and vocabulary strategies? (2) How well (and by what means) do teachers identify the varying needs of students in grades 3-4? (3) What student abilities must be addressed if they are to make progress on challenging state assessments of reading comprehension?
Summer Institute Faculty means for staff and student development in the Thetford community. Erica Zimmerman—Coordinates the vermont education for Sustainability (EFS) http://vermontcommunityworks.org/cwoutreach/cwprofdvlp/cwinstitute/instfaculty/i
Extractions: Susan Bonthron Senior Editor with Community Works Journal for teachers, and Documentation and Research Director for Vermont Community Works. Susan has provided technical assistance and support for service-learning to schools throughout New England. She has co-designed and taught graduate level institutes on service-learning. Susan has also worked extensively with the National Study Group on Service-Learning and Assessment, Vermont Rural Partnership, and others. She has volunteered for many years as a founder and advisor for the widely acclaimed Guilford Gazette , a community newspaper published by 7/8 students. Joe Brooks Founder and Executive Director of Vermont Community Works, Inc., and Executive Editor of Community Works Journal Guilford Gazette as a curriculum project over a ten year period. Jen Cirillo Coordinator of Shelburne Farms' Sustainable Schools Project ( SSP ) Jen provides hands-on support and professional development to classroom teachers at SSP's pilot schools. During her graduate studies she focused on community sustainability and education and experienced the power of service-learning first hand. As a former coordinator for a city wide sustainability project in Burlington, VT Jen brings a strong background in organizing community improvement projects to her work with schools. She has worked with many local schools and non-profit education programs in Vermont to enhance school-community partnerships and service-learning opportunities. Jen is a contributing editor for
Archived: State Profiles: Vermont The staff in the vermont Department of education stress that lasting, Time isneeded for professional development, to work on curriculum, http://www.ed.gov/pubs/SER/SysReform/vermont.html
Extractions: A r c h i v e d I n f o r m a t i o n Systemic Reform - October 1996 Vermont is a small state, especially in population. Its small scale means both that actors in state education circles tend to know each other and that support from outside sources goes much farther than it would in a large state. Yet, its rural nature (two-thirds of the population lives in a small town or rural area) often isolates some schools from the larger towns and the state capital. Vermont's 105,000 students are spread across some 279 school districts with school boards. This school population is diverse in income and in special needs, but not in the standard categories of race and ethnicity. Across supervisory unions, the median percentage of children on free and reduced lunch was 24 percent, and the state has substantial areas of rural poverty. The state strategy for systemic reform in Vermont is based on an overall theory of change and several activities that the Vermont Department of Education (VDE) uses to try to promote this theory promoting a vision of change, engaging the public, defining standards and assessments, and building partnerships outside the VDE. Interviews with members of the State Department of Education, together with the actions they have taken over the past few years, suggest that they embrace a theory about change in the educational system in which the following elements are central: (1) change should be oriented toward results; (2) state policies should provide consistent, but general, guidelines; (3) widespread public support is important, both for setting general directions and for making local decisions; and (4) all interested groups should realize that change will take time and support.
World Education - Projects By Region - Vermont World education provides training and technical assistance in literacy, studies under NCSALL research on effective staff development approaches and on http://www.worlded.org/weiinternet/Projects/ListProjects.cfm?Select=State&ID=VT
Population Education: Professional Development For Teachers vermont Geography Alliance vermont National education Association Workshops arefacilitated by our education staff and members of our network of http://www.populationeducation.org/pages/0,servicedetail,servicedetail,00.ecs?co
Vermont Technical College Afford opportunities for faculty and staff development. in Randolph Centerthe first public school in vermont devoted to the education of teachers. http://www.vtc.vsc.edu/section_about/about.asp
Extractions: Library Online Catalog Employment Blackboard ... Search About Vermont Tech Letter From the President Campus Leadership Why Choose Vermont Tech Randolph Campus ... New Student Orientation Weekend An Innovative Curriculum The choices at Vermont Tech are many, but regardless of your area of specialization, you'll be solidly grounded in mathematics and science. You'll learn how to attack problems and you'll develop the skills neccessary to communicate with those around you. Vermont Tech has a history of preparing students to excel in a high-tech world. Since 1982, 98% of our graduates have either been employed or continuing their education with six months after graduation. And 90% of those entering the workforce do so in areas related to their majors. Contact Information To arrange a campus visit or contact us, call 1-800-442-8821. You can email us at admissions@vtc.edu or write to: Director of Admissions, Vermont Technical College, P.O. Box 500, Randolph Center, Vermont 05061. Request More Info Find out more about the opportunities available at Vermont Technical College. Take a Tour Take a look at what Vermont Technical College's campus has to offer.
Extractions: (adapted from a PowerPoint show) TOP During the internship experience, the preceptor will demonstrate effective skills in teaching techniques; listening, observational, and feedback techniques; design and planning experiences to operationalize the competency checklist in the clinical practice setting; evaluation and provision of constructive criticism and praise of achievements; minimization of reality shock; facilitation of conflict resolution; assistance to the intern in setting daily goals and plans; encouragement, coaching, and motivation skill sets. The Clinical Educator will be responsible for supporting the preceptor as they attain these skills and will validate that the skills are demonstrated with competence. The Preceptor program is a formal, post-licensure educational program designed to increase knowledge, teaching, and communication skills of experienced nurses. These educational workshops are also used by specialty care area personnel for continued development of experienced staff in OR, ICU, psychiatric, and other special care areas. While providing additional educational resources, this joint effort benefits the Internship project by changing the workplace culture further towards support of the novice/advanced beginner. We currently offer six (6) workshops per year and accept a maximum of 30 participants per 2 day offering.
