Extractions: James P. Connell James P. Connell, president and cofounder of IRRE, has spent 25 years in youth development and education. He is the architect of IRREs school reform initiative, First Things First, and has led the IRRE teams in supporting its implementation. Jim is a former special education teacher and professor at the University of Rochester, where his research was recognized by major awards from both the American Psychological Association and the W.T. Grant Foundation. He then served as senior vice president for research of a national youth policy organization. Throughout his career, he has been devoted to applying knowledge from research and experience to the improvement of childrens lives. He has written numerous basic and applied research articles and helped design and support major projects across the country. In his work on the theory of change approach, Jim has contributed to the planning and evaluation of comprehensive initiatives in the United States and Europe. Jim started IRRE with Louisa Pierson at the University of Rochester in 1989 to work directly with school districts to improve student performance.
Extractions: Each year the Thomas Edison State College Alumni Association, along with the Office Development and Alumni Affairs, organizes a volunteer Phonathon to raise funds to support the mission of Thomas Edison State College. This year's fundraising campaign will support the College in its efforts to develop online courses and additional student services. Volunteers gather in Prudence Hall at the College in Trenton, N. J. to roll up their shirt sleeves and reach out to fellow alumni to ask them to pledge their financial support. Thomas Kosdemba, the 2003 Alumni Phonathon chair is confident that the goal of raising $115,000 will be met. The 2003 Phonathon will take place beginning Monday, May 5 and continue until Wednesday, June 11. Volunteers may choose evening weekday sessions or weekend sessions during the day. Phonathon organizers have planned an enjoyable event. Participants will win door prizes, play games, meet other alumni, students and staff, socialize over lunch or dinner, and have a great time. As a thank you, volunteers will receive a $25 Best Buy gift card for each session in which they participate.
RBS | Professional Development | Pennsylvania in the classroom, including new and upgraded mathematics and science education inSouthwestern Network (SSN) offers staff development using compressed video http://www.rbs.org/mathsci/profdev/pa.shtml
Extractions: The Mid-Atlantic Eisenhower Consortium's Pennsylvania State Team promotes standards of excellence by providing the mathematics and science community with a network of resources and support, insights, information, and access to projects that focus on the importance of mathematics and science in the human experience. The Capital Area Institute for Mathematics and Science The LaSalle University Institute works to improve mathematics and science education in the Delaware Valley through development of partnerships with local K-12 schools, faculty enrichment in science and mathematics teaching strategies, and other activities and projects. The IUP Teacher Education Center for Science, Mathematics, and Technology
Extractions: Schumann Fund support will help Bloomfield College establish an early childhood education major and expand its P-3 certification program, thus increasing the capacity of four-year colleges to respond to the new requirements for certified teachers in preschools in Abbott districts. Center for Early Education at Rutgers In 1998, with an initial grant from the Schumann Fund for New Jersey, Dr. W. Steven Barnett founded the Center for Early Education at Rutgers to provide technical assistance, needs assessments and evaluation of preschool programs established as a result of the Abbott decision. The Center's data and evaluation have been instrumental to the development of plans for expanding and improving early childhood education in New Jersey. The Schumann Fund provided continuing support for evaluation, policy analysis and professional development activities to improve early childhood education in the state. Communities in Schools of Newark, Inc.
Extractions: Southern Regional High School District Manahawkin, New Jersey MultiMedia Schools January/February 2000 T he Southern Regional High School District in southern Ocean County, New Jersey, is a grades 7-12 regional district that houses about 3,500 students and almost 300 teachers. An overview of the staff development program was featured in the March/April 99 issue of MULTIMEDIA SCHOOLS Here, I would like to present a snapshot of two initiatives undertaken in the areas of math and science. Building on what had been learned through an already strong staff development program, we decided to take the next step and focus in on teacher leadership and mentorship skills in order to foster a collaborative atmosphere, which could lead us toward an interdisciplinary approach to professional growth. I felt that in my present position as the districts director of Technology Education, I had the capacity to provide the guidance and support needed to initiate new projects. I could then step back and encourage the teachers to take on responsibility for the activities themselves, bringing other teachers along as the scope of the project and the number of participants grew. The examples cited here to illustrate the districts approach to staff development have two aspects in common. The examples show how teachers took an active role in their professional growth and became mentors and facilitators for their peers and how active administrative support is an important ingredient of any staff development project.
Stateline.org: New Jersey By Kathleen Murphy, staff Writer, Stateline.org Crime and Courts education Environmentand Connecticutt, new jersey, new York TriState Governors Announce http://www.stateline.org/state.do?state=NJ
Home Page reporting obligations to the new jersey Commission on NJ SURE), Department of education(IPEDS), and tests and measurements, survey development, and related http://ir.intrasun.tcnj.edu/
Extractions: Mission of IR 2002/03 Factbook Summaries/Reports Report Requests ... Search OFFICE OF INSTITUTIONAL RESEARCH MISSION The mission of the Office of Institutional Research is to provide College of New Jersey decision-makers with data and analytical reports designed to improve the quality of planning, assessment, and the achievement of goals and objectives. In addition to carrying out a large number of regularly scheduled projects, OIR aims to respond in a timely manner to requests for data from both within and outside the College. GUIDING PRINCIPLE I: OIR is a trusted provider of accurate, timely, and unbiased research-based information in support of The Colleges operational activities and the activities undertaken by other key external stakeholders. GUIDING PRINCIPLE II: OIR will serves as a catalyst, coalition builder, and technical assistant in support of the College's public service mandate to provide a high quality education for leaders of New Jersey and the nation OVERALL GOALS Particular functions undertaken by OIR include: Meeting the University's reporting obligations to the New Jersey Commission on Higher Education (NJ SURE), Department of Education (IPEDS), and other external and internal offices in a timely manner (Title II, Petersons, College Board, etc.).
Lesson Study In Japan - US Science Education National staff development Council Results, Dec/Jan 2001 in science, mathematics,and technology education. National Science Foundation); new Publication Reports http://www.lessonresearch.net/Resources.html
Extractions: ISSUE : Reform requires that teachers learn new roles and ways of teaching. That translates into a long-term developmental process requiring teachers to focus on changing their own practice. The problem is, where do teachers find the time for change in their already busy schedules? Unfortunately, "the demands posed by daily teaching and other aspects of the reform continue to absorb a bulk of teachers' energy, thought, and attention" (McDiarmid, 1995). This issue explores the vital concern of how to carve out time, opportunity, and other resources teachers need to realize the vision of education reform. Creating professional development opportunities that educators need in order to help all students achieve the ambitious learner goals of reform will require the support and ideas of everyone. OVERVIEW : School improvement efforts over the last few decades require teachers not only to study, implement, and assess learner outcomes outlined in local, state, and national educational standards but also to provide meaningful, engaged learning
Untitled and implementation of quality education and training of health care in the stateof new jersey. it is managementâs responsibility to identify staff and unit http://www.umdnj.edu/hrweb/pl601000.htm
Extractions: Staff Development and Training CODE: EFFECTIVE DATE: REVISION DATE: PURPOSE: To set policy regarding programs for staff development and training. RESPONSIBILITY: The Vice President for Human Resources shall ensure compliance with this policy. POLICY: It is the policy of the University to encourage and assist all units in staff development at all levels and to coordinate development efforts to provide the highest quality training economically and efficiently. The Department of Human Resources, Office of Training and Organizational Development was established to serve the training needs of UMDNJ through the design, development, and implementation of quality education and training programs and educational services that facilitate the development of the individual, improve the effectiveness and efficiency of the department, and assist the UMDNJ community in meeting the future challenges of health care in the state of New Jersey. In partnership with the Office of Training and Organizational Development, it is managementâs responsibility to identify staff and unit development needs and to encourage their staff to enroll in the appropriate courses. Definitions: Career development and training programs consist of all individual and group training and development opportunities provided for staff at all levels of the organization.
Faculty And Staff Faculty and staff education and Experience. Susan M. Blunck, Ph.D., Director.education CourierPost, Cherry Hill, new jersey. education http://www.umbc.edu/egyptian/facultystaff.htm
Extractions: The Egyptian English, Mathematics and Science Teacher Leader Program Faculty and Staff Education and Experience Susan M. Blunck, Ph.D., Director Education: Ph.D. The University of Iowa, Science Education/Curriculum, 1993. M.S. The University of Iowa, Science Education, 1988. B.A. The University of Iowa, Elementary Education, 1972. Experience: Assistant Professor Science Education, University of Maryland Baltimore County. Director, Post Baccalaureate Teacher Education Program. Co-director The Iowa Chautauqua NDN Program. Taught all levels of science education in K-12 schools. Research areas in teacher leadership development, STS (science, technology, and society) instruction, and systemic reform. Egyptian Program Co-instructor for Professional Development for Teachers. Susan Bresee, Instructor ESP Education: M.A., Instructional Systems Development, ESOL/Bilingual Option, UMBC B.A., German, University of Maryland-College Park B.A., Geology, Wittenburg University Experience: TEFL Instructor , TEFL School Visit Coordinator, and ESP Instructor, UMBC Egyptian Teacher-Leader Program.
Extractions: CREDE's research and development focuses on critical issues in the education of linguistic and cultural minority students, and those placed at risk by factors of race, poverty, and geographic location. An annotated bibliography of professional development references are offered at this site. High Quality Professional Development DINF is a New Jersey nonprofit corporation that collects information on disabilities and disability-related subjects and makes it available for use by researchers, legislative bodies, people with disabilities, and people working in the disabilities field. National Center for Research on Teacher Learning Originally called the National Center for Research on Teacher Education, the NCRTL was founded at Michigan State University's College of Education in 1985 with a grant from the Office of Education Research and Improvement, U.S. Department of Education. The center was renamed in 1991 to reflect its new emphasis on teacher learning in order to provide leadership in defining this new area of research.
Education World® : Professional Development Center Massachusetts, new Hampshire, new jersey, new York, Pennsylvania the Canadian provincesof new Brunswick, newfoundland Heritage OnLine Continuing education for K http://www.education-world.com/pro_dev/courses.shtml
Extractions: With the advent of the Internet, distance education has become widespread. Most colleges and universities offer some type of online continuing and distance education courses. Many institutions also offer courses and degree programs through outreach programs with nearby community colleges. Education World provides the following information and resources to help you in your search. GRADUATE PROGRAMS Related The Northeastern Association of Graduate Schools (NAGS) is one of four regional affiliates of the Council of Graduate Schools (CGS). Founded in 1975, NAGS draws institutional membership from the states of Connecticut, Delaware, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, Washington, D.C., and the Canadian provinces of New Brunswick, Newfoundland, Nova Scotia, Ontario, Prince Edward Island and Quebec.
Extractions: School Administrators Center ... Staffing School Administrators Article S C H O O L A D M I N I S T R A T O R S A R T I C L E New Jersey language teacher Alphonse Dattolo has a Cal Ripken-esque streak going he has not missed a day of class in more than 5,100 days! Dattolo told Education World assistant news editor Ellen Delisio that good health and a love of teaching make his perfect attendance possible. Alphonse Dattolo is the Cal Ripken Jr. of teaching. On November 15, Dattolo, who teaches world languages in the Glen Rock, New Jersey, school system, posted 5,152 consecutive days of teaching 29 years worth! He has taught through colds, fevers, and dizziness, all with encouragement from his students. Ripken's 16-year, 2,632-game playing streak drew national attention. Now, Dattolo's achievement has earned him admittance to the record books. Dattolo celebrated his 5,000th day on the job on January 11, 2000. When interviews with local newspapers and television stations appeared, news of Dattolo's streak spread. In the past few months, he has been interviewed by People magazine and appeared on the NBC-TV Today show. Staff for
Organizations NJSTA (new jersey Science Teachers Association). NSDC (National staff DevelopmentCouncil). NSELA (National Science education Leadership Association). http://www.scienceclassroom.com/mrsdz/Links/organizations.htm
Extractions: AAAS (American Association for the Advancement of Science) AAPT (American Association of Physics Teachers) ACS (American Chemical Society) - North Jersey Section - Teacher Affiliates Group APASE (Association for the Promotion and Advancement of Science Education) ASCD (Association for Supervision and Curriculum Development) ASE (Association for Science Education) - United Kingdom BTANJ (Biology Teachers Association of New Jersey) CCSSO (Council of Chief State School Officers) Center for Earth Systems Education - at Kean University CES-NJ (Council of Elementary Science - New Jersey) CSICOP (Committee for the Scientific Investigation of Claims of the Paranormal) CSSP (Council of Scientific Society Presidents) ENC (Eisenhower National Clearinghouse) ICASE (International Council of Associations of Science Education) MIT SDEP (System Dynamics in Education at MIT) NASSP (National Association of Secondary School Principals) The National Academies - of Science, of Engineering, of Medicine, and The National Research Council
Quests By Number Electronic Career Opportunities for Louisiana education; INTECH A technologystaff development program; new jersey What partnerships are intended? http://www.signetwork.org/SIG2000/HTML Files/Quest4bystate.html
Welcome To The New Jersey Center For Biomaterials Focuses on tissue engineering and drug delivery. An academicbased developer of innovative biomaterials, Category Science Biology Biotechnology Institutes and AssociationsThe new jersey Center for Biomaterials is a formal consortium of new jersey'spremier institutions of higher education, dedicated to staff. http://www.njbiomaterials.org/
Extractions: The New Jersey Center for Biomaterials is a formal consortium of New Jersey's premier institutions of higher education, dedicated to improving health care and the quality of life by developing advanced biomedical products for tissue repair and replacement, and the delivery of drugs. The Center coordinates clinical, technical and academic resources to develop the next generation of biomaterials. Directions Employment News Links ... Site Map About the Center Director's Message Overview of Services for: Staff Newsletter Archive ... Electron Optics Faculty Over 60 active researchers from 12 scientific disciplines and 5 universities participate in programs of the Center. In addition to their individual funded research, they collaborate among themselves and with industrial scientists in diverse projects in biomaterials science, tissue engineering, and medical device development. Faculty List Research Core Competencies Reference Articles Current Publications Research Opportunities for: Industrial Interactions
ON COURSE: On-Campus Faculty Development Opportunity Program Personnel (TRIO), new jersey educational Opportunity City Univof new York, Pittsburgh Institute (MD), Developmental education Association of http://www.oncourseworkshop.com/On-Campus Faculty Development.htm
Extractions: Home On Course I Workshop Testimonials On Course II Workshop ... On Course Newsletter [ On-Campus Faculty Development ] On Course (The Book) Skip Downing Directions for Using Blackboard On-Campus Schedule ... Student Success Strategies Since first attending one of the 4-day summer retreats, Ive held five On Course staff development trainings for our college. They are invaluable! I strongly recommend this workshop for all faculty, counselors, administrators, and support staff. Dr. Philip Rodriguez, Dean, Cerritos College (CA) OVERVIEW OF ON-CAMPUS OFFERINGS You can host an On Course Faculty Development Program on your campus or at a nearby conference facility. These in-service programs range in length from one to three days, and the goal of each is to provide educators with effective strategies for empowering students to become active, responsible students. The result is greater success across the curriculum and improved retention. These highly interactive workshops offer your participants a powerful experience of learner-centered education and, as such, are valuable for all faculty, counselors, administrators, and support staff. How can I ever thank you for the wonderful experience you gave me and my colleagues last week? Excitement is high among the participants, and they are not only spreading the word but are already using the strategies. Have you ever stopped to think of all the lives you touch? When I think of the number of people this one workshop at IVCC will touch, I'm in awe. Thank you for the wonderful job you do!
Resume speeches, consulting services and staff development to schools new York Times, newJersey Section, September of Trend. Electronic education, September, 1985. http://questioning.org/resume.html
Extractions: email@example.com Yale University - B.A. degree in political science and American literature (1967). Columbia University - M.A. degree in social studies education and the teaching of reading (1972). Rutgers University - Ed.D. degree in social studies education with an emphasis upon administration and supervision (October, 1984). Dissertation: Gifted education and democratic theory. Publisher, FNO Press 1991 - Present Published and edited From Now On , a monthly electronic technology newsletter which reaches more than eighteen thousand technology leaders, thinkers and teachers along with hundreds of library media specialists and industry figures monthly through e-mail along with tens of thousands of parents and others who visit the Web site. Provided a comprehensive WEB site offering a collection of technology-related planning documents and resources to support school district thinking and preparation for thoughtful use of networked technology and new information resources.