Extractions: Providing an excellent educational opportunity for each of our Vermont children is one of the most important investments we can make for the future of Vermont. However, the cost of education has increased significantly in recent years. Between fiscal year 1992 and fiscal year 2002, the revenues (from all sources) to fund public education jumped from $672.9 million to $1.052 billion. According to U.S. Census data for fiscal year 2001 (which is the latest year available), Vermont ranked 8th in the nation for per pupil spending, 2nd in the nation for school spending in relation to personal income and 1st in the nation for school administration spending per pupil. In addition, according to the U.S. Department of Education, Vermont had the lowest pupil teacher ratio in the nation in fiscal year 2001. Although we want excellent educational outcomes for Vermont students, we also have to pay attention to education costs. Projected education spending increases of 4.50% in fiscal year 2004 and 4.75% in fiscal years 2005 and 2006 are not sustainable. Act 68, passed by the legislature in 2003, revised Vermonts education funding system to provide some new revenue sources. However, by fiscal year 2006, education spending is projected to outpace revenues by $15 million. We therefore need to act now to restrain the growth in education costs.
Online Catalog System: General Information and alumni seeking employment or further education; Afford opportunities for faculty and staff development; Pursue strong liaisons with vermont elementary and http://catalog.vtc.edu/content.php?catoid=1&navoid=31
Education Jobs Vermont Academic staff Higher education Jobs in vermont. is developing a practical model of sustainable economic development for vermont Jobs in vermont education. http://www.collegerecruiter.com/jobslinks/13/Education-jobs-Vermont.html
Extractions: Looking for a great new job? Look no further than CollegeRecruiter.com . We're free to job seekers and have posted on our site over 60,000 job openings from all industries and for all levels of experience. Need free help with your resume, interviewing skills or learning how to network like a master? You'll love our free resume critique service and the hundreds of pages of employment-related articles and Ask the Experts questions and answers. Find your next job now. Get started at http://www.CollegeRecruiter.com
Saint Michael's College Education Department Faculty Roderick Marcotte Instructor of education BS Canisius; ED LL.D. (Honorary) University of vermont; M.Ed include classroom management, staff development and shared http://www.smcvt.edu/do_all_links.asp?SiteAreaID=2608&Level=1
NESDEC- Professional Development State ATM Network and vermont Interactive Learning provider of Continuing education Units (CEU s and provides verification for staff development, inservice and http://www.nesdec.org/development.html
Extractions: Professional Development NESDEC offers a broad range of high quality, continuous, professional development opportunities for all segments of the education community. Institutes and conferences are conducted in area hotels and conference centers on a variety of dynamic educational topics. NESDEC can also provide on-site training to districts upon request. New This Year . . . Videoconferencing NESDEC is providing one-way videoconferencing services to allow participants to attend any Institute without incurring travel expenses. NESDEC currently videoconferences with: The following are "host sites" for NESDEC videoconferences: To attend a NESDEC event via videoconferencing or to inquire about having your school become a NESDEC host site, please call 508-481-9444. For more information regarding a specific videoconference, please click one of the event titles listed below.
ASCD: Previewing The Conference: Ray McNulty a superintendent in southern vermont, area schools Annual Conference on education and a improving student achievement through staff development and community http://www.simulconference.com/ASCD/2003/ptc/mcnultyr.shtml
Extractions: Director, ASCD Annual Conference Hi, I'm Kathleen Burke , Director of ASCD's Annual Conference. Welcome to ASCD's Annual Conference Online 2003. We are pleased to present a series of online programs that will preview topics and highlights of the 2003 Annual Conference. Joining us now is Ray McNulty , Vermont's Commissioner of Education. Ray, what do you feel are the major issues influencing educators today? No Child Left Behind Act. What do you plan to share with participants at the ASCD Annual Conference? The No Child Left Behind Act: Challenges and Opportunities for Districts and Schools.
Professional Development staff MEMBERS PRESENTED AT THE FOLLOWING of College Admission Counselors Conference vermont Statewide School Brown University education class Harvard http://www.bigpicture.org/1999-2000metport_Professional.htm
Extractions: sitemap Go to... About Us Adult Mentors Advisors and Advisory Big Picture A to Z Big Picture Archives Big Picture Bibliography Big Picture in the News Big Picture On Line Big Picture Philosophy Big Picture School Design Big Picture School Leaders Big Picture Schools Big Picture Schools Growth Big Picture Staff Big Picture Time Line Board of Directors Driving Directions to The Big Picture Future Big Picture Schools Going High Tech Home Page Initiatives Interest Exploration Leadership Development Learning Cycle Video Learning Goals Learning in the Real World Learning Plan Team Learning Plans Links LTI: Learning Through Internship Met Parent Student School Agreement Met School Portfolio 1996-1997 Met School Portfolio 1997-1998 Met School Portfolio 1998-1999 Met School Portfolio 2001-2002 Met West High School One Alum at a Time One Building at a Time One Kid at a Time One Student at a Time Principal Residency Network Public Engagement Public Service Announcements Quarterly Newsletter Respect and Diversity The Met School Small Schools Store and Free Resources Support Our Work Whole School Events Get Involved The Met's First Senior Class: In 1999-2000, the two-campus Met staff was comprised of two co-principals, 16 certified teachers, (three of whom had dual roles as Aspiring Principal), two special education teachers, a college planning counselor, a guidance counselor, two workplace learning coordinators, a technology coordinator, two office mangers, and part time support staff that included a special ed director
Extractions: PURPOSE: To demonstrate the use of telehealth technology as a vehicle for providing diabetes education for staff nurses in a rural hospital OBJECTIVES: The participants will be able to: describe the necessary technology requirements to provide telehealth education define the process for initiating a nursing telehealth project appreciate the value of nurse particpation in the formation of a telehealth network GENERAL OVERVIEW: Access to advanced practice nurses for purposes of staff development is limited in small rural hospitals. The cost of providing the education is often cause for delay or denying staff the opportunity to refine or update their skills in a rapidly changing field such as diabetes management. Hepburn Hospital of Ogdensburg, New York, is a 150 bed community hospital in rural upstate New York which has identified a need for such a program. The cost of providing the desired diabetes education to a core team of seven staff members was estimated to be $2000. This included reimbursement for mileage for the 7 hour round trip and salary for the staff members. It does not include the cost of replacement staffing for shifts affected. The cost of the advanced practice nurse and dietitian would remain unchanged in either a telehealth or face-to-face model.
Extractions: December 1997 A TROUBLING CRACK By many measures, the nation's public schools are cracked in the middle. Education reforms over the last 15 years have more often than not focused on students at the start of their academic life or near the end of high school. Smaller class sizes in the kindergarten through fourth grade give the youngest children closer attention from their teachers, and President Clinton has most recently pushed universal literacy by the end of third grade. Most states raised the course load high school students must take, and exit examinations required to earn diplomas give older students and their teachers clear expectations to meet. Left largely unattended are middle grade students, just as they are reaching a vulnerable and confusing crossroads. Young adolescents feel the tug of physical growth, emotions, social development, and academic needs. Nearly a decade ago, the Carnegie Council on Adolescent Development called the years from age 10 to 15 "the last, best chance" to ensure young people reach a fruitful adulthood. Early adolescence offers opportunities to choose a path toward a productive and fulfilling life. The wrong choices, or the absence of the right opportunities and support, mean a greatly diminished future.
Extractions: Hampshire Educational Collaborative (HEC) oversees four Reading Recovery training locations in western Massachusetts, serving educators in western Massachusetts, southern Vermont, northern Connecticut and eastern New York state. Reading Recovery Teacher training is only available to individuals working in school districts. Applications for Reading Recovery Teacher Training in this region are accepted each spring beginning in March, and should be submitted to HEC by April 15. Classes generally fill quickly, but a waiting list is maintained should a slot become available before training begins in August. Schools wishing to request a Teacher Training application packet should contact Ann Paquette in the HEC Professional Services Office (413-586-4900x140), apaquette@collaborative.org The Hampshire Educational Collaborative Reading Recovery Teacher Training Site will train 1-2 classes of Reading Recovery Teachers in the 2004-2005 school year, a total of 12-24 teachers, at training sites in South Hadley, Greenfield, Northampton and Dalton. Funding for this training will in all likelihood be available from the Massachusetts Department of Education. (Since 1996, every Western Massachusetts district that submitted a proposal to train Reading Recovery teachers has received funding for training, as well as trainee and student materials.)
Child Development - Staff 855 N. vermont Avenue Los Angeles CA 90029 her work in Early Childhood education teaching part Currently coordinator of staff and Organizational development, she http://www.lacitycollege.edu/academic/departments/childdev/cdstaff.html
Extractions: Tuesday CD 22 Practicum in Child Development I, Field Supervision 6 hours TBA Professor Kathleen Bimber completed her undergraduate work at California State University Northridge, receiving her B.A. degree in Child Development. She received her M.A. degree in Education with a Specialization in Early Childhood Education from Pepperdine University. Ms. Bimber has an extensive background in the field of early childhood education and has worked with young children since 1972. In 1996 she transferred to Los Angeles City College from Los Angeles Southwest College where she taught in the Campus Child Development Center for 16 years. While there, Ms. Bimber was certified as a Mentor Teacher through the California Mentor Teacher Program and during the last two years was the director of the Campus Child Development Center. In addition to her experience with preschool children, Ms. Bimber also has extensive experience directing and working in school age programs.
The Journal Of Continuing Education In Nursing: Masthead D. Grady, RN, MSN Perinatal education Coordinator vermont Regional Perinatal Program Burlington, vermont, USA. EdD, RN, C staff development and Clinical http://www.slackinc.com/allied/jcen/jcenmast.htm
High Schools That Work South Dakota, Tennessee, Texas, vermont, Virginia and in the HSTW Assessment, staff development, technical assistance of the state department of education; or; http://www.sreb.org/programs/hstw/becoming/becomingindex.asp
Extractions: Becoming a High Schools That Work State or Site How a state can join How a school can join in a HSTW state How a school can join in a non- HSTW state How does a state become a member of High Schools That Work? The number of High Schools That Work states has increased from 13 in 1987 to 30 in 2003. They are Alabama, Arkansas, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Kansas, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, Missouri, New Hampshire, New Jersey, New York, North Carolina, Ohio, Oklahoma, Pennsylvania, South Carolina, South Dakota, Tennessee, Texas, Vermont, Virginia and West Virginia. When a state joins HSTW , it becomes part of a consortium comprising SREB and the member states. This consortium is dedicated to getting at least 85 percent of career-bound high school students to complete a challenging program of study and to reach or exceed the HSTW performance goals in reading, mathematics and science. The intent is to prepare students for productive careers and further learning. High Schools That Work represents a cost-effective way for states to join SREB and other states in offering high schools a proven framework of goals and key practices for raising student achievement. The consortium meets three times annually to discuss progress in improving student achievement and to address issues of leadership, staff development, technical assistance and accountability. SREB and the states are partners in delivering services to member schools and in encouraging policy-makers to enact needed legislation and policies to improve high schools for all students. States sign a memorandum of understanding with SREB and agree to assume certain responsibilities associated with maintaining and developing a state network of school-improvement sites.
Extractions: Areas of Practice Attorneys Firm Profile: General Information. The firm has achieved this goal and represents Vermont cities, towns, and school districts. The firm also represents a variety of other public and quasi-public entities, including the Vermont Parole Board and several non-profit corporations whose purpose and activities subject them to legal obligations similar to those imposed on public entities. Attorneys in the firm have extensive knowledge of and experience working with federal and state education and special education law. We daily provide advice to school clients concerning all aspects of special education and disabilities law, as well as a broad array of education issues, from funding and construction contract issues, to labor and personnel issues, and education questions including student discipline, due process, First Amendment, and discrimination issues. All lawyers in the firm are admitted to practice before the state and federal courts in Vermont.
Welcome To Audubon Vermont! Please be sure to include the individual staff person s name in the a BS in Wildlife Biology from the University of vermont and a Masters in education from St http://vt.audubon.org/staffProfiles.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 wtl_TagVer = 6; var wtl_FWD = 0; var wtl_url = document.URL; var wtl_title = document.title; var wtl_TagID = 149304; var wtl_SID = "149304"; var wtl_Offset = "-500"; WTL_TAG = new Image; WTL_TAG.ID = "WTL_TAG"; var ORDER= ""; var SERVER= ""; var INVOICE= ""; var CARTVIEW= ""; var CARTADD= ""; var CARTREMOVE= ""; var CHECKOUT= ""; var CARTBUY= ""; var ADCAMPAIGN= ""; //wtl_Tag6(TAG,SID,wtl_url,wtl_title,"MainContentGroup,SubContentGroup"); wtl_Tag6(wtl_TagID,wtl_SID,wtl_url,wtl_title); About Audubon Support Audubon
Extractions: Character, according to Webster's Dictionary, is a reliable inner disposition to respond to situations in a morally good way. It refers to the moral qualities and ethical standards which make up the inner nature of a person. Character might be termed the moral personality. Behavior is a product of character. Character Education is one form of moral education, moral being broadly defined as pertaining to issues of right and wrong. There are different types of moral education. Values clarification and moral reasoning are examples of two other kinds of moral education. Character education, different from Values Clarification, holds to the premise that civilization has a common core of shared values, referred to as universal values.
VI's Mathematics Program underway in the vermont Mathematics Initiative, a comprehensive, 3year professional development program for vermont educators. VI Math staff will provide the http://www.vermontinstitutes.org/math/
Extractions: 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: 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. The Vermont Mathematics Initiative (VMI) The Vermont Mathematics Partnership (VMP) VI Math Staff will provide the following core services to schools (click on link, where available, for more information):
Educator Licensing is answered by a member of the licensing staff between 8 licensing of vermont educators are contained in the vermont State Board of education Manual of http://www.state.vt.us/educ/new/html/maincert.html
Extractions: (Updated 6/10/04) The Vermont Department of Education's Licensing Office administers regulations and procedures that have been established to evaluate the credentials of prospective educators to ensure that they meet specified preparation standards and requirements. Established by the Professional Standards Boards and approved by the State Board of Education, Vermont's regulations governing educator preparation and licensing require professional employees of all Vermont public elementary, middle and secondary schools to hold state licensure appropriate for their assignment(s). CONTACT THE LICENSING OFFICE Those interested in licensing information may contact the Licensing Office by phone or e-mail. The Licensing Office receives its highest volume of request for application materials and other information from late spring through mid-autumn (May to October). Although every attempt is made to answer all requests as quickly as possible, during this time, requests received by e-mail often receive the quickest response.
About The Vermont Department Of Education Department of education, managing a budget of more than $19 billion and a staff of more Richard has extensive experience in vermont education and civil service http://www.state.vt.us/educ/new/html/maindept.html
Extractions: Richard Cate became education commissioner on November 4, 2003. A native Vermonter, Richard graduated from Montpelier High School before attending University of Vermont, where he earned a bachelor of science degree in civil engineering. He later earned a master of public administration degree from Rockefeller College at the University of Albany. Richard has nearly completed a doctorate in public administration with a public finance concentration from Rockefeller College. Prior to becoming commissioner, Richard served as executive deputy commissioner and chief operating officer of the New York State Department of Education, managing a budget of more than $19 billion and a staff of more than 3,100 employees. Previous to that, he served as that departments chief financial officer. Richard has extensive experience in Vermont education and civil service. Among his positions in the state, he was executive director of the Vermont Superintendents Association for seven years. As manager of the City of Barre, he administered the municipal budget, acted as a liaison to state agencies and the Legislature, and negotiated with several labor boards.
Education Development Center, Inc. by representatives from Dallas, Florida, Tennessee, vermont, Arkansas, New York, and Minnesota you.National TrainingPartnership StaffEducation development Center, Inc.Deborah Haber http://www.edc.org/healthisacademic/PDF/ntp998.pdf
