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Arizona Education Staff Development: more detail

Planning Programs for Adult Learners: A Practical Guide for Educators, Trainers, and Staff Developers, 2nd Edition by Rosemary S. Caffarella, 2001-11-16

The use of practical arguments in staff development : a study of teachers' research-based instruction of reading comprehension (SuDoc ED 1.310/2:291744) by Virginia Richardson-Koehler, 1988

A staff development program for mainstreaming secondary handicapped students ;: A summary of a doctoral dissertation by Robert D. Anderson (Research reports on educational administration) by R. Merwin Deever, 1977

A model for school district staff development by James W Bell, 1982

lists with details

Best Practices Clearinghouse - AZK12 Center - Northern Arizona University
At the arizona K12 Center, finding and most effective practices in education is imperativeto research-based instructional or staff development practices that
http://azk12.nau.edu/services/bestPractices/

Extractions: Welcome About the Center Current Projects Services Professional Development BP Clearinghouse Teacher Induction Pre-Approved Providers State Resources Contacting Us Funding Opportunities Funded Projects At the Arizona K-12 Center, finding and supporting the most effective practices in education is imperative to the accomplishment of our goals. This has led us to focus on the identification of Best Practices. Best Practices are research-based instructional or staff development practices that are most effective and equitable in generating improved student learning outcomes. In an effort to disseminate the information gathered, the Center has established the Best Practices Clearinghouse, a compilation of recognized programs, and additional resources and links, which provides educators and the community with research-based criteria and programs on "what works" in K-12 Education. The clearinghouse includes a database with information to ease decision-making on school reform initiatives, resources, and curriculum research documentation. Evaluating educational practices and disseminating that information has led to the emergence of four areas as the foundation of the clearinghouse:
General Catalog 1993-95
of funds for education; budgeting, accounting regulations, teacher dismissal; Arizonastatutory and emphasis on instruction, staff development, student services
http://catalog.arizona.edu/1993-95/hed.html
Staff Development And Personnel Administration - Allyn & Bacon / Longman Catalog
Human Resources Administration in education A Management Sotello Viernes Turner,arizona State University Student Achievement Through staff development, 2/E
http://www.ablongman.com/catalog/academic/course/1,4095,72038,00.html

Extractions: Select a discipline Anthropology Communication Counseling Criminal Justice Developmental English Early Childhood Education Educational Leadership Ed Psych / School Psych ELT / ESL English Composition English Literature Foundations of Education History Humanities Interdisciplinary Studies Literacy Education Philosophy Political Science Psychology Religion Social Work/Family Therapy Sociology Special Education Technical Communication Theatre Sort by: Author Title New Edition!
Staff
staff. s mission is to promote business development through education, communicationand Executive Director of the InterTribal Council of arizona; Directed the
http://www.nibanetwork.org/staff.htm

Extractions: Staff Pete Homer- phomer@nibanetwork.org Business Development Specialist Georgia Gibson - ggibson@nibanetwork.org Georgia comes to NIBA from American University, where she was the Coordinator for the Washington Internships for Native Students (WINS) program. While there, she managed the internship program, and increased the enrollment from 32 students when she started in 1999, to 90 students in 2001. This is a great achievement, not only for Georgia, but for the program as well. Georgia has also coordinated programs within her home tribe, the Comanche Tribe in Oklahoma. Research Specialist Cynthia Jourdain - cjourdain@nibanetwork.org Cynthia Jourdain is from Couchiching First Nation (Ojibwe), Ontario, Canada. She recently finished her Bachelor of Science in Business Administration Management from Virginia Commonwealth University in Richmond, Virginia. Prior to joining NIBA, she worked for the Virginia Council on Indians as a Program Specialist and as a Software Support Leader at First Union Securities. Outreach Specialist Courtney Homer - chomer@nibanetwork.org
NATIONAL STAFF DEVELOPMENT COUNCIL: Influencing Policy That Supports Professiona
education Policy Studies Laboratory, arizona State University education Policy AnalysisArchives Robert Stout lack of focus in staff development policy derives
http://www.nsdc.org/library/policy.html

Extractions: NSDC LIBRARY: Influencing policy that supports professional learning Policies at the local, state, regional, and national level shape learning opportunities for both students and teachers. What policies have been effective in promoting high quality learning experiences? What strategies can educators and policy makers undertake to improve K-12 education and staff development? NSDC Articles Tools for Advocates Other Web Sites General Policy Resources ... Leave no teacher behind , by Joan Richardson. September 2002 Results This article from Results describes what the 2002 No Child Left Behind (NCLB) legislation means for professional development. NCLB references teacher professional development frequently by outlining how money will be spent and by defining good professional development. The author also includes concerns over how the legislation will be implemented. The power of one , by Stephanie Hirsh. Summer 2000 Journal of Staff Development After spending a career as an educator, NSDC Deputy Executive Director Stephanie Hirsh learned some of her greatest lessons about how to influence local policies when she became a school board member. In that new role, she watched as single citizens were able to seize the attention of a board and a district. In this article, she describes how that lesson propelled her to create the Staff Development Leadership Councils (SDLCs) now working in 10 states. What can I do? Voices of advocacy
Staff Training & Development Resources
for the Improvement of Postsecondary education (FIPSE) through Excerpt quoted fromwebsite arizona Libraries www librarians and other library staff working in
http://www.librarysupportstaff.com/stafftrain.html
GWLA Staff: Anne McKee
Continuing education Committee, 19921994. arizona Library Association. Mysteriesof Subscription Agents Revealed, UCLA Libraries staff development Series, Los
http://www.gwla.org/personnel/anne.htm

Extractions: Swets Blackwell, Inc. (formerly Blackwell's Information Services), Oxford, England and North American Service Centers Developed new academic/research/biomedical libraries sales prospects in a territory worth approximately $225 million, encompassing Southwest, Southern/Central California, Kentucky and Tennessee. Identified needs of customer and effectively cross-sold SB's services, both electronic and print-based, to existing customers. Provided quality customer service to existing customers. Liaison between customers and service centers worldwide. Trained customers in company's electronic and web-based products. Maintained extremely active program of professional development/contributions. August 1993 - February1996 West Coast Territory Sales Manager
Educational Administration And Higher Education
within higher education organizations and systems. The Center also offers servicesas staff development, planning, and financial management to arizona colleges
http://grad.admin.arizona.edu/catalog0203/departments/EDxA.html

Extractions: John S. Levin Assistant Professor: Stephanie Parker Educational Leadership The Educational Leadership program offers a Doctorate of Education degree with a choice of two specializations: Certification Doctorate and Executive Doctorate. The Certification Doctorate is designed to prepare persons for leadership positions in schools and meets the administrative certification requirements of the State of Arizona. The Executive Doctorate offers an opportunity for persons currently in leadership positions to expand their skills and knowledge in the areas of leadership, policy, personnel, curriculum, evaluation, and research.
Centre For Development Of Teaching & Learning, Centres Of Teaching & Learning ,
staff development Office, York University. for Learning and Teaching Excellence,arizona State University. Center for Applied Studies in education, University of
http://www.cdtl.nus.edu.sg/cdtlhome/centres.htm

Extractions: Resources for Faculty Policy Papers (Teaching) Guidelines on Teaching Evaluation Faculty Events CPDP Workshops CPDP Seminars Faculty Development CDTL Library Outstanding Educator Award Programmes PDP-T CPDP TA Training Publications Handbook on Teaching Ideas on Teaching CDTLink CDTL Brief Online Courses Voice Awareness Photoshop Techniques CDTL Papers/Articles Assessing Quality of Teaching Who is an Educated Person? ICT Related Resources Multimedia Initiative Resources from Other Sites Good Teaching Teaching Tips Topics of Special Interest Teaching Resources Guides ... United States Name of the Centre University Advisory Centre for University Education University of Adelaide Centre for Educational Development and Academic Methods The Australian National University University of Ballarat Centre for the Enhancement of Learning, Teaching and Scholarship
WestEd - Ann Muench
technical assistance and staff development in alternative assessment, systemic change,and mathematics education. She also works in arizona with district teams
http://www.wested.org/cs/wew/view/u/33

Extractions: Ann Muench is a Senior Research Associate and mathematics specialist with the WestEd Eisenhower Regional Consortium. She collaborates with key state and district personnel to provide technical assistance and staff development in alternative assessment, systemic change, and mathematics education. She also works in Arizona with district teams to refine district assessments and with individual school sites in Arizona and California to audit middle school mathematics reform efforts. Muench is part of the WestEd team that developed and conducts the "American Counts Roving Institute - Mathematics Tutoring Program for American Indian Students" in the Western Regional Educational Laboratory region. Muench is part of a national Eisenhower Consortia task force that created the CD-ROM Blueprints: Practical Tools for Designing and Implementing Professional Development in Mathematics and Science and she has led regional efforts for the Mathematics Institute at the Improving America's Schools Conference. Muench assists WestEd staff in preparing staff development tools in assessment, including Learning from Assessment: Tools for Examining Assessment Through Standards in support of the Department of Education's National Mathematics Initiative
ASU Center For Indian Education - Symposium : Exemplary Practices In American In
April 1718, 2003, arizona State University. Social Workers, Support staff Can Contribute Developinga District education development/Foundation Office; Prop
http://www.ed.asu.edu/cie/conf.html

Extractions: We have invited schools serving American Indian communities (public, Tribal/contract, and Bureau of Indian Affairs) to convene for the purpose of sharing exemplary practices and to engage in dialogue about critical issues in American Indian education. At this symposium we will encourage presentations in exemplary classroom practices, supported by demonstrated improvement in the academic achievement of American Indian students. Symposium participants
Australasian Higher Education Staff Developers
Higher education staff. development directions for Network for staff development in Higher education (ENSDHE). include higher education management and staff development. In this
http://www.swin.edu.au/nsdi/welcome.html

Extractions: Page Status: In need of a revamp! Suggestions much sought after! Welcome! Griffith Institute for Higher Education, Griffith University LaTrobe University Maquarie University Monash University ... Return to Main Menu International - TCM's Training and Development Home Page Return to Main Menu Return to Main Menu Return to Main Menu Return to Main Menu Return to Main Menu International Academic/Staff Development Units - Home Pages
Intel Innovation In Education
Day 250 PHOENIX, arizona. Molding Their professional development offering designed for teachers and education leaders responsible meet your local education goals. Workshops focus
http://www.intel.com/education
NEA: Jobs@NEA -- NEA Staff And Affiliate Vacancies
arizona. Affiliate Tucson education Association Job Title Executive Director Salary$75,000 Teachers Association Job Title Regional UniServ staff (Region 2
http://www.nea.org/jobs/vaclist.html

Extractions: Salary Range: $58,478 - $103,356 Position Emphasis: Minimum Education Requirement: BS in Economics, related field or equivalent. Advanced studies in finance or law, or a related field or equivalent. Additional specialized training in benefits analysis as evidenced by CFP (Certified Financial Planner) or CEBS (Certified Employee Benefits Specialist) designation or equivalent combination of education and experience from which comparable knowledge and skills may be acquired. Minimum Qualifications: Five years of progressively responsible professional experience in the areas of employee benefits and retirement plans. Experience must include conceptualization, development and implementation of benefit plans, employee benefits research studies, and conferences/workshops, including making presentations.
SERSP Professors: UA College Of Education
Fellow, Institute of International education, 19671968 UA Asian-American Facultyand staff Association, 1990 Faculty Mentor Award, arizona Hispanic School
http://www.ed.arizona.edu/html/serspprofs.html

Extractions: (Ph.D. University of Pittsburgh, 1979) information about Dr. Antia , follow this link: http://www.u.arizona.edu/~pforeman/prof_bios.html#Antia . . For further information about Dr. Antia's DHH program , follow this link: http://www.ed.arizona.edu/dhh/ Brainerd, Charles J., Professor Dr. Brainerd has published over 200 research articles and over 20 books in areas such as human memory and decision-making, statistics and mathematical modeling, psychological assessment, learning, intelligence, cognitive development, learning disability and child abuse. He is past associate editor of Child Development, the leading research journal in developmental psychology, and he is past associate editor of The Behavioral and Brain Sciences, a leading theoretical journal in cognitive neuroscience. Dr. Brainerd is editor of Developmental Review, the leading journal of theory and literature review in developmental psychology. Dr. Brainerd has received three decades of research support from agencies such as the National Institutes of Health, the National Science Foundation, the Natural Sciences and Engineering Research Council, the North Atlantic Treaty Organization, the Department of Agriculture and the Spencer Foundation. Dr. Brainerd's current research program focuses on the relation between memory and higher reasoning abilities in children and adults, and it also focuses on false-memory phenomena. Together with Valerie Reyna, he has developed a theory of the relation between memory and higher reasoning, fuzzy-trace theory.
Special Education, Rehabilitation And School Psychology: UA College Of Education
Although the Department of Special education, Rehabilitation, and School SERP in theUniversity of arizona catalog of SERSP faculty and staff provide additional
http://www.ed.arizona.edu/html/sersp.html

Extractions: Lawrence M. Aleamoni Mission Statement The Department of Special Education, Rehabilitation, and School Psychology (SERSP) is dedicated to advancing human and economic development through the empowerment and effective inclusion of culturally diverse individuals with disabilities and special abilities across the age span. This is accomplished by conducting research to further knowledge and understanding of abilities, disabilities, adaptations, interventions, and support systems; preparing professionals to educate and facilitate the development of individuals with disabilities and special abilities; and providing leadership at the local, state, national, and international levels. To accomplish our mission, the faculty offers nationally recognized undergraduate, master's, educational specialist, and doctoral level degrees to prepare teachers, counselors, specialists, administrators, school psychologists, and researchers/teacher educators in the fields of special education, rehabilitation, school psychology, gifted education, sign language/ deaf studies, and educational interpreting.
The Bureau Of Applied Research In Anthropology--Staff
Research in Anthropology has an outstanding staff of diverse Topical expertise Anthropologyand education. room 316 Email jgreenber@ccit.arizona.edu Topical
http://info-center.ccit.arizona.edu/~bara/bara_s~1.htm

Extractions: BARA STAFF The Bureau of Applied Research in Anthropology has an outstanding staff of diverse backgrounds and experiences who have contributed immensely to the overall success of the organization. BARA has the professional capacity to work in rural or urban settings in most cultural contexts. Its faculty includes professionals with fluency in Spanish, Portuguese, French and several Native American and African dialects. Timothy J. Finan , Director, BARA/Agricultural Development 621-6972, Office address: Anthropology, room 317a, Email: finan@mail.arizona.edu Topical expertise: Applied anthropology, esp., development anthropology; economic anthropology; macro-micro linkages; Sub-Saharan Africa, Latin America, Arabian peninsula. Current interests: Impacts of policy reform on local communities; household food security; agricultural and nomadic adaptations in arid lands; research methodology. Diane Austin , Environmental Studies (520) 621-9607, Office address: Geronimoz Bldg., room 122. Mamadou Baro , Agricultural Development (520) 621-6282, Office address: Anthropology, room 317a. Topical expertise: Anthropology and Development, Africa.
AZ SIG 2002
for newly hired teachers trained outside arizona. Raise the quality of special educationprograms in through expanded fourpart staff development in strategies
http://www.signetwork.org/SIG2000/AZ.html

Extractions: State Improvement Grant Applications Funded in 2002 ARIZONA Abstract Basic Information Return to Main Page AZ Abstract or Conceptual Framework for State Systemic Change The systemic problems impacting the performance of students with disabilities in Arizona can be summarized as: (1) inadequate numbers of teaching and related services personnel to fill increasing numbers of classrooms, (2) low programmatic compliance in charter school programs and (3) insufficient use of practices that are scientifically-based validated research to raise academic performance in reading. To address these critical needs, the Arizona Department of Education, Exceptional Student Services, is submitting a proposal for a state improvement grant to the United States Department of Education, Office of Special Education Programs. The five-year project has three major goals: To reduce teacher turnover and increase the number of fully certified teachers. To improve programmatic compliance and effectiveness in charter schools.
Arizona Partnership In Character Education
3. arizona Character education Evaluation Toolkit will be developed and shared. Students,teachers, administrators, staff, and partners will use CC!
http://ag.arizona.edu/icyf/evaluation/charedevalmodel

Extractions: On-Going Activities Amphitheater School District/University of Arizona GEAR UP Evaluation Arizona Character Education Evaluation Completed Activities CYFERnet Evaluation National 4-H Impact Assessment Report Arizona 4-H Evaluation Resources Arizona Partnership in Character Education 3 Evaluation Foci Outcome: What changes in behavior, attitude, actions occur as a result of or related to this project? Implementation (Process): How is the project actually being implemented What activities occur? Systems Change: How do the related stakeholder organizations change policies or procedures as a result of or during the project? Thoughts to consider while reviewing this plan: This is still a very early draft that has not been reviewed by the partners, etc. What is listed below is not set in stone we are looking for your suggestions Specifically, if any of the goals or objectives are not appropriate, or if there are goals that should be included
Center For Persons With Disabilities
assistance in establishing the arizona Center for New Mexico Department of Educationoffer numerous opportunities for staff development and technical
http://www.cpd.usu.edu/projects/?view=edtech

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