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Georgia Education Staff Development:     more detail

A staff development model for implementing the Georgia Quality Basic Education Act for Miller County, Georgia by Walter Daniels, 1986 The instructors̓ study guide: Career education staff development for teacher educators by Ray E Bruce, 1976 Staff development: Career guidance curriculum (Georgia career guidance project: elementary school) by Vicki W Straub, 1977 Procedures and patterns for staff development programs by Leslee J Bishop, 1975 Improving supervisory competencies by Leslee J Bishop, 1973 76 questions: A synthesis of the research on teaching and learning mathematics by John P Downes, 1978

lists with details

81. Implementing A Statewide Assistive Technology Initiative: The Georgia Model
    GPAT staff conduct assistive technology workshops through distance learning network, the georgia Statewide Academic general and special education teachers and  
    http://www.dinf.ne.jp/doc/english/Us_Eu/conf/csun_99/session0086.html
    
    Extractions: Local school system personnel are responsible for developing and implementing assistive technology intervention programs for students with disabilities who require assistive technology in order to access the general education curriculum or to benefit from their special education programs. Unfortunately, many college and university programs do not offer coursework in assistive technology as a part of their teacher preparation programs and many educators begin their careers without the skills necessary to provide assistive technology services to students with disabilities. Subsequently, many state, regional, and local education agencies have developed assistive technology initiatives that offer professional development opportunities for teachers and related service providers. The mission of many of these programs is to improve instruction through increasing educator knowledge of assistive technology and to increase student achievement through enhancing access to appropriate assistive technology devices and services. The Georgia Department of Education, Division for Exceptional Students has developed an innovative statewide program to provide professional development and technical support services to local school system personnel in the area of assistive technology. This initiative which is known as the Georgia Project for Assistive Technology (GPAT) provides a range of technical support and professional development services to local school system personnel. A key focus of the project is collaboration with instructional technology initiatives within the state to promote equity of access to technology for students with disabilities and their teachers. In this session, key components of GPAT will be discussed. A major part of the session will be strategies for duplicating project services at the state, regional, and local levels.

82. Agricultural Education At The University Of Georgia - Athens And Tifton Campus
    Extension Service (19821990) • staff and Leadership Specialist, University of georgia Cooperative Extension education PhD- The University of North Carolina  
    http://www.uga.edu/alec/blackburn.html
    
    Extractions: Dr. Blackburn is recognized as a national leader in Extension staff development and has conducted staff development programs for Extension faculty throughout the U.S. She has given numerous presentations at national meetings. Dr. Blackburn has held national leadership roles in various professional development organizations, including the American Association of Family and Consumer Sciences and Epsilon Sigma Phi, the national Extension professional development organization. She serves as a member of the national ESP Mentoring Task Force and is a member of the Professional Development Committee. Career Highlights:

83. Agricultural Education At The University Of Georgia - Athens And Tifton Campus
    over 1,300 Extension faculty, staff and administrators Department of Agricultural Leadership, education and Communication The University of georgia Athens, GA  
    http://www.uga.edu/alec/rohs.html

84. Staff Development And Student Achievement Making The Connection In
    Council for School PerformanceExecutive SummaryJuly 1998Atlanta, GeorgiaDo differences in the ways schools provide. staff development for their teachers account. for some of the variation in student .  
    http://www.arc.gsu.edu/csp/DownLoad/StaffDev_ES.pdf

85. GeorgiaTeacher
    professional development courses in an online format for those not seeking graduate credit. These courses may qualify for your required continuing education.  
    http://www.georgiateacher.com/
    
    Extractions: UNVA graduate courses are available for purchase and registration through GeorgiaTeacher. Each course listed below carries 3 graduate semester hours and costs $660. All courses run May 10 through July 5. Click on a course title for more information and to register. PROJ 588 Special Topics - Grant Writing CSCI 588 Special Topics - Infusing Technology Into Classrooms - Basic Concepts CSCI 588 Special Topics - Infusing Technology Into Classrooms - Advanced Concepts CSCI 588 Special Topics - Digital Imaging and Visual Literacy Professional Development Course Offerings We offer traditional professional development courses in an online format for those not seeking graduate credit. These courses may qualify for your required continuing education. Please get pre-approval before registering.

86. The Georgia Project
    During the 200102 school year, staff from Whitfield County, Dalton co-sponsored by the georgia Project and the georgia Association of Educators.  
    http://www.cal.org/projects/gaproject.htm
    
    Extractions: Fund for the Improvement of Education, U.S. Department of Education (subcontract from the Georgia Project Among the recommendations from the CAL study were the formation of a joint task force and professional development for all teachers. CAL recommended that the task force be navigated by members knowledgeable in ESOL education and language minority issues from the business, education, and the Latino communities, and from the community-at-large. The task force would provide a forum in which issues of language minority student academic achievement and relevant local community concerns could be discussed. This task force was formed in the summer of 2000. Diversity in the 21st Century...A Dialogue co-sponsored by the Georgia Project and the Georgia Association of Educators. The CAL/CREDE research study " Effects of Sheltered Instruction on the Achievement of Limited English Proficient Students

87. Georgia Youth Science & Technology Centers
    of the University System of georgia; Commissioner of for the Center and its vast educational activities The remaining six are state GYSTC staff members working  
    http://www.spsu.edu/gystc/about.html
    
    Extractions: At the state level, there is a GYSTC Executive Directorate composed of, the Governor of Georgia; the Chancellor of the University System of Georgia; Commissioner of Adult and Technical Education; State School Superintendent and several other business and government leaders. These are people who truly believe in and support the goals of GYSTC and our purpose of furthering science, math and technology education for young children and their teachers. Members of the directorate designate an appropriate official from their organization to serve on the state board. The state GYSTC board of directors is responsible of the overall direction of the organization and for securing and providing resources to support the program. High-ranking business and educational leaders and state Department of Education, Board of Regents and Adult and Technical Education officials serve on this board.

88. Georgia Association Of Educators : End Out Of Field
    must be designed by the school staff and meaningful certified by the PSC, including educators and those candidates currently enrolled in georgia’s colleges  
    http://gae.org/archives.asp?SectionID=4&SubSectionID=112&DocumentID=745

89. Georgia Library Media Association, Inc.
    strategies that integrates QCC with educational technology standards. Ø Instructs students and staff in use Copyright 2003, georgia Library Media Association.  
    http://www.glma-inc.org/handbook_techroles.htm
    
    Extractions: Site Navigation About GLMA Conferences Districts Handbooks Legislation Membership Newsletter Officers Professional Links Contact Us Home Roles and Responsibilities of the Technology Team Collaboratively plans with the Technology Team and other key people at the local school Collaborates with the learning community to plan, implement, and continually refine an effective, student-centered technology plan to support the QCC Promotes technology efforts throughout the system and the local school Coordinates as a team the purchasing, installation and access of innovative technology at the local school Insures equitable access and full utilization of technology Disseminates knowledge, information and skills to students, staff administration and community Expands current knowledge through professional development, conferences, workshops, publications and networking of colleagues Serves on local school technology committees to help develop short term and long-range technology plans Coordinates efforts with the central office technology department to ensure standard system wide operations Communicates with school personnel to facilitate implementation of the instructional technology initiative and related school instructional goals

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