Geometry.Net - the online learning center
Home  - Basic_V - Vermont Education Staff Development Bookstore
Page 4     61-80 of 98    Back | 1  | 2  | 3  | 4  | 5  | Next 20
A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z  

         Vermont Education Staff Development:     more detail

61. Headquarters Staff Positions
fulltime position with the vermont Youth Conservation Corps and work closely withthe education and Training The office currently houses 14 staff and varying
Young people, ages 16 to 24, work in teams to complete important conservation projects.
Headquarters Staff Positions The VYCC is a non-profit service, conservation, and education organization modeled after the 1930's Civilian Conservation Corps. The VYCC instills the values of personal responsibility, hard work, education, and respect for the environment in young people. Corps Members, young adults 16-24, work, live, and study together in small groups, completing priority conservation and park management projects throughout Vermont under the guidance of highly-trained leaders. The VYCC Headquarters office is located in Waterbury, Vermont. The office currently houses fourteen staff. Varying numbers of interns and volunteers also assist with special projects throughout the year. The VYCC is an operation driven by the team approach. The Headquarters staff is a group of highly motivated and extremely dedicated people who each bring different strengths and experiences to the VYCC operations. Full-time staff need to balance personal initiative and independence with an ability to effectively utilize the team process to get results. Staff must also be able to maintain focus and productivity among a bustling office atmosphere while sharing office space with others.

62. Residential Education Staff
Special Interest programs, and working with staff and students assistant for the ResidentialEducation Office State College in the Northeast Kingdom of vermont.
Greeting! I'm Vicki L. Gist , Assistant Director of the Residential Education office. I am a native of Union, South Carolina with a bachelor's degree in Mathematics and a master's degree in Higher Education Administration, both from the University of South Carolina, Columbia. My previous professional experiences include work in Judicial and Safety programs and Multicultural Student Affairs. Additionally, I spent a summer at Dartmouth as the first graduate intern for a co-sponsored program between the Office of Residential Life (as the Coordinator of Summer Staff and Programs), and the Amos Tuck School of Business (as the Coordinator of Residential Life for the LEAD Summer Business Institute). I joined the professional staff of the Residential Education office in July of 1998 as the Area Director for West Campus, and Coordinator for Multicultural Education.
A large part of my work involves supervision of the professional Community Directors who live in the residence halls, coordination and implementation of the selection and training programs for our live-in student staff (Undergraduate Advisors and Program Liaisons), providing direction for the office's Academic Affinity and Special Interest programs, and working with staff and students to create learning opportunities for our residents. Professionally, my interests include multicultural education and leadership development, and the things that keep me happy are reading, listening to music, shopping and laughing. My office on the 3rd floor of Gerry Hall feel free to stop by and chat.

63. The Vermont Institute For Science, Math & Technology
An initiative funded by the National Science Foundation, working with state schools and communities Category Regional North America vermont education Organizations...... all constituents who have a stake in education. and has a skilled Professional staff. ofassociated organizations, including the vermont Interactive Learning
A Quick Look (click above to view What's New page) *Gail Hall Named One of US Top Science Teachers! Congrats, Gail! *Closing the GapEquity Conference May 14 *NSRE Grade 8 Practice Test Online Now! *What's New with
the Vt-PASS Science Assessment Blueprint? See the new GLE for Scientific Inquiry! *Assessment Notes New Publication! *Quick Intro to VI *Teaching Physics w/Dynamic Simulation *Education News Parents Can Use Last updated VISMT
Designed by kd media What are The Vermont Institutes ? Equity and Excellence for All Students.
See What's New at VISMT for more information!
VISMT works with Vermont's teachers, schools and communities to transform science, mathematics and technology education in order to improve the learning and the skills of all students. VISMT supports change in a systemic way by working with all constituents who have a stake in education. VISMT is governed by a Board of Directors and has a skilled Professional Staff VISMT is a partner in The Vermont Institutes and collaborates with a number of associated organizations, including the

64. Programs
improve the mathematics performance of vermont students through to view the core servicesprovided by our staff. to reach high standards in science education.
Assessment Community and Business Partnerships Curriculum Equity ... Assessment
Contact: Doug Harris
Assessment aligning with standards and measuring actual student performance is a crucial part of systemic reform. Student assessment results form the basis for Action Planning and improving curriculum and instruction. These results also are major factors in determining school accountability under Vermont's Equal Education Opportunity Act. When you click on this area, you will find a description of VISMT's assessment activities and links to key assessment sites statewide and nationally. VISMT participates in development of state and national assessments in science, math, and technology. VISMT can also provide technical assistance in developing classroom assessments, in interpreting and using assessment results, and in using results to promote systemic change. Professional Development
Contact: David Gibson
Educators are lifelong learners, so the best professional development is "continuous," meaning that it is available all of the time from the first years of service until the last. High quality professional development is also "embedded" in the daily and weekly life and work of the profession, meaning that it is not a short-term, separate activity. These two key ideas, and many other important concepts can be found in the

65. Continuing Education
The Division of Continuing education (DCE) represents the University in serving Vermontand the expertise, faculty and staff development, curriculum design
Accreditation 1998-99 Self Study Report
Introduction The Division of Continuing Education (DCE) represents the University in serving Vermont and the world through the design, development, and delivery of credit courses, certificates, degrees, residential institutes, workshops, community programs, conferences, videotaped panels, teleconferences, and national satellite broadcasts. In addition, the Division supports UVM with marketing expertise, faculty and staff development, curriculum design, and distance learning technology. Since FY91, DCE has been engaged in simultaneous processes to identify new educational opportunities, discover and aggregate intellectual resources within UVM and beyond, design and develop programs, deliver and evaluate courses, and effectively represent the University to the entire range of its constituencies, a portion of which have not historically been recognized by the University as central to its mission. As an income-expense unit, and the largest such entity within UVM, DCE is solely responsible for its own financial health. We must therefore constantly test assumptions, learn from each other, and apply our learning to the next semester, course, conference, faculty hire, market research project, and investment in technology. Without continuous learning and continuous improvement, there is a significant risk of losing the non-degree students who, with each registration or fee payment, make a decision to attend UVM.

66. Faculty And Staff
Medicine. VTILEHP (vermont Interdisciplinary Leadership education forHealth Professional) Project staff Back to Top. Dewees
Barna, JB

Lecturer and Field Education Coordinator
M.S.W., California State University
Child/family social services, childhood trauma, organizational cultures,
program development and social work supervision practices
Bielawski-Branch, Karen

Lecturer and Project Coordinator of Child Welfare Education and Training Project
M.S.W., Adelphi University
Child/family social services, program development, social work supervision practice,
youth development, runaway/homeless youth issues Burford, Gale Professor and Director of Child Welfare Partnership M.S.W., University of Washington; Ph.D., University of Stirling Social development, program planning and evaluation, cross-cultural practice and education, teamwork and participatory decision-making, family violence, corrections, group/family/community work

67. Exploratorium Institute For Inquiry Resources: Bibliography
Continuous Assessment Gregg Humphrey vermont Elementary Science LoucksHorsley Journalof staff Develoment Fall Section 9 Science education Reform Science for

Inquiry Descriptions

IFI Book

Inquiry Bibliography
Inquiry Education Information for the Classroom

Inquiry Education for Teacher Workshops

Inquiry Education Research

Museum Education
Other Publications and Websites of Interest
Inquiry Bibliography:
Professional Development Design Seminar Guide to Articles and Readings
Section 1: Teaching and Learning
Teaching for Understanding
David Perkins American Federation of Teachers, Fall 1993 p. 28-34 Putting Understanding Up Front David Perkins and Tina Blythe Educational Leadership, February 1994 p. 4-7 How Teaching for Understanding Changes the Rules in the Classroom Martha Stone Wiske Educational Leadership, February 1994 p. 19-11 On Teaching for Understanding: A Conversation with Harold Gardner Ron Brandt Educational Leadership, April 1993 p. 5-7 On Thinking about Teaching: A Conversation with Eleanor Duckworth Anne Meek Educational Leadership, March 1991 p. 30-34 Teacher's Guide 1: Nuffield Jr. Science Teachers and Students: Constructivists Forging New Connections Jaqueline Grennon Brooks Educational Leadership

68. Vermont Couselor Certification Board
may be approved pending vermont certification.) *Special Inservice is defined asthe education and training within the counselor's agency, for agency staff.
Alcohol and Drug Abuse Counselor
Certification Board Definition of Terms Clinical Supervision:
Clinical supervision is defined as a specific aspect of staff development dealing with the clinical skills and competencies of each staff member. The structure for clinical supervision is typically one-to-one and/or small groups on a regular basis. The methods used are intensive case review and discussion, utilizing direct and indirect observation of clinical practice. (Form for documenting supervision is in application packet.) Clinical Supervisor: The Certification Board requires all applicants to receive supervision from individuals who: are recognized supervisory level staff of their facility, and possess certification as alcohol and/or drug abuse counselors in Vermont. (Other state certification may be approved pending Vermont certification.) *Special exception to provision #2 may be made by direct application to the Certification Board.

69. VINS - General Information
VINS staff Trustees Employment VINS staff List vermont Raptor Center/Departmentof Wildlife Services Director Linda Garrett, NBNC education Director Julie

70. Testimony For The House Committee On Science
my classroom under National Science Foundation funding to provide staff developmentin math work with many of the inspiring leaders in education in vermont.
Hearing on K-12 th Grade Math and Science Education: The View from the Blackboard The House Committee on Science United States House of Representatives
March 7, 2001
Statement of Julia Anne Lewis, Third Grade Teacher at Academy School, Brattleboro, VT and Awardee, The Presidential Awards for Excellence in Mathematics and Science Teaching Good Morning Mr. Chairman and Committee Members. My name is Julia Lewis and I am a third grade teacher from the State of Vermont. It is an honor to be here today to testify. Background I am currently in my eighteenth year as an educator. I was very fortunate to attend an excellent undergraduate school for teachers- Lesley College in Cambridge, Massachusetts. My leadership experiences at Lesley gave me the confidence to continue my leadership roles in the schools where I have been teaching and eventually at the State level. I am currently working on my master's degree in Mathematics and Teacher Leadership at the University of Vermont. I have worked with children from ages five to fourteen in the mainstream classroom as well as in special education. I have also worked with educators as a teacher leader in my district and in schools all over Vermont.

71. The Education Alliance Where We Work
This work builds upon vermont’s earlier research findings on or have had turnoverin key staff assigned to The US Department of education has funded several

72. Mass Networks Education Partnership > About Us
reader, Laura also enjoys hiking in vermont and eating with the Center for CollaborativeEducation in Boston Landau joined the Mass Networks staff in September
Quick Jump BuildSmart Calendar Curriculum Group Contact Us Curriculum Data Directions Donate Grant Information Leadership Marco Polo MEET NetDay News Strategic Planning TCI TCO Tech Audit Technology VES About Us What We Do Programs Resources ... Credits Staff Steven E. Miller
Executive Director

A former teacher and community organizer, Steve was also in charge of the first Lotus 1-2-3 Reference Manual and Editor-in-Chief of LOTUS Magazine. He has been a TV and radio commentator, and on the national boards of Computer Professionals for Social Responsibility (CPSR) and the Consortium for School Networking (CoSN). His articles have appeared in numerous national magazines and his book, Civilizing Cyberspace: Policy, Power, and the Information Superhighway, was published in 1996 by Addison Wesley. Steve has been honored with awards from MassCUE, the Mass Software Council, the Mass Telecommunications Council, the Governor's Office, and the Mass Taxpayers Association. Steve Miller was an invited presenter at the 1999 National Education Summit.

73. The Education Alliance: Education Reform Resources
current and archived), and reports about education in vermont. A site for staff developers,curriculum writers, and workshop URL http//

74. State Education Accountability Systems: Vermont
the University of vermont, and the vermont state colleges professional developmentfor school staff to increase of institutions of higher education, VISMT, and
  • Statewide content and student performance standards. Statewide student assessments in at least math, reading, or language arts. Definition of adequate yearly progress for schools and local education agencies. Other criteria to determine whether schools and local education agencies are in need of improvement or eligible to receive rewards. ... Take corrective action if a school or LEA identified as "in need of improvement" has failed to make adequate progress or meet other criteria for improvement.

  • Contact:
    Robert McNamara, External Manager
    Policy, Planning and Operations Team
    Vermont Department of Education
    120 State Street
    Montpelier, Vermont 05620-2501
    (802) 828-3140 (fax)

    1. Statewide content and student performance standards Vermont has completed statewide content and student performance standards that are considered to be permanent. The standards are clustered into three fields of knowledge for grades K-4, 5-8, and 9-12: mathematics, science, and technology; arts and the humanities; and history and social sciences. In addition to content and student performance standards, as of September 1998, Vermont has updated its School Quality Standards. These standards, which define a process and establish criteria for continuous school improvement, are divided into the following three categories:

    75. Columbia Education Center: Staff
    as a valuable member of the clerical staff. Joy Wallace, education/Equity Specialist3738 NE Northwest Regional educational Laboratory, vermont Institute for
    Columbia Education Center Staff
    Dr. Ralph Nelsen, Executive Director
    11325 SE Lexington
    Portland, OR 97220-4169

    Dr. Ralph Nelsen
    is CEC's founder and chief executive officer. He has been in charge of over fifty staff development, curriculum enhancement, and dissemination programs conducted by the Portland Schools Portland State University , and the Columbia Education Center through funding from such agencies as the U.S. Department of Education, NSF, NEH, the Bicentennial Commission, and the EPA. Dr. Nelsen served nineteen years as a teacher, program director, and department head with the Portland Schools. He assumed his present full-time position with the CEC after a nine-year tenure as a full professor of education at Portland State University . He earned his undergraduate degree at Oklahoma State University and has received an Ed.M. from Oregon State University, an M.S. from Portland State University, and a doctorate in education from the University of Idaho.
    Deborah Nyman, Event Coordinator

    76. RMC Research Research Evaluation General Index
    2001 Pacific Resources for education and Learning Center 1995 – Present staff DevelopmentLeadership Academies Arizona 1995 – 1997 vermont Literacy Study

    77. The Use Of Telehealth To Provide Nurse To Nurse Instruction Abstract
    Page In Alliance with the University of vermont. requirements to provide telehealtheducation define the nurses for purposes of staff development is limited in

    In Alliance with the University of Vermont
    The Use of Telehealth to Provide Nurse to Nurse Instruction
    Sally Parrish, RN
    Fletcher-Allen Health Care Presented at the 16 th Annual International Nursing Computer and Technology Conference,
    April 26-28, 1997
    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.

    78. VSA Arts Of Vermont - Early Childhood Development Projects
    Funded by the AD Henderson Foundation and the vermont education Initiative, VSAArts of VT's Early Childhood development Program brings enhanced artsbased
    Mission Programs News Board/Staff ... Contact Us Funded by the A.D. Henderson Foundation and the Vermont Education Initiative, VSA Arts of VT's Early Childhood Development Program brings enhanced arts-based services to over 100 children in Burlington and Winooski whose families are homeless, at-risk of becoming homeless, or residents of Winooski and the Old North End in Burlington. Programming takes place at the Riverside Public Housing Project, the Committee on Temporary Shelter's Family Shelter, the Champlain Multi-Generational Center, the Sara Holbrook Center, and within the public school system of Winooski. These programs run year-round. VSA Arts of Vermont has conducted three separate year-round arts programs for pre-schoolers and elementary school aged children, along with program coordination and art supplies. These programs - New Visions Dance Project, Start With The Arts and Home in the Arts - have been enormous successes. The intent of the above programs is to provide early childhood development services for children with disabilities, lower-income families who reside in public housing, and families who are homeless or at risk of becoming so. Along with expanding the number of hours of available subsidized childcare - and, through the creation of evening and weekend programming, which increases the flexibility of that childcare - VSA Arts of Vermont's goal is to contribute to the emphasis on quality care that will insure children who are at-risk receive the necessary supports for healthy development.

    79. Staff Of The Vermont Folklife Center :: Vermont Folk Life Center Middlebury VT
    as the VFC's Director of education and Folklorist. in the Orange Southwest SupervisoryUnion (vermont) for several Sarah joined the VFC staff in November, 1999
    Events Heritage Shop VFC Archive Vt Facts ... Directions
    Staff of The Vermont Folklife Center
    Jane C. Beck, Executive Director Jane Beck, Executive Director of the Vermont Folklife Center, is the guiding force behind the creation of this organization. She began her intensive study of Vermont folklore, folkways, and folk art as the Vermont Folklorist for the Vermont Arts Council in 1978. Beck holds an undergraduate degree from Middlebury College and a doctorate in folklore/folklife from the University of Pennsylvania. Meg Ostrum, Associate Director Meg Ostrum, Associate Director of the VFC coordinates exhibits and special projects. Ostrum has been active in efforts to preserve Vermont's cultural heritage through museum projects for many years. She served as Museum and Visual Arts Coordinator at the Vermont Council on the Arts where she organized a statewide project through the Vermont Museum and Gallery Alliance to improve collections care. This project received national recognition from the American Association for State and Local History. Ostrum has managed several major museum projects including the development of the Ethan Allen Homestead in Burlington and the Marley Center in Phoenix, Arizona. She has done extensive consulting on exhibits and media projects for organizations throughout New England. Gregory L. Sharrow, Director of Education/Folklorist

    80. Continuing Education : University Of Vermont
    Continuing education manages the development and delivery most extensive curriculumin vermont for enhancing
    Continuing Education
    Skip Local Navigation Links Home Course Listing Summer University 2003 ... Conference Services Continuing Education manages the development and delivery of educational programs that connect the resources of UVM with the needs of diverse non-degree and summer students in Vermont and the Northeast. Discover the most extensive curriculum in Vermont for enhancing your personal and professional development. Choose from courses, workshops, certificates, and conferences offered at convenient times for working adults and part-time students. Courses and programs are available on-campus, on-line, and around the state. PRINT-FRIENDLY VERSION Skip Local Navigation Links QUICK LINKS TO-DO LIST Skip University Navigation Jump to... Search UVM A to Z UVM People UVM Home Prospective Students Current Students Faculty Staff Parents Vermonters Visitors Job Seekers About UVM President's Welcome Admissions Academics Libraries Research Administration Contact Us

    A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z  

    Page 4     61-80 of 98    Back | 1  | 2  | 3  | 4  | 5  | Next 20

    free hit counter