21. 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

www.SchoolReport.com Vermonters for Better Education Return to Education Report Index Return to VBE Index Vermonters for Better Education Homepage THE VERMONT EDUCATION REPORT January 07, 2002 Vol. 2, No. 2 Covering education news in Vermont and beyond... Informative, provocative, unique... 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.

22. 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

www.SchoolReport.com Vermonters for Better Education Return to Education Report Index Return to VBE Index Vermonters for Better Education Homepage THE VERMONT EDUCATION REPORT August 04, 2003 Vol. 3, No. 28 Covering education news in Vermont and beyond... Informative, provocative, unique... 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.

23. 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

2002-2003 Executive Council Members and Executive Director Executive Council Executive Director ASCD Strategic Plan Candidacy Forms for ASCD Office ... PEYTON WILLIAMS, JR., Ph.D. , President Retired, Deputy State School Superintendent Georgia Department of Education 3380 Laren Lane SW Atlanta, GA 30311-3642 E-mail: will4278@bellsouth.net KAY AWALT MUSGROVE , Immediate Past President (Retired) Assistant Superintendent, Franklin Special SD 1000 Legacy Hills Drive Franklin, TN 37064 E-mail: KayMusg@aol.com RAY MCNULTY , President-Elect Vermont Education Commissioner Vermont Department of Education 120 State Street Montpelier, VT 05620-2501 E-mail: rmcnulty@doe.state.vt.us PAT ASHCRAFT Director of Staff Development Shelby County Schools 160 South Hollywood Street Memphis, TN 38112 E-mail: pashcraft@mail.scs.k12.tn.us MARTHA BRUCKNER Associate Superintendent for Educational Services Millard Public Schools 5606 South 147 Street Omaha, NE 68137

24. SCS Information Technology Staff Development - Local Plans For Vermont  Web Pag or visit the NCLB Desktop Reference that includes Enhancing education Through Technology the state planning process, and other resources for vermont schools. http://www.scsvt.org/resource/localplans.htm

Local Plans for Vermont Supporting Resources (State and Federal) Computer-Based Technology and Learning: Evolving Uses and Expectations ... as recommended by the VT DOE as examples of exemplary use. Published by NCREL (North Central Regional Educational Laboratory). Educational Technology Expert Panel: Exemplary and Promising Educational Technology Programs 2000 ... as recommended by the VT DOE as examples of exemplary use. Published by the US DOE (PDF format). Information Technology Grade Cluster Expectations (GCE) for Vermont , May 2004 No Child Left Behind ... US DOE site specific to the Federal Legislation or visit the NCLB Desktop Reference that includes Enhancing Education Through Technology expectations. VISMT No Child Left Behind Overview ... overview of the Federal Bill, requirements for local IT plans, instructions, forms, the state planning process, and other resources for Vermont schools. Vermont Planning Instructions and Forms Online State Plan Draft , May 2004 Local Planning Guide Forms Back to the top Back to the SCS IT Resource Web Page Home Page maintained by Greg Thweatt gthweatt@cssu.org

25. 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

Tolerance.org A web project of the Southern Poverty Law Center. Common Stereotypes about Sikhs and Sikhism A comprehensive website maintained by the Sikh Mediawatch and Resource Task Force (SMART). Violence Prevention in Our Schools: Promoting a Sense of Belonging by Robert Brooks, PhD 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. Native North American Authors 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.

26. 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

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

27. National Association Of Independent Schools (NAIS) - Consultants, Companies, And McLaughlin, Executive Director 235 Main Street Montpelier, vermont 056022410 USA services staff Professional development education Training and http://www.nais.org/cc/index.cfm?serviceID=60

28. 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

Connecticut Bureau of Career and Adult Education Connecticut State Department of Education 25 Industrial Park Road Middletown, CT 06457-1543 Roberta Pawloski, Bureau Chief roberta.pawloski@po.state.ct.us Representative Agency Capitol Region Education Council Adult Training and Development Network 111 Charter Oak Avenue Hartford, CT 06106 Delaware Delaware Department of Education Adult Education and Workforce Development P. O. Box 1402 J. G. Townsend Building Dover, DE 19903 Fran Tracy-Mumford, Ph.D., Adult Education Director ftracy-mumf@state.de.us Representative Agency Delaware State Literacy Resource Center Adult Community Education Network P.O. Box 639 Dover, DE 19903 Beth Cady, ACE Network Director acedir@yahoo.com District of Columbia State Education Agency Adult Education University of the District of Columbia 4200 Connecticut Avenue, NW

29. 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

NELRC Projects ABE-to-College Transition Adult Multiple Intelligences Civic Participation Literacy and Technology NELRC Web Resources ABE-to-College Transition Website Civic Participation and Citizenship Collection Civic Participation Sourcebook ... Adult Literacy and Technology More About Us Board of Directors Staffing Contact Information Staffing Silja Kallenbach Coordinator skallenbach@worlded.org Jeff Carter NELRC's Education and Technology Director jcarter@worlded.org Andy Nash Civic Participation Coordinator anash@worlded.org Angela Orlando Change Agent Co-Editor and Production Coordinator aorlando@worlded.org Jessica Spohn College Transition Project Director jspohn@worlded.org Deepa Rao College Transition Project Coordinator drao@worlded.org Steve Quann NELRC Webmaster squann@worlded.org Lanell Beckers Staff Associate lbeckers@worlded.org New England Literacy Resource Center World Education 44 Farnsworth Street Boston, MA 02210

30. 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

Vermont Agencies and Organizations Geographic Alliance Network NASA Education Resources State Geological Survey U.S. Geological Survey ... Vermont State Climatologist Geographic Alliance Network 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 Winooski Park Colchester, VT 05439 Phone: (802) 654-2488 Fax: (802) 654 2610 Email: rkujawa@smcvt.edu NASA Education Resources 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.

31. 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

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

32. 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

Office of Standards and Professional Development Professional Development Resource Guide STATE S TATE EDUCATION AGENCY DOCUMENT ALABAMA Teacher Education Chapter of the Administrative Code 290-3-2 Teacher Orientation Manual: 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 ARKANSAS Director's Communication Standards for Accreditation of Arkansas Public School - May 94 Arkansas Department of Education, Arkansas Licensure Continuum: Professional Development

33. 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

CSJ AT A GLANCE EMPLOYMENT OPPORTUNITIES FACULTY ACADEMIC CALENDAR ... PART-TIME FACULTY DIRECTORY Correspondence Correspondence can be addressed to the College offices indicated below and mailed to: College of St. Joseph 71 Clement Road Rutland, VT 05701 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

34. 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

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.

35. 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

The Northeast Regional Resource Center Staff Kristin Myers Reedy, Ed.D. Ph:(802)951-8218 Fx: (802)951-8222 kreedy@wested.org Area of Specialization: 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 Fx: (802)951-8222 MHock@wested.org

36. 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

Paraeducators/Paraprofessionals Upcoming Paraprofessionals Conference May, 2004 Building Capacity to Attract, Train, Support and Retain Paraeducators By Patricia H. Mueller, Ed.D. Hot Topics Newsletter on The Paraeducator Paradox CEC Knowledge and Skills for Paraeducators http://www.cec.sped.org/ps/paraks.html - Paraprofessionals Pages http://www.uvm.edu/~cdci/evolve/ http://www.uvm.edu/~cdci/parasupport/ http://www.uvm.edu/~cdci/paraprep/ Information on Paraeducator Courses Offered By Vermont Technical Education Centers Contact Bonnie Chamberlin at bchambvt@u61.net LRConsulting 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. www.lrconsulting.com

37. 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

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.

38. 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

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

39. 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/

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

40. 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

VERMONT Cohorts Putney I White River Junction I Trinity I Trinity II ... Vermont VII Applications are being accepted to the Vermont VII Cohort that begins in May 2004 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:

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