Changing The Face Of Education In Missouri The importance of sustained intensive professional development that as aspecial education teacher, K12 principal and superintendent in wyoming. http://www.newhorizons.org/strategies/technology/beglau.htm
Extractions: Changing the Face of Education in Missouri by Monica Beglau Using technology to create classroom learning experiences that engage young learners in new ways is at the heart of the eMINTS (enhancing Missouri's Instructional Networked Teaching Strategies) program. This program is changing the face of education across the state. The goal of the program is to support Missouri educators as they integrate multimedia technology into inquiry-based, student-centered, interdisciplinary, collaborative teaching practices that result in improved student performance, increased parent involvement and enriched instructional effecti vene ss. Beginnings http://emints.more.net/evaluation/reports/mints_report.html Based on early research findings about the improved student achievement found in the Mints classrooms, eMINTS was inaugurated in 88 third and fourth grade classrooms in 44 school districts across the state in fall 1999. The eMINTS Revolution Since 1999 eMINTS classrooms have been added across the state using a combination of local, state and federal funds. MOREnet (Missouri Research and Education Network) administers eMINTS under a contract from the Missouri Department of Elementary and Secondary Education (DESE). MOREnet provides Internet connectivity, access to Internet2, technical support, video conferencing services and training to Missouri's K-12 schools, colleges and universities, public libraries, health care, state government and other affiliates. (
Why We Belong The mission of the wyoming education Association is to advance public as theState Board of education, and wyoming Statehouse. PROFESSIONAL development http://www.wyoea.org/who we are/Whywebelong.asp
Extractions: WEA Who we are What we do Statements How we connect ... Legislature Contact us: Staff Executive C C ... Association News publishing information for the WEA NEWS Categories: ESP Higher Ed Retired Student Why do we belong? assistants, nurses and librarians, among others. WEA 's mission statement best summarizes its role and ongoing vision of education: The mission of the Wyoming Education Association is to advance public education at all levels by creating equitable educational opportunity for all learners; promoting the highest quality standards for the profession; and expanding the rights and furthering the interests of educational personnel. Combined, WEA
Extractions: http://wupcenter.mtu.edu/ Professional Biography Joan aboard Lake Guardian, July 2002. Joan has a BS in Natural Resources from the University of Michigan (1977) and an MS in Water Resources from the University of Wyoming (1984). Her masters research on developing a regression model for estimating evapotranspiration rates for alfalfa hay crops in the high mountain meadows of Wyoming was supported by a graduate fellowship from the Wyoming State Legislature. Joan completed her secondary science teaching certification (major: biology; minor: general science) at Michigan Technological University (1998). Previously, Joan worked for 8 years as a water quality program specialist for the Montana Department of Natural Resources (1987-1995); and as an environmental educator at the National Outdoor Leadership School in Wyoming, Yosemite Institute, Wyoming Outdoor Council, and at Innisfree at Sleeping Bear National Lakeshore (1978-1987).
Education: Title II State Grants Chart wyoming. Creating databases to track supply and demand statewide 14 out of24 states focusing on professional development. education Home Page http://www.ncsl.org/programs/educ/TitleII.htm
Jackson Hole Wyoming Schools Western wyoming Community College (Rock Springs) resources are devoted tothe retention, development and support of an unsurpassed educational staff. http://www.jacksonhole-real-estate.com/schools.php
Extractions: Mental Health Division State Hospital Education Professional Development ... Internship in Clinical Psychology To improve the lives of those touched by mental illness. To be a leader in providing high quality psychiatric care that anticipates and responds to the changing needs of the persons we serve. To empower persons with mental illness and their families to achieve the highest quality of life. To demonstrate the efficient use of resources to achieve measurable outcomes. WE BELIEVE IN: Recognition of every individual's personal values, choices, beliefs, and individual uniqueness. Empowerment of patients and staff so that they can feel competent, respected, and valued. A nurturing environment that is safe, comfortable, and attractive. Learning opportunities for personal growth, enhanced knowledge, and self-awareness. High quality, appropriate care giving, primarily; consideration to return the individual to community life.
Extractions: New York State Library Division of Library Development Ensuring that all New York's students are information literate This information is also available as a printable brochure in .PDF WHAT IS A SCHOOL LIBRARY SYSTEM? New York State's School Library Systems are State-funded programs designed to support the school library media programs of member public school districts and nonpublic schools. School library systems provide specific services and programs that support the learning process of students, teachers and staff. School library systems promote increased student achievement through the use of quality school library media resources, information and programs. SUPPORT Offer a unique and crucial link to library services, promote information literacy for students and support the New York State Learning Standards. ACCESS Use the latest technology to make library print and electronic resource collections accessible to the education community through connections to all libraries in New York State. CONTENT Establish special collections of materials through Cooperative Collection Development projects and provide electronic databases of information through cooperative purchase of full-text resources and connections with the New York State Library.
Testing Our Children: Wyoming Professional development should in any event be strengthened. Scoring is doneby teachers and SEA staff. Rubrics are made available to all vocational http://www.fairtest.org/states/wy.htm
Extractions: WYOMING Summary evaluation. Wyoming currently does not have a state assessment system that can be evaluated, It only has a vocational test administered to a sample of students. Beginning in 1998, districts will be required to assess students on the state's common core of knowledge and skills. The approach to the vocational exam seems reasonable. A district-based approach is reasonable, but the state should then evaluate the quality of the district assessments. No equity data are available, but should be. Professional development should in any event be strengthened. Public reporting is adequate for the vocational test, and the review process seems reasonable. Legislation has just passed to create a state exam program that would assess in grades 4, 8 and 11. The SEA and an appointed committee are to report on what the SEA intends to do and the cost. In the same legislation, the SEA is ordered to study whether the state should have a high-stakes "competency test," and the logistics of implementing it. The state should utilize the Principles and Indicators for Student Assessment Systems to help guide the creation of the new program. A high-stakes "competency test" should be strongly resisted.
Workforce Services - Adult Basic Education - External Resources and staff development center for adult literacy / basic education and NCSALL is also a leader in designing innovative professional development http://www.wyomingworkforce.org/programs/abe/links.asp
CSANR: SARE Program At WSU Research/education projects began in 1998 and professional development and SARE PDP minigrants are made available to extension faculty and staff to http://csanr.wsu.edu/SARE/
Extractions: WSU SARE Professional Development Program The USDA Sustainable Agriculture Research and Education (SARE) program was authorized in the 1985 Farm Bill and provided the first explicit funding for research and education for sustainable agriculture. Research/education projects began in 1998 and professional development and farmer/rancher grants were added several years later. A Brief History of the SARE program can be found at this site. The SARE program has been a very important source of funds for sustainable agriculture research and education. Numerous projects have been awarded to Washington State investigators, many in cooperation with other states. A call for proposals is announced once each year, and proposals are awarded on a competitive basis after extensive review. SARE is run on a regional basis (Northeast, Southeast, North Central, Western), and Western SARE is hosted at Utah State University. The Western Region SARE includes Alaska, American Samoa, Arizona, California, Colorado, Guam, Hawaii, Idaho, Micronesia, Montana, Nevada, New Mexico, N. Mariana Islands, Oregon, Utah, Washington, and Wyoming. Each regional SARE program has its own regional administrative council that is broad and diverse in membership, and includes farmers, ranchers, agribusiness, and representatives of non-profit, private, government, and academic organizations.
SIG 2001 Round 3 The wyoming Department of education (WDE), where the project will be housed, willprovide adequate facilities What products are planned for development? http://www.signetwork.org/New_SigNet/Docs/WY/WY.html
Extractions: State Improvement Grant Applications Funded in 2001 Wyoming Abstract Basic Information Improvement Strategies Return to Main Page Wyoming Abstract or Conceptual Framework for State Systemic Change The Wyoming State Improvement Grant (WySIG) project, "Project Readiness," proposes to build a systemic reform approach to ensure that all students, including students with special needs,, actively participate in the regular classroom as Wyoming moves to a rigorous, standards-based educational system. Students with disabilities will receive the core educational services and programs that will enable them to master all of the state standards, beginning with the graduating class of 2005 and beyond. The four basic components of this reform approach involve: All the initiatives proposed for this project begin and end with standards. This project begins by identifying the needs of the student with a disability and then proposing and executing activities that ultimately help that student meet the standards all other students are expected to meet and be a productive citizen. To achieve that, changes will be made at the school level, LEA and the state level to help the student. The activities proposed in this project are designed and directed to achieve that goal. The ultimate outcome is to change policy at the state level by involving all the stakeholders and increasing the effectiveness of inclusive classroom practices by educators.
Extractions: A r c h i v e d I n f o r m a t i o n Arts Education and School Improvement Resources for Local and State Leaders April 1997 ( Updated March 1999 TITLE II: DWIGHT D. EISENHOWER PROFESSIONAL DEVELOPMENT STATE GRANTS (202) 260-2465 or State Department of Education, State Agency for Higher Education or Local School District T itle II improves the teaching and learning of all students through professional development activities in the core academic subjects to help ensure that teachers, administrators and other staff have access to sustained and intensive high-quality professional development that is aligned to challenging state content standards and challenging state student performance standards. This program expands the Eisenhower Science and Math programs to include other core academic subjects when total appropriation exceeds $250 million. Professional development activities in science and math retain the local share of the first $250 million appropriated. Program Office Contact: Daniel Bonner (202) 260-2517 or e-mail Daniel.Bonner@ed.gov
Ten Years Of SARE: Professional Development Projects Sustainable Youth education Professional development for Youth Program Extension Sustainable Agriculture Training in Colorado and wyoming (EW9418) http://www.sare.org/10yrsofsan/projects/pdpproj.htm
Professional Development Models Professional development model for technology education. The wyoming Triadis a structured and systemic professional development process based on a http://www.tcet.unt.edu/START/profdev/models.htm
School Of Education - Aquinas College Since 1994, Lisa has participated in professional development seminars and The Aquinas College education staff works with students to help them reach http://www.aquinas.edu/education/about.html
SAFARI - Education - Services - Professional Development Learn about how Safari teaches and supports educational multimedia usage with its A range of opportunities for full staff development is available. http://www.safaripathways.com/education/education-services-development.html
Extractions: View Video See more about Salina [ Video Site Map Introduction A key component in the use of our custom products and systems is our Educational Services Department, which maintains a professional training staff. Not only do we place a high value on the proper installation and implementation of our systems, we provide customized professional development for each site. A range of opportunities for full staff development is available. These sessions are lead by an on-site trainer and detailed below.
Extractions: Fax: 612-625-3086 University College CAREI Block Scheduling Staff Development Fitzgerald, Ron. Brain-Compatible Teaching in a Block Schedule. ERIC. School Administrator v53 n8 p20-21,24 Sep 1996. Block Scheduling requires additional teaching strategies; i.e., establish relevance, hook students with short video sequences, dramatic skits, and simulations; schedule at least two learning activities per session, and capitalize on pulsed learning sequences, cooperative teaming, alternative learning options, and student variations. Hackmann, Donald G.; and Schmitt, Donna M. Strategies for Teaching in a Block of Time Schedule. NASSP Bulletin, v81 n588 p1-9 Apr 1997. Offers suggestions for developing creative instructional approaches in time-blocked classes. Teachers should continuously engage students in active learning, include group activities to encourage student participation, incorporate activities addressing multiple intelligences, use creative thinking activities, move outside the classroom, employ authentic assessment methods, and share resources and ideas with colleagues.
McREL - Changing Schools - Winter 2002 McREL has long been aware of the wyoming Department of education s (WDE) wyoming has invested in the development of the wyoming education Gateway, http://www.mcrel.org/PDFConversion/ChangingSchools/CSwinter2002.html
Extractions: Adequate Y early Progres s: In-Depth Of the many provisions of the No Child Left Behind Act, few have engendered as much debate as the requirement that all American schoolchildren demonstrate proficiency in mathematics and reading by the end of the 2013-2014 school year. Proponents of the "adequate yearly progress" provision note that ensuring that all children reach proficiency is inherent to the legislation's central idea of "leaving no child behind." Critics contend that factors beyond the control of individual schools, such as student mobility, parent support, and motivation, make 100 percent student proficiency an unrealistic objective. The passage of the No Child Left Behind Act also has spurred a series of debates over just what constitutes "proficiency." Because states will set their own definitions of proficiency under the legislation, it will likely be difficult to get a clear picture of student achievement on a nationwide level. A student ranked "proficient" in one state, for example, may test at the "basic" or "partially proficient" level in another.
PSU Worthington Scranton Continuing Education Continuing education staff Professional development Request CE Information Continuing education. CE Professional development http://www.sn.psu.edu/CE/default.htm
Wyoming wyoming Professional development. American Meteorological Society (AMS) Others are held at the school district level on staff development days or http://teachearth.com/states/Wyoming.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. Wyoming Geographic Alliance Ronald E. Beiswenger 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.
