British Dental Association and postgraduate centre staff;; monitor the professional development of VDPs local division of FGDP(UK) and other local dental educational bodies; http://www.bda.org/education/education.cfm?ContentID=325
Tolerance.Org Teaching Tolerance education for sustainable development has commanded global attention since The consortium evolved into vermont education for Sustainability (VTEFS), http://www.tolerance.org/teach/printar.jsp?p=0&ar=434&pi=ttm
The NEA Foundation The National education Association s Work in Professional development The vermont education Association is working closely with its state department of http://www.neafoundation.org/publications/centers.htm
Extractions: Site search: Home Resources Last updated 06/30/00 Creating Teacher-Led Professional Development Centers Overview This paper outlines issues and questions that teacher associations, school districts, state policymakers, higher education institutions, and education agencies and organizations should consider in designing or enhancing teacher-led profesional development centers. These questions and issues reflect the experiences and observations of teachers, professors, school and state education administrators, and union leaders who possess first-hand knowledge of what to seek and what to avoid when creating a professional development center. The paper is based on the proceedings of a symposium held in Portland, Oregon, in August 1999, co-sponsored by NFIE and the division of Affiliate Capacity Building of the National Education Association. One of a series, the symposium is a part of A Change of Course , NFIE's program to improve the quality and availability of professional development for public school teachers nationwide.
Mass Insight Education She coaches educators on shaping professional development to improve and inform The Institute s staff of over 120 works cooperatively with faculty and http://www.massinsight.org/staff.htm
Extractions: Bill Guenther is a respected expert in organizing initiatives to support the implementation of complex education reform issues in Massachusetts, with a particular emphasis on standards-based school improvement. Guenther brings over 25 years of experience with public policy issues and communications to his work. He has worked on the management side of Newsweek magazine in New York, and he has participated in or managed six political campaigns. Guenther is a graduate of Harvard College and received a J.D. from New York University Law School. Andrew Calkins Andy Calkins has worked in and around education and publishing his entire professional life. He was formerly the Executive Director of Recruiting New Teachers, Inc., a nonprofit organization managing a national campaign to build the nation's teacher workforce, and a senior editor and project director at Scholastic Inc., the nation's largest publisher of educational materials. An award-winning writer and editor, he lives in Hamilton with his wife and three daughters, where he served for six years as an elected member of the Hamilton-Wenham Regional School Committee. He earned his B.A. from Harvard College and did graduate work at Pembroke College, Cambridge.
Vermont vermont Professional development. American Meteorological Society (AMS) Others are held at the school district level on staff development days or http://teachearth.com/states/Vermont.htm
Extractions: http://www.nationalgeographic.com/education/index.html The National Geographic Society's Geography Education Program has established a network of state geographic alliances-grassroots organizations composed mainly of K-12 teachers and university geographers-dedicated to improving and promoting geography education. These alliances support professional development for teachers, development of classroom materials, and efforts to make geography a part of state and local curricula. Vermont Geographic Alliance Department of Geography NASA's State-Based Electronic Notebook is the source for NASA and aerospace education in your state. Includes links to K-university level education contacts, resources, and information. State Geological Survey Almost all of the 50 states (and Puerto Rico) have an agency that deals with geological hazards and resources within its bounds. Some have more than one (e.g., one for petroleum resources, one for general geology, and one for water resources), and some have delegated the responsibilities to a unit within a state university. Most, but not all of these institutions are connected to the Internet. For all of these agencies, we've included snail mail addresses as well as known e-mail and Internet links.
Information Technology Resource Teacher The educator demonstrates mastery of the 912 evidence in vermont s Framework can plan and design staff development activities for educational settings. http://www.mps.k12.vt.us/msms/techstnd.htm
Extractions: Information Technology Standards Expected of All Educators The following information technology standards will be demonstrated be each applicant seeking initial licensure or endorsements in any field in order to meet General Educator Principle #9 which states: "The educator integrates current technologies in instruction, assessment, and professional productivity" Basic Computer/Technology Operations and Concepts Applicants will use computer systems to run software; to access, generate and manipulate data; and to publish results. They will also evaluate performance of hardware and software components on computer systems and apply basic troubleshooting strategies as needed. Personal and Professional Use of Technology Applicants will apply tools for enhancing their own professional growth and productivity. They will use technology in communicating, collaborating, conducting research, and solving problems. Applications of Technology in Instruction Applicants will apply computers and related technologies to support instruction in their grade levels and subject areas by offering instructional units that integrate a variety of software, applications, and learning tools. Information Technology Resource Teacher (This is a new endorsement to meet school needs for integrating information technology into the teaching and learning process - the current Computer Science endorsement will no longer be issued) The holder is authorized to provide direct instruction to students and staff and to function as a school-wide resource for teachers interested in bringing information technology resources to their students.
The Knowledge Loom Partner Organizations AEL is a nonprofit, regionally oriented education research, development, The National staff development Council (NSDC), founded in 1969, is the largest http://knowledgeloom.org/partners.jsp?t=1&testflag=yes
Union Institute & University: M.Ed. Vermont vermont College of UI U s Master of education Program is a unique, lowresidencyprogram and the professional development of practicing educators, http://www.tui.edu/prospective/ma/edvt/default.asp
Extractions: Quick Links PhD Academic Progress Home Admissions Contact Us Academic Support CampusWeb @tui.edu Learner E-mail @tui.edu WebMail eCollege Learning Management 2004 Seminar Catalog 2005 Seminar Catalog Doctoral Seminar Updates Doctoral Peer Day Central Doctoral Colloquia Bookstore JourneyEd Research Databases - InfoTrac FirstSearch Vermont College Conferences and Events Hunger Mountain Calendars Directories Forms Prospective Students ... NION UnionID#: Password: Register for, or M.Ed. Vermont The programs mission is to foster the development of effective educational leaders who make meaningful, positive change in schools and in young peoples lives. Through the preparation of thoughtful and effective teachers, counselors, and administrators, and the professional development of practicing educators, the program fosters the development of educators who are leaders, inquirers, and reformers in their professional settings. Find out more: Why Were Unique
Union Institute & University: Education Professional development Programs for Educators and Schools Online Coursesfor Educators. Eisenhower Grant Partnership with vermont Institute for http://www.tui.edu/prospective/lifelong/online/ed.asp?strLink=Bb.6.2.4
Index To Vermont Court Administration The vermont court system is administered by the Supreme Court. Members ofthis division staff the Judicial Branch education Committee and its numerous http://www.vermontjudiciary.org/Committes/courtadm.htm
Extractions: The Vermont court system is administered by the Supreme Court. The court administrator, the administrative judge for trial courts and court appointed boards and committees assist the Supreme Court by seeing that administrative policies adopted by the court are carried out. The Office of the Court Administrator has overall responsibility for the management of Vermont's trial, probate and environmental courts as well as the Vermont Judicial Bureau. The administrative judge assigns judges among the trial courts, investigates and resolves complaints about the operation of the trial courts, resolves scheduling conflicts of trial attorneys and oversees judicial education. Boards and committees established by the Supreme Court perform other administrative functions.
WebJunction WebJunction is an online community where library staff meet to share ideas, Workshops and Continuing education Opportunities for vermont Librarians and http://vt.webjunction.org/do/Navigation?category=372
WebJunction WebJunction is an online community where library staff meet to share ideas, vermont Continuing education. , Online Courses. -, My Courses http://vt.webjunction.org/do/Navigation?category=544
High Schools That Work Summer staff development Conference External Research Reports The appropriateperson in the state department of education also signs the memorandum of http://www.sreb.org/programs/hstw/becoming/becomingindex.asp
Extractions: Search powered by Becoming a High Schools That Work State or Site How a state can join How a school can join in a HSTW state How a school can join in a non- HSTW state How does a state become a member of High Schools That Work? The number of High Schools That Work states has increased from 13 in 1987 to 31 in 2005. They are Alabama, Arkansas, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Kansas, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, Missouri, Nebraska, New Jersey, New Mexico, New York, North Carolina, Ohio, Oklahoma, Pennsylvania, South Carolina, South Dakota, Tennessee, Texas, Vermont, Virginia and West Virginia. When a state joins HSTW , it becomes part of a consortium comprising SREB and the member states. This consortium is dedicated to getting at least 85 percent of career-bound high school students to complete a challenging program of study and to reach or exceed the HSTW performance goals in reading, mathematics and science. The intent is to prepare students for productive careers and further learning. High Schools That Work represents a cost-effective way for states to join SREB and other states in offering high schools a proven framework of Goals and Key Practices for raising student achievement. The consortium meets three times annually to discuss progress in improving student achievement and to address issues of leadership, staff development, technical assistance and accountability. SREB and the states are partners in delivering services to member schools and in encouraging policy-makers to enact needed legislation and policies to improve high schools for all students. States sign a memorandum of understanding with SREB and agree to assume certain responsibilities associated with maintaining and developing a state network of school improvement sites.
Coaching Teachers At Different Skill Levels Supervisory Unit Technology Plan for K12 Schools in Enosburg, vermont.staff development articles from From Now On The Educational Technology Journal http://www.ncrel.org/sdrs/thepoint/levels.htm
Extractions: Overview Actions Resources Back to the ... Pathways Home Page A school may be home to educators with a wide variety of skill levels in technology: computer gurus anxious to put the capabilities of the newest hardware and software to use; moderate technocrats, who implement basic computerized tasks; the technologically limited, who had their professional training "when punch cards were for programmers and computers were for research scientists"; and teachers who are sitting back quietly waiting for the technology fad to pass (Williams, 1993). The problem faced by administrators and professional development staff of such a school is providing adequate training to bring teachers at every point of the continuum from technophobia to technomania to an adequate level of technical expertise so learning goals can be met. Accommodating teachers who may be at five different stages of technology integration (novice, apprentice, instructor, coach, and expert) is a challenging task. Because teachers learn at different rates and have individual needs when mastering new skills, technology training should be flexible yet cover a comprehensive set of skills. Before professional development is designed, each teachers' current level of technology skills should be determined by using appropriate instruments. Self-assessment directly related to the technology learning goals set by the school is especially appropriate and effective. The International Society for Technology in Education (n.d.) has developed a set of
Educator Licensing Established by the vermont Standards Board for Professional Educators (VSBPE) This number is answered by a member of the licensing staff between 800 am http://www.state.vt.us/educ/new/html/maincert.html
Extractions: (Updated 9/23/05) The Vermont Department of Education's Licensing Office administers regulations and procedures that have been established to evaluate the credentials of prospective educators to ensure that they meet specified preparation standards and requirements. Established by the Vermont Standards Board for Professional Educators (VSBPE) and approved by the State Board of Education, Vermont's regulations governing educator preparation and licensing require professional employees of all Vermont public elementary, middle and secondary schools to hold state licensure appropriate for their assignment(s). Temporary License Information Information for Required Educator Testing Alternate Licensing Program (Peer Review) (Updated 9/23/05) Regulations and Endorsement Areas Disciplinary Actions Against Licensed Vermont Educators Vermont Colleges and Universities with Approved Programs for the Preparation of Educators Highly Qualified Teacher (HQT) Requirements and Information ... Licensure of Speech Language Pathologists and Audiologists CONTACT THE LICENSING OFFICE
Continuing Education At Virginia Tech: Calendar 2005 Center for Managment Professional development Virginia Tech 540231-5566 Continuing and Professional education 540-231-3144 eschrode@vt.edu http://www.conted.vt.edu/home/calendar/calendar.html
Professional Development They have conducted three University of vermont School development Teachereducation and professional development are designated as one of the National http://www.acsu.k12.vt.us/ACSUPlan/PrfDev.html
Extractions: In his text, Moral Leadership: Getting to the Heart of School Reform , Thomas J. Sergiovanni quotes Peter Senge's concept of improvement leverage. Senge believes that improving schools involves identifying the right leverage points for change. He states that high leverage points lead to significant, long-lasting improvements, with a minimum of effort. In contrast to this, low leverage points require a great deal of effort, but produce meager results. Senge believes that the best results come from smaller, more focused efforts, rather than from large-scale efforts. He advocates a "direct, intense, draining style of interpersonal leadership style" so that performance can be monitored to ensure that "things are going the way they should". At this time, the ACSU is enjoying the kind of leadership described by Senge. Both the superintendent and the assistant superintendent are recognized leaders in the areas of staff development and assessment. They have conducted three University of Vermont School Development Institutes on assessment over the past two years. In addition, they have individually conducted numerous workshops and courses in the areas of school improvement and assessment. Their knowledge and experience with school change and the importance of assessment in that process provides the "direct, intense, and draining" style of leadership which will ensure that the change process in ACSU will continue.
Vermont-NEA Resolution D PROFESSIONAL development FOR EDUCATIONAL SUPPORT PROFESSIONALS. vermontNEAbelieves that professional development should be required throughout the career http://www.vtnea.org/res-d.htm
Extractions: Home Who We Are Opportunities for Educators Advice for Parents ... Support for Kids D-1. CLASS SIZE Vermont-NEA believes that excellence in the classroom can best be attained by small class size, particularly in grades Pre-K-12, which allows for the optimum development of a student's potential. The Association urges school districts to seek an optimum class size of 15 students. The Association believes that class size maximums must be established based on the type of students, subject area content, and physical facilities. The Association endorses the limitation of 10 students per class during labs or field activities in the hazardous occupational programs defined by the Department of Labor, Child Labor Bulletin 101. Furthermore, the Association should seek the implementation of a weighted class size formula to reflect the inclusion of special needs children. The Association resists efforts to circumvent laws, regulations, and policies that mandate maximum class size and maximum teaching loads. (1992) D-2. TEACHER PREPARATION: ENTRY
