Covenant House Alaska of Covenant House, Covenant House alaska Board of GED PreTesting Job development staff administer pre of the General education development exam Language http://www.covenanthouseak.org/jd.htm
Extractions: Our Job Development Program helps youth find jobs, maintain employment, and attain their educational and professional goals. GED pre-testing, education and work-skills assessment, career-interest surveys, job-search assistance, and computer skills training and enhancement are among the services the Job Development staff provides. The Anchorage business community is a vital component of this program. We are eager to establish relationships with members of the Anchorage business community for two reasons. First, our youth gain solid, hands-on experience by working with and learning from experts in a variety of fields. Second, local businesses can benefit from young, skilled adults seeking employment.
Website Design, Development & Hosting - Sundog Media education alaska staff development AK s Eduational Leadership Chugach School District Hand Held Leader Tim Pearson TRAVEL TOURISM alaska Charter Service http://www.sundogmedia.com/internet_services.html
ODE - Title VII: Indian/alaska Native education State Plan. This plan highlights strategies for addressing the eleven goals which encompass staff development, curriculum http://www.ode.state.or.us/iasa/t7/
Extractions: Title VII dollars support the improved academic performance of the 11,900 American Indian and Alaska Native (AI/AN) students in Oregon by providing strategies which directly address the culturally related and academic need of AI/AN students. Federal dollars go directly to LEAs which submit proposals describing the intended use of the funds. In addition to Title VII, Oregon's State Board of Education has adopted the Oregon American Indian/Alaska Native Education State Plan . This plan highlights strategies for addressing the eleven goals which encompass staff development, curriculum, infusion, dropout prevention, culturally appropriate assessment, early childhood, and parental involvement. Overview of Executive Order 96-30 : State/Tribal Government-to-Government Relations by the Governor of the State of Oregon in May of 1996 has provided an additional venue of tribal involvement with the Oregon AI/AN Education State Plan . The purpose of the Executive Order is to formalize the government-to-government relationship that exists between Oregon's Indian tribes and the state, and is to establish a process which can assist in resolving potential conflict, maximize key intergovernmental relations and enhance an exchange of ideas and resources for the greater good of all of Oregon's citizens, whether tribal members or not.
Dr. Helen Barrett On Electronic Portfolio Development com/ I have been in adult education since 1976 assistance to native village corporations in Interior alaska. and then as their staff development Coordinator for http://ali.apple.com/ali_sites/ali/exhibits/1000156/Background.html
Extractions: var wtl_loc = document.URL.indexOf('https:')==0?'https://a248.e.akamai.net/v/248/2120/1d/download.akamai.com/crs/lgsitewise.js':'http://crs.akamai.com/crs/lgsitewise.js'; document.write(""); var SERVER= ""; var ORDER= ""; var INVOICE= ""; var CARTVIEW= ""; var CARTADD= ""; var CARTREMOVE= ""; var CHECKOUT= ""; var CARTBUY= ""; var ADCAMPAIGN= ""; var adname=""; My Background with Electronic Portfolios I have been involved in Electronic Portfolio Development since 1991, when I completed a study for the Alaska Department of Education on the use of technology to support alternative assessment and portfolios. Since that time, I have been researching various technologies and strategies for creating electronic portfolios. This exhibit provides my latest thinking on this topic, along with my explorations using Apple technologies. In 2001, I was designated an Apple Distinguished Educator. I am currently on leave from the faculty of the School of Education at the University of Alaska, Anchorage, where I ran the Educational Technology Program, for both graduate and undergraduate students, and provided some campus-wide faculty development. I have been at UAA since 1991, coordinating a research project for the Anchorage School District and UAAs distance-delivered Special Education Program, prior to becoming the full time faculty member for Educational Technology.
Education, Juneau, Alaska, AK, Superpages, Yellow Pages education, IT, Business, Criminal Justice and more alaska staff development Network 2204 Douglas Highway 100, Douglas, AK 99824 (907) 3643801 (907) 364-3805 http://phonebook.superpages.com/yellowpages/CP-Education/S-AK/T-Juneau/PP-N/
Extractions: Select One NATIONWIDE Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware D.C. Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington Washington D.C. West Virginia Wisconsin Wyoming Other searches: Map-Based Search
NAESP - AAESP Membership Networking Opportunities alaska staff development Network Programs; NAESP s Professional development Inventory; President s education Awards Program; American http://web.naesp.org/forms/akmemb.htm
The Chilkat Valley News, Haines Alaska Federal funds to the district for migrant reading, math and science education, staff development, special education, and Indian education all are increasing http://www.chilkatvalleynews.com/archive/2001-14-4.html
Extractions: ALASKA LIBRARY ASSOCIATION N=109 Surveys Results for Questions 1-17 are represented as percentages of the total responses. Do you feel that your library continuing education needs are being met? Less than adequately Adequately Not at all Very well Which of the following factors discourage or prevent you from obtaining the continuing education you need? ( check your top fve reasons Cost Course content not relevant to my needs Geographic distance Lack of time to participate Lack of substitute staff Subjects you are interested in are not offered Cannot get release time Level of instruction not appropriate Insufficient notification Lack of credit towards degree/certificate Times are not convenient Attitude of supervisor Not interested Other ( please describe What types of educational formats do you prefer when you consider continuing education offerings? check your top three choices Hands-on, interactive seminar/workshop/institute Face-to-face lecture/discussion group Distance class delivered via email or web-based Self-study correspondance course Videoconference Viewing/listening to a video/audiotape of a program/conference Teleconference Other ( please describe It doesnt matter to me Which type(s) of technology do you have access to at home or work that would allow you to participate in a virtual continuing education program?
TEECH Leadership Development Discussion: Introduction The alaska Science Consortium is a statewide science staff districts and the state Department of education. The staff development efforts of the Consortium are http://teech.terc.edu/discussions/teech-leadership/00000025.htm
Extractions: Email: fjelinek@northstar.k12.ak.us and ssinclair@northstar.k12.ak.us The district knew that more support for ELL students was needed. Although bilingual immersion programs had been successful in other schools with larger groups of students who speak the same heritage language, the district determined that this model would not fit with their smaller percentage of students who speak several different languages. As a result, the district knew that professional development in content and language instruction for mainstream teachers would be vital to ensuring success for their ELL students. The goals of the Training for All Teachers and Bilingual Development and Implementation Grants were to: Provide one-to-one collaboration of mainstream classroom teachers and bilingual specialist teachers to teach ELL students more effectively. This includes co-planning, co-teaching, and co-reflecting.
By Request.... | July 1999 they want to pursue higher education, military service business leaders from around the state of alaska. staff development is another vital component to the http://www.nwrel.org/request/july99/alaska.html
Extractions: Looking beyond traditional methods of promoting and retaining students, five years ago the Chugach School District reshaped its vision for education. It began with the arrival of Superintendent Roger Sampson, who brought with him Assistant Superintendent Richard DeLorenzo. (Sampson retired at the end of the 1998-99 school year; DeLorenzo will assume leadership in 1999-00.) The school board leveled with Sampson and DeLorenzo during one of their first meetings. "There is something wrong [with our schools] and we don't know how to fix it," they said. "We want it fixed." They pointed to troubling statistics like a high dropout rate, frequent teacher and administrator turnover, dismal standardized test scores, and low success rates of Chugach graduates (only one student had graduated from a four-year college in the previous 20 years, and few attempted any formal vocational training). The school board was correct: there was something wrong, and it needed to be fixed. Three questions would guide and shape the reform work the district set in motion: 1) Are kids developing necessary academic and social skills? 2) What happens to students when they graduate? and 3) What do we need to change to make our schools successful in the 21st century?
Alaska Council Of School Administrators Offering strength in numbers in addressing issues important to public education and children. The alaska staff development Network is a major division of our http://www.alaskaacsa.org/
Extractions: Welcome to the ACSA website! As the Executive Director of Alaska's administrators' association, I welcome the opportunity to provide information and assistance to our members, as well as to others who have an interest in Alaska's educational matters. I bring to the director position 21 years of Alaskan school administrator experience, gained from work in every kind of Alaska school district (the largest REAA, the second largest borough school district, and 2 small city school districts). This breadth of experience is very useful in conversations with our publics on matters affecting the associations. ACSA offices are conveniently located in downtown Juneau, just a block from the State Capitol. When in the area, please stop by for a visit. I look forward to meeting you. Mary A. Francis, Ph.D. The Alaska Council of School Administrators consists of professional leaders of Alaska's schools and school systems. Our members include superintendents and other central office administrators, school business officials, and both elementary and secondary principals. As a nonprofit, tax-exempt corporation, established in 1989, ACSA serves as an umbrella for four of our state's educational leadership organizations, including: the Alaska Association of Elementary School Principals, Alaska Association of Secondary School Principals, Alaska Association of School Administrators, and the Alaska Association of School Business Officials.
Extractions: Source: ERIC Clearinghouse on Rural Education and Small Schools Charleston WV. Blueprints for Indian Education: Improving Mainstream Schooling. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC FOSTERING INTERCULTURAL HARMONY *Native students frequently get categorized and treated as remedial students, thus lowering teacher expectations and increasing the risk of failure. *Students who identify themselves as Natives often are subjected to taunts and racial slurs that make them feel threatened and ashamed. When they defend themselves against harassment, they often are suspended or expelled. Alienation is a key contributing factor in the high dropout rates. *Schools resist integrating Native language and culture into the curriculum, even when excellent materials and resources are available.
Alaskan Educators Pair With Palm for the alaska staff development Network (ASDN), a 20year-old statewide, nonprofit partnership among the state s 53 school districts, its state education http://www.fcw.com/geb/articles/2002/0408/web-palm-04-08-02.asp
Extractions: Email this to a friend. RELATED LINKS "Tech in curriculum still evolving" [Government E-Business, Jan. 16, 2002] "Tandberg widens students' horizons" [Government E-Business, Dec. 6, 2001] "Handheld computers earn high marks" [civic.com, July 2, 2001] By next year, Alaskan school officials want every public and private school principal, superintendent, and administrator statewide to have a handheld device so they could spend more time with students, faculty and colleagues. Through a partnership with Palm Inc., educators can purchase the company's m500 Handheld at a reduced price and get free training. So far, about 300 people have been trained in using the devices. In some places, all teachers and administrators, such as the 150 educators at Lower Kuskokwim School District, are using handheld devices. "It's going like wildfire," said Roxy Kohler, program manager for the Alaska Staff Development Network (ASDN), a 20-year-old statewide, nonprofit partnership among the state's 53 school districts, its state education department, its universities and colleges and other education associations.
Alaskool percent of the total annual budget to staff development activities. is extracted and adapted from the alaska Department of educations Centralized http://www.alaskool.org/native_ed/curriculum/NWABSD1/nwabsd_curric.html
Extractions: The NWABSD Basic Curriculum sets the plan for instruction in classes throughout the district. It reflects the high standards that district parents, educators, and board members have set for our students. Strategic learning, problem solving, and critical thinking are integrated throughout the curriculum. In all subject areas emphasis is on the development of student self-esteem, a process approach to learning, and the strengthening of thinking skills. Communication skills are to be emphasized in all courses and at all levels. All curriculum in this binder, with the exception of the health and the physical education curriculum, has been adopted by the NWABSD Board of Education. This printing of the NWABSD Basic Curriculum is to be contained in a loose leaf binder facilitating easier daily use by teachers as well as easier revision, deletion, and/or replacement of pages. Additional portions will be disseminated for inclusion in the Basic Curriculum binder as they are reviewed and adopted in the established curriculum review cycle.
Archived: Alaska 2000: History/Geography/Civics of education to extend the vision of alaska 2000 change in curriculum, instruction, assessment, staff development, teacher education, certification and http://www.ed.gov/offices/OERI/statecur/aksoc.html
Extractions: Framework and Implementation Project APPLICATION NO : R215G30020 APPLICANT : Alaska Department of Education 801 W. 10th Street, Suite 200 Juneau, Alaska 99801-1894 CONTACT PERSON : Marjorie Menzi TELEPHONE : (907) 465-8689 (907) 465-8720 AWARD TO DATE : $563,093 PROJECT PERIOD : 07/01/93-06/30/96 This proposal capitalizes on the existence of the Alaska 2000 Education Initiative, a major plan to improve Alaska's schools. The Initiative, with leadership from the Governor, State Board of Education, and Commissioner of Education, involves not only educators, but the entire citizenry, in a systemic estructuring of the school system. Among the Alaska 2000 recommendations is a call for the development of standards and assessment in history, geography and citizenship/government. The Alaska 2000: History/Geography/Civics Framework and Implementation Project will enable the Alaska Department of Education to extend the vision of Alaska 2000. The Project goal is to develop a framework which includes world-class standards in history, geography and civics. These standards will be the catalyst for systemic change in curriculum, instruction, assessment, staff development, teacher education, certification and recertification. This Project goal will be accomplished through activities are fully designed to meet each measurable objective.
UAA-COE Early Childhood Program University of alaska Faculty Research Travel Grant. Southern Early Childhood education Association staff development Grant, Community and University http://ed.uaa.alaska.edu/earlychildhood/hughes.html
Extractions: Constructive Guidance and Discipline: preschool and primary education authored by Dr. Marjorie Fields. She has several publications in early childhood journals. Eileen enjoys the outdoors and the environment that Alaska offers. Some of her interests include biking, kayaking, water color, stained glass, gardening, and enjoying time with friends and family. Selected Publications
American Indian-Alaska Native Head Start-University Partnerships Private institutions of higher education Others (see of American Indian and alaska Native Head and mental health outcomes; staff development issues, including http://www.fedgrants.gov/Applicants/HHS/ACF/OA/HHS-2004-ACF-OPRE-YF-0002/Grant.h
NCLB/Alaska Native Education Overview funding Title II D staff development for technology accountability Title VII Indian education funding and of NCLB Demography of alaska Schools Discussion http://transition.alaska.edu/pt3/projects/ED478/NCLB/Overview_page2.html
Extractions: The NCLB Act is an educational reform designed to raise educational standards and, subsequently, student achievement. The act is too extensive to include here, but the following is a quick summary of the main sections. Further discussions regarding sections of the act that will have the greatest effect on Alaska Native Students can be found on the Discussion of Important Points page.
Alaska Native Education the vision set forth for quality education by alaska on Athabascan cultures, the indigenous people of Interior alaska. Students and staff can be assured of the http://www.northstar.k12.ak.us/ane/
Extractions: Contact Position E-Mail Phone Eleanor Laughlin Coordinator elaughlin@northstar.k12.ak.us 452-2000 x 462 Carmen Sears Secretary csears@northstar.k12.ak.us 452-2000 x 468 Mailing Address: 520 5th Avenue, Fairbanks, AK 99701 FAX With the enactment of the Indian Education Act of 1972 (Public Law 100-297), the 92nd Congress declared a policy of providing financial assistance to school districts to develop and carry out supplemental elementary and secondary school programs designed to meet the special education and culturally related academic needs of Indian children. In 1974 parents of Alaska Native and American Indian students enrolled in the FNSBSD applied for and were awarded an Indian Education Title V, Part C (PL 100-297) grant to create the Alaska Native Education (ANE) Program. The program is governed by the ANE Parent Committee, as required by the Office of Indian Education under the grant. In the beginning ANE funds were utilized to address the academic needs of ANE students through the development and dissemination of culturally relevant curriculum to the district's teachers. Although the materials created were excellent, they were not enough to address low graduation and poor attendance rates. After parent input and review of student records, the program evolved and expanded in the 1980s to provide more direct ANE student services such as academic tutoring, attendance monitoring, cultural activities, and paraprofessional career and personal advising.
