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         Vermont Education Staff Development:     more detail

81. Vermont College - Online Learning - Education
Lifelong Learning's staff is available to meet with school administrators and teachersto construct Continuing education Units vermont College Lifelong

82. Our Staff
ICA's staff is made up of a diverse group of BS in business administration from theUniversity of vermont and a master’s degree in adult education from the Row/ourstaff.html
Board of Directors [ Our Staff ] ICA Publications ICA Supporters Links Contact Us!
ICA Staff
ICA's Staff is made up of a diverse group of professionals. Our consultants have extensive experience in community economic development and business creation and have earned advanced degrees in related fields.
Grady B. Hedgespeth , President of ICA. Mr. Hedgespeth joined ICA after 25 years of experience in finance and government. He was founder and President for BankBoston’s Development Company and also served as Secretary of Economic Affairs of Massachusetts. His profitable banking innovations resulted in five outstanding (CRA) Community Reinvestment Act ratings for three different banks and the Ron Brown Award for Social Responsibility Newell Lessell , Vice President. At ICA, Mr. Lessell has founded several social purpose ventures in the health care and staffing services industries and consulted to companies in a range of sectors including paper manufacturing, wood products, foundry, media, and aquaculture. Prior to joining ICA, he worked as a management consultant in Central Europe. Mr. Lessell has also designed and taught courses on entrepreneurship and financial analysis. He has a MBA from the Yale School of Management and a B.A. from Amherst College.

83. COPE - Publications And Presentations
Meeting for State education Technology Leaders 2002 Conference National staff DevelopmentConference Annual November, 2002 Conference vermont Fest Technology
COPE Staff Publications 1998 to Present
COPE Staff Publications Prior to 1998

Educational Software Co-Authored by COPE

COPE Staff Presentations
Elements of Successful Online Professional Development Programs
By Barbara Treacy, Glenn Kleiman, and Kirsten Peterson
In Leading and Learning with Technology , Volume 30, Issue 1
Published by ISTE, 2002
Innovations in Science and Mathematics Education: Advanced Designs for Technologies of Learning
By Pam Buffington
In Science Educator Myths and Realities about Technology in K-12 Education By Glenn Kleiman In The Digital Classroom . Edited by: David T. Gordon Published by Harvard Education Letter, 2000 Project MEET: Supporting embedded professional development and creating cultural shifts By Pam Buffington and C. Monroe In On CUE Published by MassCUE, 2000

84. Northeast CAPT: State Resources: Vermont
state. Department staff also provides community education on underagedrinking and legal issues in vermont. Agency
Home Resources State Resources
The Green Mountain State
State Incentive Grant (SIG) recipient funded in October 1997
Single State Agency
Provider Network

Other Statewide Substance Abuse Prevention Funding Agencies

Agencies/Organizations in State that Provide Technical Assistance and Training
Other Important Resources
Single State Agency (SSA) Vermont Department of Health, Alcohol and Drug Abuse Programs: New Directions State Incentive Grant Provider Network Through statewide projects, field services and grants, the Prevention Unit of ADAP provides support to community groups, coalitions and agencies aimed at healthy development and the prevention of substance abuse. Other Statewide Substance Abuse Prevention Funding Agencies: Department of Education : The Vermont Department of Education oversees the Safe and Drug Free Schools and Communities grant, which funds school-based prevention services throughout Vermont. It also coordinates the Vermont Health Education Resource Centers, and the Teen Leadership Safety Program. Department of Liquor Control: The Vermont Department of Liquor Control coordinates community level alcohol and tobacco compliance checks throughout the state. Department staff also provides community education on underage drinking and legal issues in Vermont.

85. Student Activities, Development And Personnel Administration Distance Education
as well as for more senior staff seeking professional College Master of Arts ProgramEducation Admissions, 220 vermont College of The Union Institute Graduate
Graduate Distance Learning Programs
Sponsoring Institutions:
Concordia University Saint Paul Vermont College of The Union Institute
Click here for information on becoming a sponsoring institution
General Listings:
Educators say students should be wary of unscrupulous institutions that market themselves on the World-Wide Web as legitimate providers of distance education Acadia University
Distance Education
Leadership and School Development
38 Crowell Drive
Wolfville, Nova soctia B4P-2R6 Canada
Click to send E-mail to:
Degrees Offered:
M.Ed.-Leadership and School Development Canyon College School of Social Work Master of Social Work, concentration: School Social Work - online degree program 111 Poplar Street Caldwell, ID 83605 USA Click to send E-mail to: Phone: Fax: The online MSW degree program in School Social Work is designed for those desiring to enter social work in education systems, typically K-12. This program is online and offers a flexible 24/7 classroom schedule. Degrees Offered: MSW in School Social Work - online degree program Charles Sturt University Distance Education Education Locked Bag 676 Wagga Wagga, NS W 2678 Australia

of Alternate Assessments include Project staff will refine and submitted to theState Board of education. Pertinent vermont standards will be identified to
Summary of 1999 Funded State Improvement Grant Applications
August 1999 VERMONT Abstract or Conceptual Framework for State Systemic Change
The purpose of the Vermont state improvement plan is to improve educational results for children with disabilities through professional development, technical assistance, and dissemination of knowledge about best practices. Based on critical needs for professional development, the State Department of Education and its partners have identified four statewide initiatives for inclusion in the state improvement plan:
  • Accommodating children with disabilities in statewide assessments. Preparing Master's level speech and therapists committed to working in Vermont schools. Recruiting and supporting the preparation of sign language interpreters and occupational and physical therapists committed to working in Vermont. Implementing model early literacy programs for all students, with special emphasis on students failing or at risk of failure, including those with disabilities. The framework for the improvement plan includes standards for vital results and fields of knowledge, recommendations for providing instruction, and assessment of student learning across the grades.
VERMONT Basic Information
Project Title: Vermont State Improvement Plan Primary contact person:
Dennis Kane, Education Division Director

87. Vermont Chamber Of Commerce | Contact Us
Administrative staff. Editorial Assistant Laura Ibey, Publications Coordinator AmberKelley, vermont Chamber Businesseducation Partnership Program

Why Invest

Programs and Services

Dues Investment Schedule

New “Vermont CPR” Website Urges Immediate Land Use Permit Reform
Behind the Scenes at the Vermont Chamber of Commerce
General Questions: Please page down to the contact form below or write to:
If you are visiting Vermont, click here to order your free hard copy comprehensive vacation packet.
Board of Directors
Executive Staff

Administrative Staff
Board of Directors
Chair: Carl Spangler, First Vice Chair: Robert Rogan, Central Vermont Public Service Corp. Second Vice Chair: Rob Hofmann, Chittenden Bank Treasurer: Bill Sayre, A. Johnson Company Executive Committee Philippe Bourg Richard Hansen, Ph.D., Provost and Executive Vice President John O'Kane, IBM Anne Duffy Weber, Innkeeper Board of Directors Lynn Bondurant, Smokey House Center John Boutin, Vermont Business Magazine Laurel Butler, Adventures in Harmony Reggie Cooper, Topnotch at Stowe Resort and Spa Timothy Copeland, Downs Rachlin Martin PLLC Anne Marie DeFreest, Inn at the Round Barn Farm Michael Dellipriscoli, National Life Insurance Company

88. Home
each staff member needs in the items listed below; then decide what professionaldevelopment programs will help them achieve it. In every vermont school, all
Preventing and Responding to School Disruption and Violence Subsections Title Page Forward Introduction I. Creating a WellL-Disciplined School II. Professional Development Opportunities IV. Preventing Gang Activities Appendix A Appendix B Appendix C ... Appendix D II. PROFESSIONAL DEVELOPMENT OPPORTUNITIES NEEDED FOR WORKING WITH DISRUPTIVE AND VIOLENT STUDENTS Successfully implementing the previous strategies requires professional development. This part of our Guidelines outlines what is needed to meet the training needs of school staff. Professional development should be a continuous systematic process that ensures support for new and current school personnel and is fully integrated with ongoing school improvement plans.
When designing professional development plans and opportunities, determining the level of knowledge for each training area is the initial concern. Before engaging in a training event, each staff member must decide what level of knowledge is necessary for the subject and whether the particular activity will achieve that result. The following three levels provide an outline for planning professional development activities. Level I: Awareness An overview that provides general understanding of basic principles and how to obtain more information.

89. - Vol 5 Electronic Education Report 10-14-1998, 'Vermont
eLibrary is the subscription based online library for fun or research. Find out more about securing your guaranteed Free 7day trial with your credit card and retrieve ' - Vol 5 Electronic education Report 10-14-1998, 'vermont Receives

90. Center For Rural Studies Staff: Michele Cranwell
of Vermonter Poll 200001, staff, timeline, and for Rural Studies, University ofVermont, August 2001 organizations in the areas of education, literacy, youth
Michele Cranwell
Evaluation Coordinator, Center for Rural Studies
207 Morrill Hall
The University of Vermont
Burlington, Vermont 05401
Michele works in the area of program evaluation for youth, family, and social service non profit organizations throughout Vermont. Projects areas include: education and literacy restorative justice for youth domestic violence , and micro business development . Michele has also managed the Vermonter Poll 2000, 2001, and 2002. Michele graduated from the University of Vermont in May 1999 with a Bachelor of Science degree in Environmental Studies. She completed her Honors Senior Thesis entitled: "An analysis of knowledge, intention, self efficacy, and perception of women certified for pesticide use in Vermont and correlation to risk minimization practices". Michele is currently taking course work as a Continuing Education student in the Masters of Public Administration program at UVM. One a personal note, Michele is also a yoga instructor and enjoys photography on the side. Visit her

91. UVM College Of Medicine - OME - About Us
Sheri Youngberg staff Assistant II Medical education on course support for theVermont Integrated Curriculum, continuing education and grant

92. Southern Vermont College - Bennington, Vermont
Increase in alumni and faculty/staff support of Campus Compact Board), vermont HigherEducation Council (president on board), and Consortium of vermont Colleges
Site Directory About SVC ACTion Academic Support Academics Admissions Adult Students Alumni Application to SVC Athletics Bookstore Calendar Campus Life Campus Map Campus Visits Career Services Catalogue Class Schedules Clubs Degree Programs Development Directions Directory Employment Evening Students Events Financial Aid Food Services Forms Functions Health Services History of SVC Home Page International Students Library Life Experience Local Information Low Residency Organizations President Press Releases Registrar Residential Life Scholarships Security Service-learning Special Programs Student Affairs Student Handbook VSAC Weddings Why SVC? Work Study What's New?
Alumni Events Planning
Mansion Restoration Project
... What's New New Directions for a New Century
uring the past three years, much has been accomplished under the leadership of the current president, administration, faculty, staff and Board of Trustees. The following section highlights the significant changes and achievements of the College during this brief, but exuberant, period of time. In addition to the focus on enrollment and fiscal and governance issues in the first three years of new presidential leadership

93. - Incentives/VEPC
by an executive director and an administrative staff who are and maintain and enhanceVermont's quality of stabilization of the statewide education property tax

Captive Insurance
Environmental Tech Financial Services Technology ...
  • Meeting Minutes
    VERMONT ECONOMIC PROGRESS COUNCIL Purpose/History The Vermont Economic Progress Council (VEPC- pronounced like Pepsi) is an independent council of nine Vermont citizens appointed by the governor. In addition to the nine appointed members, there are two regional representatives from each region, one designated by the regional development corporation and one by the regional planning commission. The regional representatives are non-voting members. The council is staffed by an executive director and an administrative staff who are "attached" to the Vermont Department of Economic Development for administrative support. The Council was originally created as part of the Economic Recovery Act of 1993 as a forum for the government and the private sector to work together in the public interest to create economic development plans for a diverse, sustainable economy for Vermont. The legislation identified nine broad policy areas and asked for recommendations to the governor and general assembly for implementing the state's economic planning agenda. With the input of the public, non-profits, the business community, and state government, the Council periodically updates the long-range economic plan entitled " A Plan for a Decade of Progress ." The Council is currently working on the next update which is expected to be ready in December, 2002.
  • 94. Green Mountain Training Center
    3000 teachers, health educators, school staff, community members and students throughoutVermont on the 6 comprehensive school health education curriculum, KYB
    110 Main Street, 3rd Floor, Suite 2, Brattleboro, Vermont 05301
    phone (802) 254-6590 fax (802) 254-5816


      About GMTC The Green Mountain Training Center for Healthy Schools and Communities (GTMC) works collaboratively with schools, communities and institutions of higher education in preparing professionals to help youth make healthy choices and reduce risk-taking behavior. Funded through a combination of grants and foundations and fees from training workshops, GMTC is a nonprofit organization governed by a Board of Directors and has an experienced Professional Staff and a skilled cadre of Trainer-Mentors Our Vision Optimal health for all through collaboration, education, and practice Our Mission The Green Mountain Training Center for Healthy Schools and Communities provides and facilitates educational and professional development opportunities to promote health-enhancing skills, knowledge and attitudes across the life span. Our History GMTC grew out of the Vermont Department of Education's HIV Prevention and Comprehensive School Health Program. As a nonprofit 501 (c) (3) community-based organization, GMTC was established in 1998 to respond to the growing health-related needs of schools and communities in Vermont and neighboring states. In January 2001, GMTC was launched as its own entity. Since then we have more than doubled the number of opportunities we offer, and our paid staff positions have risen from a part-time coordinator to three employees. To date GMTC has developed and delivered well over 85 trainings and events for over 3000 teachers, health educators, school staff, community members, and students throughout the state of Vermont.

    95. About VCIA
    in 1987 and is the Director of education and Program Before relocating to Vermontlast year, Barbara was a relations activities, and is the staff liaison to
    Vermont Captive Insurance Association:
    History of The Vermont Captive Insurance Association
    Professional Education Division
    VCIA Staff
    History: Since 1985, The Vermont Captive Insurance Association has served an important role in establishing Vermont not only as the premiere U.S. captive domicile, but one of the world's largest and most desirable domiciles. Through successful efforts to promote the general welfare of the captive insurance industry in Vermont, VCIA has earned the national reputation of being a well-respected and highly effective trade association. Mission: "Through an economically sound association which is actively governed and supported by a participative membership, the Vermont Captive Insurance Association will strive to:
    • provide its members with opportunities for education and information sharing; maintain a network of mutual support with others who share its objectives; and, ensure a favorable regulatory environment for the captive insurance industry.
    The Vermont Captive Insurance Association has defined its national role as follows: "To analyze, publicize, educate, lobby, communicate on behalf of the U.S.-domiciled captive insurance industry to local, state and national forums the growth, development, viability and continued competitiveness of the industry."

    96. High Schools That Work
    South Carolina, Tennessee, Texas, vermont, Virginia and in the HSTW Assessment, staffdevelopment, technical assistance the state department of education; or;
    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.

    97. Building Capacity For Education Reform
    12 reforming schools in California, Michigan, and vermont. efforts to link such staffdevelopment to improvement the school site and to preservice education.
    CPRE Policy Brief: Building Capacity for Education Reform - December 1995
    Using the Reform Process to Build Capacity
    Proponents of systemic education reform have outlined several strategies aimed at increasing student learning. Our research suggests that these strategies themselves may be important avenues for building teacher and organization capacity to achieve goals of standards-based reform.
    • Articulating a Reform Vision. Articulating and establishing a reform vision can provide a frame for creating and evaluating all aspects of the reform. As noted earlier, vision is a central component of organizational capacity. In addition, the very process of establishing a common vision can itself be a capacity-building endeavor for the public and for educators.
    • Providing Instructional Guidance. Providing state-level instructional guidancesuch as curriculum frameworks, instructional materials, professional development activities, or assessments linked to state standardscan promote capacity in two central ways. It can help teachers, schools, and districts construct curriculum, design instructional strategies, promote professional development, and evaluate progress. And it may provide additional opportunities for professional learning, either through direct professional development activities or through such indirect activities as scoring state performance assessments.
    • Restructuring Governance and Organizational Structures.

    98. Middlebury College Human Resources
    Middlebury, vermont 05753 802443-5000 Your comments on our Web site are alwayswelcome. Please send them to modfication date 01/04/2003.
    Human Resources Home Banner/Payroll Information Employment Opportunities College Handbook ... People Finder Find Faculty, Staff
    or Students
    MiddSearch Enter keyword(s)
    press arrow
    Calendar BannerWeb A to Z Index
    Staff Development
    -Staff Development information from the College Handbook
    -Open Calendar of Training Sessions
    -Human Resources Lending Library
    -Staff Development Request Form ...
    -Continuing Education Fund
    Human Resources, Middlebury College, Service Building, Middlebury, VT 05753
    Phone: 802-443-5465
    Fax: 802-443-2058
    C. Drew Macan
    , Director
    Your comments on our Web site are always welcome. Please send them to modfication date:

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