21. Continuing Education And Professional Development Projects, staff. Carol D. Young, Ph.D., Director of Continuing education and Prof. of Medicine from the Univ. of vermont and has spent 34 years in http://www.albany.edu/sph/coned/conedstf.html

Carol D. Young , Ph.D., Director of Continuing Education and Professional Development. She has had a 20-year career in continuing education and training at colleges and universities and as a private consultant. She has worked with government, business, and industry to develop customized training and performance programs. She has a doctorate in Educational Administration from Cornell University and a masters in French Literature from Middlebury College. E-mail cyoung@albany.edu Cheryl Reeves , M.S., M.L.S., Associate Director of Continuing Education. She has had a 16-year career in curriculum development, technical writing, and training. She is project director for the MDS 2.0 training project and has had major responsibility for a number of satellite videoconferences including 12 in the Women's Health Grand Rounds series, "Medicare - Changes and Choices," and Third Thursday Breakfast Broadcasts . She was part of the development team for Orientation to Public Health, a web-based course funded by the New York-New Jersey Public Health Training Center. She holds a masters degree in Library and Information Science from the University at Albany and a masters in Therapeutic Recreation from the University of Illinois. E-mail creeves@albany.edu

22. GreenRiver.org - CLIENTS vermont Department of education logo, We have developied an applicaiton for thevermont Department of National staff development Council Dallas, TX http://www.greenriver.org/portfolio/clients.html

GreenRiver.org Company Products Portfolio ... Login or Register CLIENTS News Home ... CLIENTS The National Education Association represents over 2.7 million teachers and other education employees. Green River has been working very actively with the NEA since 2000. Green River developed the online version of the Keys to Excellence in your Schools (KEYS) instrument for the NEA. Demo our application at www.keysonline.org/DEMO/ GreenRiver is developing a pilot application of RDF, presenting digital equity resources to grant recipients of a Department of Education educational technology initiative. View our application at www.edreform.net We developed a Web application in support of a collaborative of the National Science Foundation Statewide Systemic Initiatives. The application provides on-going support for systemic improvement to educational entities. We have also recently been awarded a subcontract on the Natoinal Science Foundations Digital Library Initiative Vermont Institutes works with Vermont's schools and communities to transform education in order to improve the learning and the skills of all students. We are developing a Web application to train K12 teachers in the use of technology under a grant from the U.S. Department of Education. Our Web application can be viewed at www.etips.info

23. Continuing Education At Virginia Tech Welcome to Program development of Outreach and International Affairs at VirginiaTech. contact one of our program development faculty and staff. http://www.conted.vt.edu/

Welcome to Program Development of Outreach and International Affairs at Virginia Tech. As part of a rapidly growing outreach activity at Virginia Tech , we provide more than 450 short courses, seminars, workshops, training programs, and conferences to 30,000 individuals per year. Most of this activity involves post-graduate level instruction for individuals who are seeking to develop their knowledge and skill in their respective professional areas. Thank you for considering Virginia Tech as a possible provider of your professional development needs. For more information on upcoming non-credit programs, visit our calendar of programs. For more information on degree programs, please refer to our off campus listings. If you have a specific request, contact one of our program development faculty and staff Newsletter Excerpts from our Summer Newsletter now available! See News Upcoming Conference Virginia's Technology Capital Access Forum October 10 - 11, 2005 There is no better time than the present to be a part of the progression of Virginia's innovation economy. To further this goal, NCTC and Virginia Tech and are hosting the third-annual Virginia's Technology Capital Access Forum (VTCAF). The objective of this forum is to advance Virginia's innovation economy by putting technology and innovation entrepreneurs statewide in touch with capital providers from Virginia and the entire Mid-Atlantic Region. more We welcome your comments! -

24. Center For Teacher Education, Training And Research Massachusetts Department of education facilitated the development of adult ESOL Kipling Road, PO Box 676, Brattleboro, vermont USA 053020676 http://www.sit.edu/ctetr/ctetr.html

The Center's three key areas of concentration are: Redefining Teaching and Learning in Schools - An institution-wide reevaluation of teaching and learning values, and an incorporation of systemic change consistent with those values. Offerings and strengths in this area include: Program, curriculum, and course design and evaluation Program, faculty and staff development Uses of technology Design, implementation, and evaluation of educational innovations Working with teachers and administrators to effect change Providing Reflective Professional Development - a process in which teachers investigate and critique their professional and personal experiences to improve their teaching and, consequently, to enhance their students' learning. Offerings and strengths in this area include: Teacher observation and supervision Training of teacher trainers Teacher mentoring and peer coaching Teacher research Reflective teaching SIT TESOL Certificate Program Documentation of effects of teacher learning on student learning Increasing Access to Second and Foreign Language Learning Offerings and strengths in this area include Second/foreign language teaching methodologies Adult Literacy Academic skills (EAP) and business and professional language (ESP) Curriculum and materials design, development, and evaluation

25. Residential Programs - SIT Professional And Short Programs 250acre campus in southern vermont attracts students, faculty, and staff frommore than 30 Teacher Training and Professional development Institute http://www.sit.edu/extension/residential.html

Residential Programs SIT's historic, 250-acre campus in southern Vermont attracts students, faculty, and staff from more than 30 nations on five continents. Interacting with this diverse and close-knit community is an important part of the SIT educational experience. ACCESS - Actively Connecting Content, English, Students and Standards Training of Trainers Courses The ACCESS course provides graduate-level, practical professional development to build an awareness of the language needs of English language learners in mainstream classes and to facilitate language and content integration in all curricular areas. ACCESS will introduce pre K-12 content teachers to a conceptual framework and a series of instructional strategies to make their teaching more accessible to their students who are English language learners. Through a Training-of-Trainers process, ACCESS qualifies ESL teachers to become licensed ACCESS trainers who can offer SIT ACCESS courses in their own school or district. CONTACT - Conflict Transformation Across Cultures A Summer Peacebuilding Institute and Graduate Certificate Programs to strengthen and support the work of international peacebuilders. Participants evaluate efforts, master skills, and develop strategies for intervention.

26. Graduate Credit And Professional Development Credit Options For Staff Developmen staff development for Educators (SDE) offers seminars, gradespecific vermont educators may receive 5 Contact Hours at our one-day Seminars and up to http://www.sde.com/GraduateCredit.html

Professional Development Credit Graduate Continuing Education Credit Apply exciting concepts from the SDE Seminar in your classroom and receive Antioch University Seattle credit for doing so. Antioch University Seattle is accredited by the Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools (30 N. LaSalle St. #2400, Chicago, IL 60602-2504; (800) 821-7440). One to five graduate continuing education quarter credits are available for program attendance and the completion of a paper describing how you used the concepts in your classroom. The credits from this course are continuing education (not masters degree) credits. Tuition ranges from $55-$210. Grading is Pass / Incomplete. For more information, call 206-268-4111 or email continuinged@antiochsea.edu. Chapman University is fully accredited by the Western Association of Schools and Colleges. One to four semester units of graduate elective credit (for a 1- to 4-day Seminar, respectively) are available for an additional fee of $62 per semester unit. For more information call 949-585-2990. These professional development units are not part of a degree program but instead are primarily used for professional advancement (such as salary increment steps and recertification). Students should seek approval of appropriate district or college officials before enrolling in these courses to satisfy any degrees, state credentials, or local school district requirements.

27. Vermont-NEA Editorial 10/98 Hence, vermontNEA’s Professional development Committee worked intensely last to establish throughout vermont local staff development committees with http://www.vtnea.org/ed-24.htm

Home Who We Are Opportunities for Educators Advice for Parents ... Support for Kids By Angelo J. Dorta, Vermont-NEA President But what are the attributes of high quality professional development? First of all, the content and delivery of professional development must be continuous and customized to suit a modern, multi-stage teaching career: the novice, the five- and ten-year professional, the mid-career veteran, and the employee in his or her final years prior to retirement. School districts and state education officials must help us to design professional development which acknowledges that the needs, interests, and adult learning styles of all teachers and paraeducators are not static or identical throughout a 30-year career. Education research repeatedly and emphatically recommends local design and direction of professional development. Furthermore, educators for whom the activities are intended primarily teachers and paraeducators should comprise the majority of members on local planning committees at each school site. This basic feature virtually guarantees greater impact on classroom instruction by both stimulating and supporting professional development programs which are closely linked to specific school goals and initiatives. Planning for optimum professional development is a careful balancing act. Maintaining independent and individualized educator research, course selection, and introspective reflection on teaching practice still are vitally necessary. Yet, aligning personal professional development with the collaborative improvement goals of the instructional team and with school-wide action planning goals also is needed to increase student learning throughout the school and school district and for efficient use of limited resources. Opportunity for career advancement and the changing group demographics of the school work force are legitimate considerations, too. Finally, to save educator time and energy whenever possible, activities should dovetail neatly with Individual Professional Development Plans (IPDPs) for re-licensure by Local or Regional Standards Boards.

28. Current/Desired State Professional development. The State of vermont must provide educators with Establish regional staff development teams that model the integration of http://www.vita-learn.org/resources/eddocs/desired.html

Information Technology in Vermont The Current and Desired States The Vermont educational community, in order to survive and prosper in the future, must implement significant fundamental change. Educators must adapt to an evolving global community and corresponding technological advancements and applications. The Vermont State Technology Council believes that educators must utilize modern information technology tools in the effort to reinvent Vermont schools. With this in mind, VSTC has prepared this document. Its goal is to provide direction and a framework for Vermont Educational leaders and stakeholders in the implementation of a joint new vision. This document is divided into three sections. Section 1 describes the "present state" of information technology tools in Vermont's educational community. This section presents a "picture" comprised from many sources including VSTC member comments, personal experiences of VSTC board members, and from data collected at recent conferences. Section 2 describes the "desired state." In this section, the Council outlines what role information technology should play in the future educational environment.

29. Shelburne Farms: Professional Development Programs For Educators From a oneday visit to your school by our staff to a graduate-level course held The vermont FEED project is a professional development program to help http://www.shelburnefarms.org/educationprograms/professional.shtm

Shelburne Farms offers a variety of professional development opportunities for both formal and non-formal educators at the elementary or middle-school level. Each program is designed to give educators the confidence, motivation and skills they need to integrate science and agricultural and natural resource topics into their curricula. Shelburne Farms also works collaboratively with other organizations. Programs usually offer graduate or recertification credit, and address Vermont’s new “Framework of Standards and Learning Opportunities." Last updated April 12, 2005 One-Day Workshops TIME: 9:00 am-4:00 pm FEE: $25 for the day (scholarships available) To help you integrate our School Programs with your classroom work we offer one-day workshops. These workshops will allow you to interact with experts in the field being studied, increase your knowledge of the topic, develop assessment techniques and tools that can be incorporated with your students' visit, and give you the opportunity to network with other teachers working on the same unit of study. You are welcome to attend a workshop even if your class is not scheduled for a field trip. For information or registration, contact

30. Shelburne Farms: Staff Pat Straughan, Family Programs/ Professional development Erica Zimmerman,Project Director, VT education for Sustainability and Sustainable Schools http://www.shelburnefarms.org/about/staff.shtm

ADMINISTRATION Alec Webb President Megan Camp Rosalyn Graham Receptionist Terry Taylor Receptionist Sue Dixon Lesley Graham Program Assistant Holly Brough Publications Coordinator Tom Nold Director of Finance and Administration Clara Nold Accounting Manager Allison Oskar Accounting Assistant Cynthia Fairbanks, Accounting Assistant Nia Spongberg Technology Support/Database Coordinator Julie Eldridge Edwards Curator of Collections David Jonah Welcome Center Assistant Manager Jen Cairns Welcome Center Assistant Manager Liz Bright Karen Polihronakis Inn Director Catie Camp Assistant Inn Director Hilary Sunderland Jeffrey Murray , Dining Room Manager Caitlin Fay Special Events Assistant Rick Gencarelli Head Chef EDUCATION PROGRAMS Peter Bullock Summer Camps Co-Coordinator, Educator Jen Cirillo, Sustainable Schools Project Coordinator Christine Durant Dana Hudson Agricultural Educator Sonya Sapir Agricultural Educator/ Family Programs Sally Lincoln Agricultural Educator Susie Marchand Director of Agricultural Education Johanna Liskowsky-Doak Field Trip Coordinator Pat Straughan,

31. David Gibson Presently a Professional development Specialist for the vermont Institute Maintain close contact with the vermont Commissioner of education on a variety http://nici-mc2.org/resumes/dgibson.htm

To contact this consultant, please write to info@nici-mc2.org or call (802) 229-1742 DAVID GIBSON OBJECTIVE Pursuing affiliations that include leadership, teaching, research and community service focused on creating and improving educational systems that span local, statewide, and regional boundaries, and in documenting the development of those systems for professional and public decision-makers. PROFESSIONAL QUALIFICATIONS Teaching and research - Recent original research involves the development of an application of complexity theory for combining qualitative and quantitative methods in educational research. The method uses the STELLA computer software to build testable simulation models of the change process in schools. Teaching experience is regularly updated with graduate program teaching. Recent courses include: "Managing the Future," "Leadership and the Creative Imagination," "Developing Capacity for Action Planning," "Standards-Based Curriculum Development," and "Student-Centered Classroom Assessment." Publishing and disseminating new ideas.

32. VI's Mathematics Program a comprehensive, 3year professional development program for vermont educators . This staff-development model provides a venue for teachers of http://www.vermontinstitutes.org/math/

MATHEMATICS PROGRAM The mission of VI's Mathematics Program is to significantly improve the mathematics performance of Vermont students through professional development and consultation with school faculties and leadership. Our work with schools is guided by the following principles: Professional development needs to be embedded in a multi-year strategic action plan. Resources, including time and money, must match intended goals. Sustained attention over time is necessary to change classroom practice. Measurable goals and periodic evaluations are essential to monitor progress. Effective changes in practice require the active involvement of administrators as well as teachers with the focus on student learning needs. Internal structures must be created to sustain and build upon change. VI Partners and Membership Organizations VI works closely with its many Partners and Membership Organizations. In Mathematics, these include The Vermont Mathematics Initiative and Vermont Mathematics Partnership.

33. Professional Development Programs And Models Alaska NEA Alaska staff development Network Lower Kuskokwim education Missouri National education Association Partners Missouri Department of http://www.sharingsuccess.org/code/pd/table9.html

National Foundation for Improvement of Education National Foundation for Improvement of Education http://nfie.org/programs/change.htm Each of the School or Districts listed are implementing recommendations from NFIE’s Report Teachers Take Charge of Their Learning: Transforming Professional Development for Student Success. Abington (PA) Junior High School Partners: Abington School District Abington Education Association Abington Secretaries/Aides Association Penn State University Abington-Ogontz Abington PTO Abington Junior High School in suburban Philadelphia is integrating technology into a standards-based curriculum to improve student learning. All school employees, including support personnel, are working to understand their role in supporting academic standards and to use technology in achieving these standards. Bellevue (WA) School District Partner: Bellevue Education Association To facilitate professional growth on-line, Bellevue is establishing roles for teachers as technology trainers and peer coaches. Expert teachers are developing new curriculum based on state standards, beginning with middle-grades science and social studies, and selected teacher-leaders are helping their peers to access this curriculum from the district's web site, publish lesson plans and other resources online, give feedback to one another, and generally use the web site as an interactive resource for professional development and peer learning. Canton (SD) School District Partners: South Dakota Education Association Canton Economic Development Corporation Canton School District recently opened a new high school with "21st century technology." By 2002, the district plans to (1) integrate technology into a standards-based curriculum and prepare work-bound graduates for a high-tech future, and (2) become a technology resource linking school and community.

34. Education World® : Curriculum : Summer Reading Lists Abound On The Web! that you or your school s staff might use to create your own summer readingprogram. Published on the vermont education Association s Web page, http://www.educationworld.com/a_curr/curr244.shtml

EdWorld Internet Topics Sponsored links: Earn 90% Profit! Walden University M.S. in Education Degrees Online Host Department Web Hosting Best Sellers Best Websites ... Kaplan University Master's of Arts in Hoodia Diet Pills Hoodia Gordonii Hoodia Pills Leading Trade and Vocational Career Schools and Courses Get your evaluation ... Language Arts Curriculum Article C U R R I C U L U M A R T I C L E Summer Reading Lists Abound on the Web! Today, Education World surveys some of the best children's summer reading lists on the Web. Here, you'll find an overview of great lists that you or your school's staff might use to create your own summer reading program. Included: Tips for parents plus ideas for publishing students' book reviews. Every educator knows it. So do most parents. Summer reading is essential for kids! Reading experts note that most young readers suffer a backslide in reading skills during summer downtime. But that needn't be the case. Families can make reading a priority during the summer months, and children will learn that people never take a vacation from learning. SCHOOLS AND LIBRARIES OFFER SUMMER READING LISTS Ed World's Lists Don't miss Education World's Summer Reading page . Here, you will find a list of books for each grade K through 8 books recommended by our readers with a brief synopsis of each book.

35. Center For Children & Technology In vermont, Reinventing education led to a statelevel initiative called Standardsinto Action, education development Center Inc. 617-618-2109 http://www2.edc.org/CCT/pressroom_release.asp?numPressReleaseId=28

36. Using Data Systems To Meet AYP: Vermont Data The Great Uniter vermont educators come together to build a data warehouse professional development program for VTDOE and VDC staff on technical http://www.thejournal.com/magazine/vault/A5401.cfm

August 2005 Using Data Systems to Meet AYP: Vermont By Bill Kimball July 2005 - Web Exclusive Data: The Great Uniter Vermont educators come together to build a data warehouse that helps improve schools and student learning throughout the state. While we have a vast amount of educational data in Vermont, it is often difficult to gain knowledge, much less wisdom, from all of the different sources and formats of data. Vermont has been conducting student assessments in math and literacy since 1997, collecting student demographic information and assigning unique student identifiers. And since the inception of the state assessment, educational leaders have been asking how best to use the data to improve student achievement. During the 2002-2003 school year, local district leaders came together to look at tools that would empower educators to use the data to improve education. We discovered that what Vermont needed was a data warehouse with analysis tools to make it easy for a user to ask ad hoc questions of the data. Supporting Data-Driven Decision-Making In the summer and fall of 2003, 20 supervisory unions came together to form the Vermont Data Consortium (VDC;

37. 4Teachers: Professional Development International Journal of Computer Algebra in Mathematics education.IPCTJ (http//www.helsinki.fi/science/optek/) National staff DevelopmentCouncil. http://www.4teachers.org/profdev/pj.php

Home Tools Integrating Technology Professional Development ... 4Teachers en Español Professional Development Assessment Assistive Technology Grant Resources Bilingual Education and ELL ... Professional Development Professional Journals Technology in Education Journals: Kairos: (http://english.ttu.edu/kairos/) A journal of rhetoric, technology and pedagogy. Techné: (http://scholar.lib.vt.edu/ejournals/SPT/) Journal of Technology Studies. Education and Information Technologies: (http://www.kluweronline.com/issn/1360-2357) of the IFIP Technical Committee on Education. From Now On: (http://www.fno.org/) Educational Technology Journal. IJCAME: (http://www.tech.plym.ac.uk/maths/CTMHOME/IJCAME.htm) International Journal of Computer Algebra in Mathematics Education. IPCT-J: (http://www.helsinki.fi/science/optek/) Interpersonal Computing and Technology Journal. JCHE: (http://www.jchesite.org/) Journal of Computing in Higher Education. JTE: (http://scholar.lib.vt.edu/ejournals/JTE/) Journal of Technology Education. THE: (http://www.thejournal.com/) Technology Horizons in Education.

38. Vermont Professional development Requirements for Educators on Health Topics vermont doesnot require health education teachers to participate in ongoing http://www.nasbe.org/HealthySchools/States/Vermont.html

id=10872 Last updated on 12/20/04 Contact Us with any policy updates or revisions VERMONT Printable PDF file format CURRICULUM AND INSTRUCTION [Note: Statutes link to the general Vermont Statutes and users will need to search on the specific number provided.] Health Education One of the five goals Education Statute Title 16, Part 2, Chapter 23, Subchapter 1, Section 906 requires "Physical education and comprehensive health education including the effects of tobacco, alcoholic drinks, and drugs on the human system and on society;" however grades, levels, or amount of instruction time are not specified. Education Statute Title 16, Part 1, Chapter 1, Subchapter 7, Section 131 (1987) defines a comprehensive health education program as "a systematic and extensive elementary and secondary educational program designed to provide a variety of learning experiences based upon knowledge of the human organism as it functions within its environment;" but again this statute does not specify grades, levels, or amounts of instruction. Health education is not a coursework requirement for high school graduation. Vermont's Frameworks for Standards and Learning Opportunities (2000), which includes healthy choices, were approved by the State Board of Education. The state does not require schools to follow a specific curriculum.

39. The Education Alliance: Where We Work Two states in our region—Maine and vermont—support a studentoriented high It is a collaboration of education development Center, Inc. (EDC), TERC, http://www.alliance.brown.edu/states/vt_projs.shtml

@import url("http://www.alliance.brown.edu/css/rs_adv.css"); Introduction Connecticut Maine Massachusetts ... Site Contents VERMONT Leadership in Complex Environments [detail] The goal of this descriptive research project is to help education leaders in the Northeast at state, intermediary, district, and school levels work together to implement evidence-based strategies that build district and school capacity, sustain high standards, and improve student achievement in low performing schools. Two years of work with low performing districts and schools provided the base of information and relationships for launching several interrelated descriptive research studies, guided by this major question: What practices, policies, supports, and structures do SEAs and districts create and implement to improve student achievement in low performing districts and schools, especially those that have a high concentration of English language learners? We work with state departments of education in MA, NY, RI and VT; the New Haven, CT, school district; and networks of leaders. A culminating product will be the Leadership in Complex Environments Framework, a tool to guide educational leaders in developing sustainable solutions to the complex educational problems of achievement and equity.

40. Links To Vermont And New England Resources vermont education for Sustainability (VTEFS) Over the years, In addition,in the VISTA’s work with the school staff they act as a liaison between the http://vermontcommunityworks.org/links/vtlinks.html

VERMONT and NEW ENGLAND WEB RESOURCES Featured Sites: The Sustainable Schools Project (SSP) offers a dynamic model for school improvement and civic engagement. The program helps schools use sustainability as an integrating context for curriculum, community partnerships, and campus practices. The Sustainable Schools Project is sponsored by Shelburne Farms, and is a partnership with VT Education for Sustainability. SSP uses the integrating concept of educating for sustainability to improve our communities economically, environmentally, and socially for current and future generations. For more information on SSP contact its coordinator: Jen Cirillo: jcirillo@shelburnefarms.org Vermont Education for Sustainability ezimmerman@shelburnefarms.org Shelburne Farms Shelburne Farms also sponsors numerous professional opportunities for educators Vermont's Rural Partnership (VRP) is a coalition of 17 of Vermont's smallest, most rural, economically challenged schools and communities. The schools are located in seven counties and range in size from Belvidere school with 32 students K-6 to People's Academy in Morrisville with 450. Their mission is accomplished with the full engagement of community members and resources, the ability to network and learn from others within the Partnership, and the help of selected technical assistance partners. The Flow of History Project is using the Connecticut River Valley as a place of study. Partner organizations and rural Vermont teachers are: identifying major eras and themes in traditional American history; establishing challenging curriculum in American history; interpreting local and national primary source materials by understanding their context within and relation to themes/topics in American history; and developing a collaborative exchange of practice that improves their work and builds a repertoire of high quality examples and resource materials.

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