21. Nonprofit Seminars - Professional Development Seminars - Center For Nonprofit Ma professional development. general Info. Seminars Registration View a listof our technology training or professional development seminars http://www.cnmsocal.org/Services/profdev.html

Your browser does not support script PROFESSIONAL DEVELOPMENT General Info Seminars Registration Seminar Fees Free Email Alerts Sign up to receive free email updates about the latest seminars! Technology Training Grant from Verizon Apply for a Verizon Foundation Scholarship to receive an eTraining grant for your organization. View a list of our technology training or Professional Development seminars Each quarter we offer 25-30 topics, focusing specifically on the nonprofit sector, in the categories noted below. Board Management Finance and Accounting Fundraising/Resource Development Human Resources/Personnel Leadership and Organization Development Legal Issues Marketing/Public Relations/Media Relations Office Administration Planning/Evaluation Proposal Writing/Research Technology Training Volunteer Management Thanks to the S. Mark Taper Foundation , we now offer technology training for nonprofits. See photos of our library, computer lab and training suite. All seminars except where indicated will be held at the Center for Nonprofit Management. We are located in the City National Bank building, on the southeast corner of 6th and Olive Street in Downtown Los Angeles.

22. Professional Development Options For General Staff Women, University Of Otago, N professional development Options for general Staff Women. Training Options for 2004 Women s professional development Training Options Enrolment Form http://www.otago.ac.nz/administration/profdevoptions_women.html

Financial Services Division Information Services Division Human Resources Division Higher Education Education Centre (HEDC) ... Staff Training Professional Development Options for General Staff Women Training Options for 2004 Courses include: Parental Leave Academic Promotions Cancellation Policy Course Schedule ... Enrolment Form As a general Staff woman you make up more than 50% (EFT) of the general staff population. In response to this and further as part of the University's commitment to the principles of EEO, we are pleased to offer a number of Professional Development options. They are for women only, in that they focus on issues highlighted as being more particular to women. Additional courses will be added to this programme throughout the year, these will be advertised in both the staff Bulletin and on the web. These courses are in addition to those run by the Training and Development Adviser for all General Staff.

23. Staff Training & Development, University Of Otago, New Zealand professional development Review for general Staff. The annual professionaldevelopment Review gives general staff an opportunity to discuss and plan their http://www.otago.ac.nz/administration/staff_training.html

Financial Services Division Information Services Division Human Resources Division Higher Education Education Centre (HEDC) ... Administration Overview The University of Otago has a commitment "To provide an environment that supports the academic, professional, creative and career development of staff." Strategic Direction to 2005 Financial Services Training Higher Education Development Centre (HEDC) Training Human Resources Training and Development Programme ... Women's Professional Development Options Financial Services Training The Financial Services Division's Training Programme has been designed on a modular basis to assist all new and existing academic and general staff to more effectively use the University's financial systems to improve managerial and administrative efficiency and effectiveness. Financial Services training revolves around Counterbalance financial software, Purchasing, Accounts payable, Accounts receivable, Banking procedures, Payroll, Assets and Insurance, Taxation, Fees system, Research administration, Commercial Activities, Trust Funds, Financial policies, Resource allocation, Budget, EFTS funding system, Financial accountability, monitoring and reporting. Financial Services Division's Training information is available at

24. Evaluating Professional Growth And Development ISSUE The ultimate worth of professional development for teachers is the essentialrole it plays in and general changes in the culture of the school. http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd500.htm

Critical Issue: Evaluating Professional Growth and Development ISSUE: The ultimate worth of professional development for teachers is the essential role it plays in the improvement of student learning. That means that educators must pay attention to the results of professional development on job performance, organizational effectiveness, and the success of all students. Each professional development effort should be accompanied by a well-designed evaluation plan for determining its effectiveness. Because of the complexity of current changes in education, this plan should focus extensively on the use of ethnographic research . It also should extend over time in order to describe and give value to the interrelationship of individual change and systemic change in education. OVERVIEW: As schools continue to move into different phases of educational reform, one factor that is consistent in each state, district, and school plan is the need for professional development. Every school-improvement effort hinges on the smallest unit; in education, that is the classroom (McLaughlin, 1991). Educational reform requires teachers not only to update their skills and knowledge but also to totally transform their roles as educators. It establishes new expectations for students, teachers, and school communities that some educators may not be prepared to meet. Professional development helps teachers learn new roles and teaching strategies that will improve student achievement. (See the Critical Issue "

25. Resulted-Oriented Professional Development The research base on professional development in education is quite extensive . What typically results are prescriptions of general practices that are http://www.ncrel.org/sdrs/areas/rpl_esys/pdlitrev.htm

RESULTS-ORIENTED PROFESSIONAL DEVELOPMENT: IN SEARCH OF AN OPTIMAL MIX OF EFFECTIVE PRACTICES Thomas R. Guskey University of Kentucky Introduction Research on Professional Development The Search For An Optimal Mix Guidelines for Success ... References Never before in the history of education has there been greater recognition of the importance of professional development. Every modern proposal to reform, restructure, or transform schools emphasizes professional development as a primary vehicle in efforts to bring about needed change. With this increased recognition, however, has come increased scrutiny. Questions are being raised about the effectiveness of all forms of professional development in education. And with these questions have come increased demands for demonstrable results. Legislators, policy makers, funding agencies, and the general public all want to know if professional development programs really make a difference. If they do, what evidence is there to show they are effective? But perhaps more importantly, professional developers are also looking more seriously at the research on professional development in education. They are examining what is known about the various forms of professional development, not only for teachers but for all those involved in the educational process. They also are considering what is known about various organizational characteristics and structures, especially those that facilitate ongoing professional growth.

26. AGA Leadership Preparing Tomorrow S Accountability Professionals AGA kicked off its 54th Annual professional development Conference The conferencebegan with a keynote address from Retired Army general Jack Keane, http://www.agacgfm.org/pdc2005/index.aspx

AGA's National Presidents gathered at the recent PDC in Orlando. (Left to right) Donald Kirkendall, John Cooley, CGFM, Clyde McShan, CGFM, Sam McCall, CGFM, Bill Anderson, CGFM, Virginia Brizendine, CGFM, Bobby Derrick, CGFM, Virginia Robinson, CGFM, Tom Sadowski, CGFM, Jullin Renthrope, CGFM, Fred Heim, Jack Fawsett, CGFM, Charles Harrison, CGFM, Jeff Steinhoff, CGFM, Richard Norment, CGFM, and Bill Broadus, CGFM. Present at the PDC but not in the photo: Mitch Laine, CGFM, and Jerry Murphy, CGFM. Boy Scout color guard at opening ceremonies. GASB Chairman Robert Attmore, CGFM , talks with Georgia State Auditor Russell Hinton, CGFM Retired Army Four-Star General Jack Keane gave an outstanding address Monday morning, covering the state of national security in a post-911 world. Attendees showed their appreciation for the general's candor with a standing ovation. Todd Russell Platts Representative, United States House of Representatives, 19th District of Pennsylvania; Chairman, House Government Reform Subcommittee Past National Treasurers and members of the Finance and Budget Committee gather at PDC in Orlando. Left to right, Immediate Past National Treasurer Evelyn Brown, CGFM, PNT, Billy Morehead, CGFM, Pat Wensel, CGFM, Doris Chew, CGFM, PNT Dick Bunce, CGFM, incoming National Treasurer Karen Holmcrans, National Treasurer Jeanne Erwin, CGFM, PNT Eva Williams, CGFM, PNT John Webster, CGFM, PNT Diane Dudley, Dave Barrett, CGFM, PNT Julie Bryant, CGFM, and staff liaison Cristina Barbudo, director of finance and administration.

27. Division Of Human Resources - Organisational Development professional development Support and Policies. All Staff general Staff Only NOTE Each professional development scheme has its own criteria which may http://www.csu.edu.au/division/humres/services/sd/prodev/

Human Resources Homepage My.CSU Professional Development Support and Policies All Staff General Staff Only Academic Staff Only Research-Related Support GENERAL INFORMATION Purpose Scope Definitions Providers ... Responsibilities PURPOSE Charles Sturt University (CSU) aims to attract and retain high quality staff, and encourage continuous professional development. The purpose of these guidelines is therefore to facilitate access to professional development activities by providing an overview of the support that is available at CSU. SCOPE These guidelines apply to all staff who work at Charles Sturt University, regardless of whether they are continuing, fixed term, probationary, casual, honorary, visiting or adjunct staff. NOTE: Each professional development scheme has its own criteria which may exclude certain categories of staff. ^ top DEFINITIONS Professional development is the process of developing knowledge, skills and experience to enable staff to perform their current positions effectively or to prepare for a position to which they may aspire. Professional development activities include but are not limited to: (a) internal or external workshops and short courses - e.g. Leadership and Management Development Program (Human Resources); Certificate I in Information Technology (Division of Information Technology); Tertiary Teaching Colloquium and Foundations of University Learning and Teaching course (Human Resources, Faculty of Education and the Centre for Enhancing Learning and Teaching);

28. IIE | Home The application deadline for professional development Fellowships is March 15, 2004 . Applications will be accepted in the following general fields http://www.iie.org/pgms/pdfnis/

P ROFESSIONAL D EVELOPMENT F ELLOWSHIPS The application deadline for Professional Development Fellowships is March 15, 2004. The Program The Institute of International Education (IIE) announces a fellowship program for young American researchers in professional, policy and public administration-related fields who want to develop a specialized knowledge of southeastern Europe and the former Soviet Union. Candidates may apply for grants to Albania, Armenia, Azerbaijan, Belarus, Bosnia-Herzegovina, Bulgaria, Croatia, Estonia, Georgia, Kazakhstan, Kyrgyz Republic, Latvia, Lithuania, FYR Macedonia, Moldova, Montenegro, Romania, Russia, Serbia, Slovak Republic, Slovenia, Tajikistan, Turkmenistan, Ukraine, or Uzbekistan. Applications are especially encouraged for study in Central Asia, the Caucasus, the Balkans, and exterior Russian regions and other areas of the former Soviet Union outside of the capital cities. The program is funded by the U.S. Department of State through the Research and Training for Eastern Europe and the Independent States of the Former Soviet Union Act of 1983 (Title VIII).

29. Distance-Educator.com: Online Courses, Professional Development, Quality Degree The program includes development of a comprehensive portfolio, WGU competencyassessments, Assumptions and Values; general Education Distribution. http://www.distance-educator.com/ecourses/Web_Links-index-req-viewlink-cid-12.ht

@import url("themes/dec_mini/style/style.css"); Become a Member Login Sunday, September 25, 2005 Main Saba's Corner Daily News Higher Ed ... Online Store Premium Library Courses Home Search Course Links! Recent Additions ... Add Your Listing! Featured Partners FAQ Support Ticket Status Submit News Submit Articles Daily News Links main Add link New Popular ... Start / Accredited Online Degree Programs Sort links by: Title ( Asc Desc ) Date ( Asc Desc ) Rating ( Asc D ) Popularity ( Asc D Sites currently sorted by: Title (A to Z) Art 181 - Ancient and Medieval Art This course is an introductory-level survey of the art and architecture of the Western tradition from prehistoric times to about A.D. 1400. We will also introduce selected non-Western topics. It is intended as both a prerequisite to further study and a "self-contained" course. There are no prerequisites for this course. Report broken link Details Associate Degree Courses This courses can lead to an associate's degree and/or be the foundation of a bachelor's degree. Ancient and Medieval Art News and Informational Writing Composition I Composition II Business Communication Multicultural Literature in the United States The History and Culture of the Sciences College Algebra Jazz History and Appreciation International Politics Statistical Methods Sociology - People, Organizations, and Society

30. 17. Personnel And Professional Development Personnel and professional development. Human Resources In November 1994,the Director general formed working groups to address Civil Service reform. http://www.state.gov/r/pa/ho/pubs/8533.htm

Bureau of Public Affairs Office of the Historian More Publications History of the Department of State During the Clinton Presidency (1993-2001) History of the Department of State During the Clinton Presidency (1993-2001) Released by the Office of the Historian, Bureau of Public Affairs 17. Personnel and Professional Development Human Resources The State Department's workforce changed substantially in size and composition from 1993 to 2000, in response to decreased federal funding, the reinventing government program, the downsizing of federal agencies, the emergence of global issues, the reorganization of the Department, and the dramatic political events following the end of the Cold War. A table showing the Department's employment levels is at the end of this section. Recruitment and Personnel Reform Discussions took place on a strategic approach to recruitment that would provide the Department with a diverse, high caliber workforce able to adapt to the demands of rapidly evolving American interests abroad. Under the Department's "Co-op in Residence" program, the Bureau of Personnel hired students at New Mexico State University and Howard University to serve as part-time recruiters. In February 1994, Under Secretary for Management Richard Moose formed a Civil Service Advisory Group comprised of Department employees from all grades to advise on professional issues relevant to the Civil Service. Other initiatives undertaken by the new administration included the establishment by Director General Genta Hawkins Holmes of a Civil Service Career Development Design Team. As the Civil Service became more active, a 1994 election resulted in AFGE Local 1534 being chosen as the bargaining unit for Civil Service employees at the State Department. The restructuring of the foreign affairs agencies also created additional job mobility for Civil Service employees through greater opportunities for excursion tours, and career opportunities overseas for spouses also expanded.

31. Resources For Administrators gold bullet Statewide professional development Activities. professional developmentactivities available from the regional offices and other organizations http://www.isbe.state.il.us/admin.htm

CeRTS OTIS IWAS Teachers ... ISBE Home A variety of programs are listed here that relate to schools everything from school safety to the teacher of the year program. Announcements Student Enrollment in Illinois Schools due to Katrina Hurricane Katrina Info for Schools Service Locator Guidance for Graduation Requirements ... Illinois Honor Roll The Illinois Honor Roll celebrates the accomplishments of Illinois public schools that are providing high quality education for all their students. Each of the schools has made adequate yearly progress, each in unique circumstances, ensuring that all students increase their academic knowledge and skills. Illinois School Purchasing Network The network offers all school districts in Illinois access to high-quality products at some of the best available government prices. Student Information System Important Information about Regional Offices of Education District Special Education Profiles Guidance Document on Criminal Background Check Information - Public Act 93-909 ... Automated External Defibrillators - P.A. 93-0910

32. Section 100.2 General School Requirements 100.2 general school requirements. (dd) professional development plan. (ii) Such professional development plan may be a part of a comprehensive http://www.emsc.nysed.gov/part100/pages/1002h.html

SECTION 100.2 100.2 General school requirements. (dd) Professional development plan. Requirement. (i) By September 1, 2000, and annually by September 1 of each school year thereafter, each school district and Board of Cooperative Educational Services (BOCES) shall adopt a professional development plan that meets the content requirements prescribed in paragraph (2) of this subdivision. The purpose of the plan shall be to improve the quality of teaching and learning by ensuring that teachers participate in substantial professional development in order that they remain current with their profession and meet the learning needs of their students. The plan shall also ensure that holders of level III teaching assistants certificates and that substitute teachers who work on a long-term basis, as defined in section 80-5.4 of this Title, are provided the opportunity to participate in the professional development program of the district or BOCES. (ii) Such professional development plan may be a part of a comprehensive education plan of the district or BOCES, provided that the professional development plan meets all of the requirements of this subdivision, including the requirements related to collaboration with the professional development team in the development of the plan as prescribed in paragraph (3) of this subdivision, or may be a free-standing plan of the district or BOCES.

33. Professional Development Certificate Programs The program offers professional development for those already employed in The general Business Certificate meets the immediate educational needs of a http://www.psumall.ma.psu.edu/prodev/prodevindex.htm

34. Professional Development General Information - Notre Dame College professional development general Information While enrolled in any of theCenter for professional development courses, you will be classified as a http://www.notredamecollege.edu/professional_development/Info.html

Search: Professional Development for Educators Highly Qualified Teacher Program Ohio School Net eLearning ... Pathwise Mentor Training Certificate in Athletic Coaching (ASEP Online Courses) Business Leadership Catholic Leadership Intelligence Analysis (Homeland Security) ... (135KB PDF File) Download Adobe Reader - A free software for viewing and printing Adobe Portable Document Format (PDF) files. Admission While enrolled in any of the Center for Professional Development courses, you will be classified as a nondegree seeking student. If you are taking a graduate course at Notre Dame College for the first time, please submit a copy of your teaching certificate or college transcripts with your registration form. Back To Top Registration - Notre Dame College Offerings To register for Notre Dame offerings from the Center for Professional Development complete the enclosed registration form and handle in one of three ways: In-person, drop off at the Center for Professional Development office in the Administration Building Mail your registration to The Center for Professional Development Notre Dame College 4545 College Road South Euclid, Ohio 44121

35. GM Careers - Student Center - Scholarship Programs - Learn More About General Mo Find out about company scholarships available at general Motors. academicexcellence, personal growth, professional development and community awareness; http://www.gm.com/company/careers/student/stu_scholar.html

GM Brand Web Sites Automotive Buick Cadillac Chevrolet GMC HUMMER Oldsmobile Pontiac Saab Saturn GM Buypower GM Canada Holden Opel Vauxhall GM Certified Used GM Fleet GM Defense Companies ACDelco Allison Transmission Electro-Motive Genuine GM Parts GMAC GM Accessories GMAC Bank GM Cardmember Services GM Goodwrench Service GM Mobility GM Performance Parts GM XM Radio OnStar Powertrain GM Network Daewoo Fuji/Subaru Isuzu Suzuki GM Powered Duramax Hydra-matic Northstar Vortec General Motors Scholarship Programs Scholarship Name Description For more information contact: American Indian Science and Engineering Society (AISES) To significantly increase the number of American Indian scientists and engineers in the nation and to develop technologically informed leaders within the American Indian community. P.O. Box 9828

36. EDUCAUSE | Professional Development | Job Listing Major Initiatives Resources professional development Community About EDUCAUSE Exposure to general UNIX/Linux systems administration practices. http://www.educause.edu/BrowseJobs/1224?ID=9474

37. EDUCAUSE | Professional Development | Job Listing Major Initiatives Resources professional development Community About EDUCAUSE Under the general direction of the Director of Technology and in http://www.educause.edu/BrowseJobs/1224?ID=9559

38. Professional Development Federal Business Opportunities professional development Committees Competitive The general Services Administration (GSA) opened the FSS Center for http://www.acqnet.gov/AcqNet/text/ProfDevelop/

To Access the Acqnet please visit the text-only version. OFPP Acquisition Advisory Panel Federal Acquisition Regulation ... Competitive Sourcing Government Training and Development Resources FSS Center for Acquisition Excellence Virtual Campus The Gov Online Learning Center ( GoLearn The Gov Online Learing Center a Government-wide resource that supports development of the Federal workforce through simplified and one-stop access to high quality e-Training products and services. The creation of this Center is the first phase of the President's Management Agenda e-Training Initiative and will continue to grow with the addition of products and services that meet the common needs of the workforce. HUBZone Empowerment Contracting Program ( HUBZone Naval Postgraduate School ( NPS The Department of Systems Managment is the largest of the 15 Academic departments and Groups of the Naval Postgraduate School. The Systems Management Department offers two degree programs oriented to the DoD civilian acquisition workforce. The Master of Science in Contract Management (MSCM) and the Master of Science in Program Management (MSPM) each are nine quarter programs with eight quarters of coursework accomplished via distance learning and a ninth (accelerated) quarter at NPS. Defense Acquisition University ( DAU We are an organization established by Congress in 1990 to consolidate and integrate education and training for more than 110,000 people in the Defense Acquisition Workforce. Our consortium member schools provide more than 85 acquisition courses to entry, intermediate, and senior level civilian and uniformed personnel to allow them to attain certification in one or more of the 11 defense acquisition career fields. Courses are developed and delivered by 12 DoD educational institutions and by contractors to DAU.

39. Human Resources | Professional Development Policy 2.2.1 professional development applies to all staff, both general and academic, For general staff, professional development areas include http://www.adelaide.edu.au/hr/policies/dev_training/profdev.html

The University of Adelaide Home Search Text Zoom: S M L You are here: Human Resources HR Policies by Category HR Home Your Career @ Adelaide ... Organisational chart - HR (pdf 59K) Organisational chart - University HR strategic planning Salary Salary packaging ... First Aid 2005 (pdf 98K) Induction and training Hazard management ChemWatch Emergency Management ... Policies, plans and toolbox (pdf 329K) Toolbox Useful links Under Review Professional Development Policy Authorised by Council: 10 July 1992 Reissued with minor amendment: 31 March 1998 Preamble Definition of Professional Development Focus on Goals Policies ... Professional Development Group 1. PREAMBLE Jul 92 The University of Adelaide has a strong commitment to excellence in teaching, research and scholarship. The University accepts that people - the students, the academic staff and the general staff - are the key to the attainment of this commitment. By encouraging and supporting the continuing professional development of all of its staff the University will be assisting them in their contribution to this commitment and, through the work of the academic staff in particular, to the quality of learning of their students. 2. DEFINITION OF PROFESSIONAL DEVELOPMENT

40. Title VII Professional Development: Conclusions It attempts to describe professional development activities associated with In general, programs correlated with perceived values directly enhanced http://www.ncela.gwu.edu/pubs/reports/profdev/conclusions.htm

REPORT ON TITLE VII, SUBPART 1 PROFESSIONAL DEVELOPMENT ACTIVITIES GENERAL CONCLUSIONS Environmental Connections Building Skills and Knowledge Professional Development and Systems Integration Reinforcing Values ... Practical Applications The results of this study require the integration of multiple types and sources of data. Each of the broad research questions can be answered in a descriptive format using the review of the Biennial Reports and the results of the survey distributed to Title VII Program Administrators from schools receiving a Systemwide or Comprehensive School grant. In addition, the five site visits allow for deeper descriptions of programs that were selected as exemplary in professional development. This section presents a summary of the patterns that were discernable from the data. It attempts to describe professional development activities associated with Title VII, Subpart 1. Four major themes appear to various extents depending on the source of the data: connecting with environment

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

Page 2     21-40 of 95    Back | 1  | 2  | 3  | 4  | 5  | Next 20