Extractions: Synopsis of Services Publications Resources Selected Articles from School Leader Labor Lookout By Curt Wary Director, Labor Relations The Continuing Education Requirements: Now In Effect After much debate, controversy and several delays, the state's continuing education requirements went into effect in September. Teachers and other instructional personnel are now required to complete 100 clock hours of state-approved professional development in the next five years and then, every five years thereafter. With the commencement of this new requirement, it is appropriate to provide boards with an update and advice to deal with the months ahead. What Counts Any discussion of "what counts" toward satisfying the 100-hour requirement must first focus on the teacher's professional improvement plan (PIP). The continuing education code adopted by the state Board of Education in May 1998 states that the contents of teachers' continuing education plans must be specified in their PIP, developed as part of the annual evaluation. While the process of developing the PIP should be done collaboratively between the teacher and the supervisor, in the event of a disagreement, the supervisor retains the final approval over the content of the PIP. This final administrative approval right was reemphasized by the commissioner of education this spring. A teacher's continuing education may include in-service programs, formal coursework, and conferences sponsored by entities approved by the commissioner of education. These entities, or providers, must register with the Department of Education and include colleges, professional associations, training organizations and boards of education. Boards are automatically registered as training providers for their own staff. However, if the district intends to sponsor training for other teachers, it must register separately.
Extractions: Salary Range: $18,601 - $34,314 (as of 5/1/03) Position Emphasis: This position supports the NEA strategic focus of restoring public confidence in public education by providing a full range of reception and other office and administrative support services. Minimum Education Requirement: High School Diploma or equivalent. Minimum Qualifications: One year of experience as a full-time receptionist or responsibility for covering multiple phone lines in a fast-paced, professional business environment, including experience meeting and greeting clients/customers. Must have basic clerical experience, e.g., word processing skills. Basic skills using personal computers and appropriate software are required to perform such assignments as voucher and timesheet processing, word processing and electronic mail. Other Requirements: Selection Criteria: Tier 1 (Essential): Demonstrated high-level communication, telephone and interpersonal skills. Effective skills in interacting with all levels of staff and ability to display a professional, business image. Proven general clerical work experience, including word processing and experience with Microsoft word. Demonstrated experience handling voucher processing and an aptitude to work with numbers. Demonstrated cooperative attitude and ability to work collaboratively in a team environment. Demonstrated ability to work independently and handle multiple tasks simultaneously under stringent timelines. Successful references.
Young Audiences/New Jersey on the Arts Assessment Committee for the new jersey Department of education. Unger,Michael E. Unger, development Director, joined the staff of Young http://www.yanj.org/contact.html
Extractions: Kristin Golden Wenger Kristin Golden Wenger, Executive Director, began her career with Young Audiences in 1986. Since that time she has seen programs grow from 400 to 5000. She is a past president of the Alliance for Arts Education/New Jersey (a member of the Kennedy Center Alliance for Arts Education Network), a member of NJN's Cultural Advisory Committee and served on the Arts Assessment Committee for the New Jersey Department of Education. She holds degrees from Skidmore College and Boston University. Kris may be reached by phone at extension 208 or you may e-mail her at email@example.com
The PortSport Game staff development. The Port Authority of new York and new jersey also provides, atno Order your FREE* PortSport High School education kits now by printing out http://www.panynj.gov/pubs/portsportgame.html
Extractions: Click Once It's A Terrific New Board Game Respond today Port S port , a FREE High School Education Program, has been developed by The Port Authority of New York and New Jersey, with the help of educators actively involved in curriculum development. The Program was conceived to help high school students learn the purpose, functions and importance of ports and their role in international trade and economics. The Port of New York and New Jersey is one of the most important and vital centers of economic activity in the region. The Port generates more than 167,000 direct and indirect jobs and contributes approximately $20 billion to the regional economy. Using Port S port in the Classroom: The PortSport Education Program is appropriate for use in teaching the process of international trade in geography, economics and global studies courses. Teachers receive a series of five lesson plans and suggestions on how to incorporate the Program into existing courses.
Staff Development Resources Her other major interest is the history of early childhood education. She is. TheCollege of new jersey. TYPES OF staff development ACTIVITIES PROVIDED. http://users.stargate.net/~cokids/StaffDev.html
Extractions: STAFF DEVELOPMENT RESOURCES This page contains information about persons who provide staff development for early childhood programs and conferences. When you contact someone below, let them know you found them on the Early Childhood Educators' and Family Web Corner! Presenters: Trainer's Page , Web Corner page where the staff development community may come together to share information. Includes Sydney Gurewitz Clemens 73 Arbor Street San Francisco, CA 94131 Telephone: 415 586 7338 Email: firstname.lastname@example.org or email@example.com Home Page: http://slip.net/~teacher Types of Workshops: Workshops on the Reggio Emilia Approach, on Children and Creativity, on diversity issues, on Developmentally Appropriate Practice, on the various Child Development Associate functional areas, on the work of Sylvia Ashton-Warner and of Vivian Gussin Paley. Consultation on current program. Availability: Available nationally and internationally, up to six weeks per project.
New Jersey Best Practices 199899, Middlesex, staff development Program, North Brunswick Township, Professionaldevelopment. Woodbridge Township, Citizenship / Character education. http://www.nj.gov/cgi-bin/education/bp.pl?string=co_code=23&maxhits=1000
High Schools That Work Massachusetts, Mississippi, Missouri, new jersey, new York, North HSTW Assessment,staff development, technical assistance 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 27 in 2001. They are Alabama, Arkansas, Delaware, Florida, Georgia, Hawaii, Idaho, Indiana, Kansas, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, Missouri, New Jersey, New York, North Carolina, Ohio, Oklahoma, Pennsylvania, South Carolina, 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.
The Schumann Fund For New Jersey - About Us professional development for early childhood teaching staff; collected new increasedphilanthropic investment in early childhood education in new jersey. http://fdncenter.org/grantmaker/schumann/about.html
Extractions: Even before September 11, the year 2001 was one of dramatic change and upheaval. New leadership in Washington and in Trenton, heightened economic pressure on working families and families striving to make the transition from welfare to work, and continued turmoil in the financial markets, all contributed to greater demands on the not-for-profit organizations the Schumann Fund supports. During the last quarter of the year, the Schumann Fund trustees analyzed our grant guidelines and portfolio, and concluded that this was the time to stay the course, to continue to work to improve early childhood education, promote school innovation to enhance student achievement and to restore and protect New Jersey's environment. By doing so, we hope to contribute to the long-term well being of our state and its citizens. Recognizing that many of the organizations we support were facing unprecedented demands for their services and expertise, and that many donors had diverted funds to meet the emergency created by 9/11, we made a commitment to maintain our grantmaking budget at last year's historic high, despite the decline in the value of our corpus. At the same time, we took a careful look at the impact our work has had during the past five years. In the recent past, we have focused a great deal of our attention, staff time and new grants on early childhood education. We have done so because we recognize that it is more cost effective, and wiser, to invest in prevention rather than remediation. We are persuaded by the research, and by our own experience, that investments in high-quality, well-planned early childhood education and family support help children enter school ready to succeed, and help eliminate the achievement gap between poor children and their wealthier peers.
Insight-Story 4 - Dodge Grant Grant praised the new jersey Network for education Renewal (NJNER), a 14 All thecharacteristics of highquality staff development are in place and http://www.montclair.edu/pages/Publications/Insight/BackIssues/2001/Insight09-24
Extractions: The two-year grant is for the Team Approach to Professional Development Program for advanced professional development of New Jersey public school teachers. "We believe this project is an example of excellent staff development that results in a positive impact on schools, as well as students, while sustaining quality teachers in the profession," said Dodge Foundation Executive Director David Grant. Montclair State President Susan A. Cole said the Foundation frequently cites the College of Education and Human Services as the model for working with teachers to improve and renew teaching and learning in New Jersey. "We are honored that the Dodge Foundation is so clearly validating our wonderful array of teacher education programs," she said. Grant praised the New Jersey Network for Education Renewal (NJNER) , a 14-year-old school-university partnership between Montclair State and 23 school districts. "It is a school/university partnership that represents what research-based professional development looks like in practice," he said. "All the characteristics of high-quality staff development are in place and support the conceptualization of this outstanding program."
Pearson Learning - Staff Development Team His interests and insights into staff development and teacher training Learning Group,A Division of Pearson education Parsippany, new jersey 07054. http://www.pearsonlearning.com/staffdev_team.cfm
Extractions: Since embarking on a teaching career, Halle has focused on the "special needs" child. She taught in regular and special education classroom for eight years before opening her own school for learning disabled children. As the consultant coordinator for Modern Curriculum Press, Halle brings an enthusiastic, can-do approach to her workshops and presentations for both teachers and administrators. Len has been both a teacher and school district administrator for more than 20 years in various Connecticut Fairfield County School districts, as well as an adjunct assistant professor at Sacred Heart University. His interests and insights into staff development and teacher training have made him a "sought after" presenter at local and regional conferences. In 1996, Len received the honor of being listed in . Len used his skills to help restructure teaching and learning in several dysfunctional urban and rural schools throughout the United States. He trained the instructional staffs in strategies and techniques that would improve student literacy, analytical, reasoning and problem solving skills with the ultimate goal of enhanced learning and achievement.
Untitled NJ staff development Council, education. NJ staff development Council. Welcome!You may browse public areas of our site. new jersey staff development Council. http://www.njcommunity.com/sites/njsdc
ART Arts education. staff development Standards 2.1, 9.6, 9.7. The new jersey Core CurriculumContent Standards in the Visual and Performing Arts state that all http://www.ebruns.k12.nj.us/StaffDevelopment/Courses/art14.htm
Extractions: Arts Education Art Foreign Language/ESL Health Education Language Arts/ILA/Reading ... October 15th, 2002 October 14th, 2002 Workshop #: 2210 Art Appreciation in World History Grades 6-7 All teachers in grades 6 and 7 will be trained in the use of the materials developed in the classical art and social studies project. These materials include slide programs and teacher instructional materials for eight civilizations from the pre-historical era to the enlightenment. Staff Development 1.1, 2.6, 3.1, 5.1 Standards: Target Audience: All social studies teachers grades 6-7. All art teachers grades 6-7. Date of Workshop: Monday, October 14, 2002 Time of Workshop: 8:30 - 3:30 Location: Hammarskjold, Room 506 Register for this workshop Workshop #: 2211 Art Program Assessment Research - Grades 8 through 12 Workshop Administrator: Robert McGarry Staff will visit various off-site locations (schools, colleges) to gather data for district program self-assessment. Staff will evaluate and make recommendations designed to enhance the East Brunswick program. Staff Development Standards: 1.1-1.3, 2.5, 2.6, 3.1, 3.2, 4.2, 5.1, 9.2, 9.3, 11.1, 11.2
Principal the Multiple Intelligences Program as areas of concentration for staff development. arealigned with this years new jersey State education requirements http://www.nvnet.org/k8/demarest/Pages/Principal.html
Professional Development Resources Science education staff Science Teacher Prep Science Leadership; Curriculum Update;education Update. National Liberty Science Center, new jersey http//www.lsc http://naples.cc.sunysb.edu/Prov/sep.nsf/pages/prodev
Shelter Assistance Program Professional staff development Training and educational opportunities the statesponsored new jersey Animal Population from humane education campaigns, spay http://www.grdodge.org/shelter/content_shelterapplications.html
Extractions: 2002 New Jersey Animal Assistance Program Man's relationship with companion animals has always been unique. This partnership has provided us with companionship and loyalty during times of need. This was nowhere more apparent than in New York City's "Ground Zero." Dogs were employed with their partners to aid in the search for victims, and also provided comfort to families during this crisis. We salute all the rescue workers and their dogs, and hope that our work honors the importance of the human-animal bond. In an effort to advance the humane treatment of animals, the New Jersey Animal Assistance Program provides funds to organizations that work diligently to reduce euthanasia, supply a temporary and safe haven for unwanted animals, and teach children to be kind to all living beings. In the past, the Foundations guidelines regarding size of grants were based on whether groups had been previously funded. This year we will consider a range of requested amounts from all groups, old or new, but we ask that your funding request be based on the size and operating budget of your organization and on a need that is commensurate with those characteristics. We anticipate that larger requests for funds will be for capital expenditures.
Liberty Science Center: Teacher Connection Provide continuing education courses on subject matter, interests or hobbies forLSC staff. Professional development Hours 3 new jersey Curriculum Standards http://www.lsc.org/school_resources/professional_development/teacherconnection.h
Extractions: Five New Jersey School Districts Standardize on Compaq Technology Newark, Elizabeth, Jersey City, Cherry Hill and Dover Choose Compaq HOUSTON, March 6, 2002 - Educating New Jersey educators about the benefits of standardizing on Compaq technology has earned Compaq Computer Corporation NYSE: CPQ top grades with five New Jersey school districts: Newark, Elizabeth, Jersey City, Cherry Hill and Dover. Purchasing through Compaq's education contract with the State of New Jersey, the five school districts combined are spending more than $12 million on IT infrastructure upgrades. Compaq technology purchases by the five school districts include more than 10,000 desktop units, over a thousand laptops, 155 Compaq ProLiant industry standard servers, and several Compaq wireless solutions. "Compaq has worked hard over the past five years to build strong relationships with the school districts in New Jersey and we're seeing strong, growing momentum," said George Warren, Compaq director of K-12 education markets. "There are two main reasons Compaq is building such momentum in New Jersey. First, administrators are increasingly coming to understand that it's less expensive over the long run if they purchase quality products integrated into solutions. Second, Compaq is leveraging its strong reseller network to ensure the needs of the schools are met quickly."
ETTC Professional Development Assessment CanDo Techlist - for use in assessing staff development needs. NJPEP- the state of the art new jersey Professional education port. http://ettc.prs.k12.nj.us/Professional Development Tools/profdevelopment.htm
Extractions: ETTC Professional Development The Mercer County ETTC offers a range of Professional Development opportunities. In addition to a full catalog of technology courses to help teachers fulfill their 100 hour requirement (we are provider #78,) the ETTC can provide customized workshops for your staff development needs. Here are some staff development resources in New Jersey. NJ ELITE Mercer County ETTC NJ ELITE Academy schedule What Counts in my 100 Hours? - guidelines to fulfilling your 100 hours staff development requirement. ETTC Technology Assessment Can-Do Techlist f or use in assessing staff development needs. The Technology Challenge - The Challenge isn't a test. But it is a way for people who have made an investment in computer technology, including up-to-date hardware, software, training and connectivity to check their level of expertise. While the Challenge can assess current skills, it can also be used as a benchmark to measure continuous improvement over time, measuring an individuals skills Technology Proficiency for Educators - a consortium of Mercer County's community college, school districts, public libraries, and regional science centers.