THE VERMONT EDUCATION REPORT - January 07, 2002 Vol. 2, No. 2 more dollars, more teachers, more technology, more staff development, more homework The vermont education REPORT is published by vermonters for Better education http://www.schoolreport.com/vbe/nlet/01_07_02.htm
Extractions: Published by Vermonters for Better Education VBE is a nonprofit, nonpartisan organization whose mission is to enlist parents and the public at large in achieving quality educational opportunities for all the children of Vermont by monitoring the state of education in Vermont; promoting the value of educational freedoms for all parents; and giving parents the evaluative tools with which to identify excellence. Libby Sternberg, executive director: MAILTO:LSternberg@aol.com STATE NEWS... CHARTER SCHOOL STUDY COMMITTEE: NO SURPRISES The state's Charter School Study Committee will most likely issue its negative recommendation today or in the near future, telling the legislature that Vermont doesn't need charter schools. The make-up of the committee foreshadowed its outcome. Of its 10 members, at least five were predisposed against school choice in general. AND SO IT BEGINS: LEGISLATIVE OUTLOOK Because this is an election year, political posturing and not substantive education reform might be the likely outcome of this year's session. Nonetheless, school choice could be on the agenda as choice advocates under the Dome struggle to push something through after a frustrating session last year, where the only choice initiative was the ill-fated charter school study committee.
THE VERMONT EDUCATION REPORT - August 04, 2003 Vol. 3, No. 28 community ties and enhancing professional development for pre of new teachers in hardto-staff or low The vermont education REPORT is published by vermonters for http://www.schoolreport.com/vbe/nlet/08_04_03.htm
Extractions: Published by Vermonters for Better Education VBE is a nonprofit, nonpartisan organization whose mission is to enlist parents and the public at large in achieving quality educational opportunities for all the children of Vermont by monitoring the state of education in Vermont; promoting the value of educational freedoms for all parents; and giving parents the evaluative tools with which to identify excellence. Libby Sternberg, executive director: LSternberg@aol.com ONE BID WINS QUALITY STUDY The National Center on Education Finance (NCEF), a branch of the National Conference of State Legislatures, was awarded a contract from the Vermont Department of Education (VDOE) to perform an education quality study for the Vermont legislature. NCEF was virtually alone in putting in a successful bid. According to Bill Talbott, director of the VDOE's financial office, requests for proposals were sent to eight organizations and posted on the VDOE's web site. This generated three responses - one from Odden and Picus Associates, who decided the money allocated for the study ($50,000) wasn't enough, one from Augenblick, Palaich and Associates, who said they could do it using VDOE resources and staff, and the successful bid from NCEF.
2002-2003 Executive Council Members And Executive Director vermont Department of education 120 State Street Montpelier, VT 056202501 E-mail rmcnulty@doe.state.vt.us PAT ASHCRAFT Director of staff development Shelby http://www.ascd.org/aboutascd/excounnew.html
Beyond Difference: Related Links The education Alliance Resources for curriculum and staff development to promote diversity and equity in The vermont Department of education Information on http://www.vermontbook.org/related.links.html
Extractions: The recipient of numerous professional, community, and government awards, Dr. Robert Brooks is on the faculty of Harvard Medical School and the former Director of the Department of Psychology at McLean Hospital. He is the author of The Self-Esteem Teacher as well as numerous articles and book chapters related to resilience, self-esteem, education, psychological assessment, and psychotherapy. His new book Raising Resilient Children, which he co-authored with Dr. Sam Goldstein, has recently been published. Information on Native North American authors with bibliographies of their published works, biographical information, and links to online resources including interviews, online texts and tribal websites, is featured on this website . Currently the website primarily contains information on contemporary Native American authors, although some historical authors are represented.
Center For Teacher Education, Training And Research DC organized and ran staff development seminars and The Windham Partnership for Teacher education (a Professional 2000 funding from the State of vermont. http://www.sit.edu/ctetr/ctetr.html
Extractions: 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: 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: 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
Our Partners -- Eastern LINCS New York State education Department Adult education, staff development and Distance Learning 89 Washington Avenue vermont Adult Basic education 167 Main http://www.easternlincs.org/ourpartners.htm
NELRC Director, the SLRC or state staff development director and Island Robert Mason RI Department of education. vermont Amy Brockman - VT Department of education http://www.nelrc.org/about.htm
Vermont the operation of a national network of AMS Atmospheric education Resource Agents are held at the school district level on staff development days or In vermont. http://www.teachearth.com/states/Vermont.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. Vermont Geographic Alliance Department of Geography 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.
Continuing Education And Professional Development of vermont and has spent 34 years in edu Susan Brooks, Clerk, Continuing education and Professional provides administrative support to the staff through such http://www.albany.edu/sph/coned/conedstf.html
Extractions: 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. 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.
Professional Development Resource Guide Jan 98, Standards for vermont Educators A Vision 126 Legislative Rule Board of education Series 149 County Professional staff development Councils (5500 http://www.state.nj.us/njded/profdev/rdirectory.htm
Extractions: Professional Education Personnel Evaluation Program of Alabama, April 1997 Alabama Professional Development Plan Guidelines and Definitions, Alabama State Education Agency, 1997 ALASKA Standards for Alaska's School, Alaska Department of Education, Dec. 1996. Standards for Alaska's Teachers, Alaska Department of Education, Dec. 1996. Standards for Alaska's Administrators, Alaska Department of Education, Dec. 1996. Content Standards for Alaska Students, Dec 1996 - (booklet) ARIZONA Arizona Department of Education: Professional Development State Board Rules, Nov 1997 Http://www.ade.state.az.us/prodev/bdrules.html Arizona Renewal Requirements
Welcome To The College Of St. Joseph In Vermont Administrative Assistant, Divisions of education and Business, Assistant Director of development, Mark Grossarth, staff Assistant, Judith Alexander, 3256, jalexander http://www.csj.edu/directory.html
Extractions: Position/Title Name Ext. Email Address President's Office President Frank G. Miglorie fmiglorie@csj.edu Assistant to the President Madeline Coppinger mcoppinger@csj.edu Academics Gary M. Lawler glawler@csj.edu Administrative Assistant, Academic Dean Lorraine Record lrecord@csj.edu Donald E. Harpster dharpster@csj.edu Chair, Division of Education Roberta "Kapi" Reith kreith@csj.edu Chair, Division of Business Bill W. Godair bgodair@csj.edu Craig W. Knapp cknapp@csj.edu
Professional Development Programs And Models Under the new model, all staff move through University Rhode Island Department of education The Rhode VT) School District Partners vermont NEA University of http://www.sharingsuccess.org/code/pd/table9.html
Extractions: 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 NFIEs 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.
Staff Biographies Her roles include assisting NERRC staff in the development and 1997 to 1999, Pat was a special education administrator in a local vermont school district. http://www.wested.org/nerrc/bios.html
Extractions: Special Education Reform, Special Education Policy, Program Evaluation, Finance, Regular Education Reform, Early Childhood Special Education Executive Director, has 20 years of experience in special education as a teacher, consultant, and administrator. She became the Director of the Northeast RRC in March of 1999. She served four years as consultant and manager at the Vermont Department of Education. For the past ten years, she has been Director of Special Services for two Vermont school districts. Her Doctorate in Educational Leadership and Policy Studies from the University of Vermont focused on policy and systems change. Particular areas of expertise are systems change, policy analysis, and special and regular education reform, special education finance and management of complex organizations. Vermont Office Staff Michael Hock Ph:(802)951-8203
Paraeducators And Paraprofessionals Topical Links By vermont Technical education Centers Contact Bonnie Chamberlin at bchambvt@u61.net. LRConsulting LRConsulting offers a variety of staff development training http://www.wested.org/nerrc/paraprofessionals.htm
Extractions: LRConsulting offers a variety of staff development training options regarding inclusive and special education issues. We design our training believing that professional development must be consistent with both learning and adult learning theories. Therefore, our training emphasizes experiential learning allowing participants to draw upon past experiences to construct theory and learn from activities embedded in our trainings.
Vermont-NEA Editorial 10/98 to fashion their proposal to establish throughout vermont local staff development committees with system, the State Board of education approved the http://www.vtnea.org/ed-24.htm
Extractions: 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.
Coaching Teachers At Different Skill Levels K12 Schools in Enosburg, vermont staff development Teaching the Teachers Technology staff development That Works My Life Survey The education Coalition (TEC http://www.ncrel.org/sdrs/thepoint/levels.htm
Extractions: Overview Actions Resources Back to the ... Pathways Home Page A school may be home to educators with a wide variety of skill levels in technology: computer gurus anxious to put the capabilities of the newest hardware and software to use; moderate technocrats, who implement basic computerized tasks; the technologically limited, who had their professional training "when punch cards were for programmers and computers were for research scientists"; and teachers who are sitting back quietly waiting for the technology fad to pass (Williams, 1993). The problem faced by administrators and professional development staff of such a school is providing adequate training to bring teachers at every point of the continuum from technophobia to technomania to an adequate level of technical expertise so learning goals can be met. Accommodating teachers who may be at five different stages of technology integration (novice, apprentice, instructor, coach, and expert) is a challenging task. Because teachers learn at different rates and have individual needs when mastering new skills, technology training should be flexible yet cover a comprehensive set of skills. Before professional development is designed, each teachers' current level of technology skills should be determined by using appropriate instruments. Self-assessment directly related to the technology learning goals set by the school is especially appropriate and effective. The International Society for Technology in Education (n.d.) has developed a set of
The Vermont Title II Teacher Quality Enhancement Program development providers, and institutions of higher education, to share In vermont, where schools Grant funds to support state and regional staff and other http://www.sseppd.org/
Extractions: Vermont Field Guide to Educator Mentoring On behalf of the Vermont Teacher Quality Enhancement Program (TQE), we are pleased to make the recently published Vermont Field Guide to Educator Mentoring available to you from the PDF document link below. We anticipate this book to be a handy and useful resource as school leaders continue to organize structured mentoring and colleague support programs in their schools and districts, and as policy continues to be developed. Research shows that administrative and teacher leadership support is vital to building and sustaining effective programs. Described within this Field Guide is a clear definition of the requirements for effective mentoring. Interspersed within the text are profiles of mentoring and colleague support programs that are underway in Vermont, and are accessible as models or as sources of information and useful experience. The book is divided into four sections: I. Why? Making the case, based in current research, for why educator mentoring is so important
Vermont Site Information Department of education, Postsecondary education Services, to worked closely with the vermont Department of in advancing the development of staff and potential http://www.nhc.edu/pcmh/vermont.htm
Extractions: Higher Education Approval Partnerships Licensure Putney I : Began April 1995, offering a specialization in Management of Mental Health Services . This group eventually merged with the White River Junction cohort. White River Junction I Began April 1995, offering a specialization in Clinical Services to Adults with Psychiatric Disabilities and Their Families. Trinity I Began December 1995, offering one specialization: Clinical Services for Children and Adolescents with Severe Emotional Disturbance and Their Families. This was the first cohort on the Trinity College campus. Trinity II Began September 1997, offering two specializations: Clinical Services for Adults with Psychiatric Disabilities and Clinical Services for Children and Adolescents with Severe Emotional Disturbance and Their Families Trinity III : Began March 1999, offering three specializations:
