Background And Overview | SciTech Pennsylvania, Virginia, Ohio, rhode island, and New York and to encourage the developmentand distribution The education staff develops inquirybased education http://www.umbi.umd.edu/~scitech/overview.html
Local Library Development - Five Year Plan (2002) rhode island Reads project (19992002). In cooperation through sharing sessions, continuingeducation, and the materials/services for library staff and trustees http://www.lori.state.ri.us/5yplan/2002/lld.php
Extractions: Percent of federal funds allocated to this project in fiscal 2000: 23.5% Federal funds to be allocated to this project in fiscal 2001: $168,524 Percent of federal funds to be allocated to this project in fiscal 2001: 21.8% Federal funds to be allocated to this project in fiscal 2002: $196,094 Percent of federal funds to be allocated to this project in fiscal 2002: 23.9% Administers LSTA grants to libraries and library consortia in support of LSTA priorities Supports professional library services and offers continuing education for the library community
Personnel - 1983 Minimum Standards For Rhode Island Public Libraries Minimum Standards for rhode island Public Libraries 1983. A POLICY ON staff DEVELOPMENTADDRESSING ATTENDANCE MEETINGS AND CONTINUING education PROGRAMS AND http://www.lori.state.ri.us/plstandards/83standards/personl.php
Extractions: new COOLjsMenu("menu1", MENU_ITEMS_STYLING) The library staff is the vital link between the community and fulfillment of its library and information needs. Effectiveness in this role depends upon a staff of sufficient size that is well-trained and committed to the library's service goals. Competent and qualified personnel are attracted by adequate compensation and an atmosphere which encourages job satisfaction and professional growth. S7. THE LIBRARY SHALL HAVE A PROFESSIONAL LIBRARIAN AS DIRECTOR. S8. THE LIBRARY/COMBINED LIBRARIES OF A CITY OR TOWN SHALL HAVE A MINIMUM OF ONE FULL TIME EQUIVALENT STAFF MEMBER FOR EACH 3500 POPULATION OR FRACTION THEREOF. S9. THE LIBRARY/COMBINED LIBRARIES OF A CITY OR TOWN SHALL HAVE PROFESSIONAL LIBRARIANS COMPRISE AT LEAST ONE - THIRD OF THE FULL TIME EQUIVALENT STAFF. S10. THE LIBRARY/COMBINED LIBRARIES OF A CITY OR TOWN SERVING A POPULATION OF LESS THAN 17,500 SHALL ALLOCATE AT LEAST ONE- THIRD OF THE REQUIRED PROFESSIONAL STAFF TIME TO CHILDREN'S SERVICES; THE LIBRARY/COMBINED LIBRARIES OF A CITY OR TOWN SERVING A POPULATION OF 17,500 OR MORE SHALL HAVE AT LEAST ONE FULL TIME EQUIVALENT PROFESSIONAL CHILDREN'S LIBRARIAN.
The Rhode Island Sea Grant College Program on campus provides an important research tool for rhode island Sea Grant staff andresearchers states largest institution of higher education with three http://seagrant.gso.uri.edu/about/strat/theprogram2000.html
Extractions: The Rhode Island Sea Grant College Program Institutional Setting For over 30 years, the National Sea Grant College Program has sought to increase scientific understanding of the marine environment and promote the sustainable use and development of marine resources for the public benefit. The impetus for the Sea Grant College Program concept actually began at a meeting held in Rhode Island in the early 1960s. Sen. Claiborne Pell, former URI president Francis Horn, and former GSO dean John Knauss were instrumental in founding the National Sea Grant Program in 1966. It made sense, therefore, that in 1968, the first sea grant funds were awarded to the URI GSO. In 1971, URI was honored as one of the first four universities in the nation to be designated a Sea Grant College. Rhode Island Sea Grant was formally reviewed by the NSGO in 1985 and 1998. In 2001, URI will celebrate its 30th anniversary as a Sea Grant College. As a world-renowned center for oceanographic science and education, the GSO hosts a variety of institutions, including the Center for Atmospheric Chemistry Studies, the CRC, the URI-NOAA Cooperative Marine Education and Research Program, the Marine Ecosystems Research Lab (MERL), and the Ocean Technology Center (OTC), a state-federal initiative to develop industrial partners in marine technology. Recently, URI founded the Coastal Institute, whose mission is to promote the integration of marine science, policy, and management.
UMass Boston: Graduate College Of Education his wife and three children in South Kingstown, rhode island. Games, a peace andjustice education program for Search for a staff or faculty member's contact http://www.gcoe.umb.edu/centers/ilt/staff.html
Extractions: Boston Writing Project: Joe Check, Denise Patmon, Deana Lew, Marie Coleman, Judith Doherty GEAR-UP (Gaining Early Awareness and Readiness for Undergraduate Programs): Lucia Mayerson-David, Yolanda Rome, Katonja Webb, Catherine Maguire, Willie Deyamport Harbor Explorations: Rick Schmidt Massachusetts Studies Project: Barbara Robinson English Language Learners: Mary-Lynda Daley, Lucia Mayerson-David Talented and Gifted Program (T.A.G): Lucia Mayerson-David, Spencer Sanchez Project ALERTA: Mary-Lynda Daley Whitney Buckley has been working as part of the ILT since 1999. She began as a graduate assistant for Project ALERTA and has worked as the administrative coordinator since November of 2000. She has also worked with the TAG and GEAR-UP programs. She received a Bachelor of Arts in sociology from the University of Texas at Austin and was awarded a Master of Education from the University of Massachusetts-Boston in 2000. She lives with her husband and daughter in Walpole, MA.
CSE Staff partner with the Providence, rhode island Public Schools. planning, policy, and resourcedevelopment activities for Center for Innovation in Urban education. http://www2.edc.org/cse/staff/bbb.asp
Extractions: Barbara Brauner Berns is project director of CSE's K-12 Science Curriculum Dissemination Center and co-principal investigator of two other NSF-supported projects: a study of the engagement of rural school districts in science reform and the development and implementation of a model middle grades science mentoring program. Barbara designed and co-leads CSE's multi-faceted initiative to familiarize school districts with middle school science materials and to examine issues related to curriculum selection and implementation. Recently she managed and co-authored a practitioners' guide on middle school science curricula. From 1995-1999, she was senior associate in the Center for Urban Science Education Reform (CUSER), where she provided technical assistance to several school districts, participated in capacity building efforts to promote districtwide leadership for science reform, and developed professional development activities focused on systemic change. Barbara has school system experience, having served in the central office of the Brookline, Massachusetts Public Schools and as a University of Rhode Island partner with the Providence, Rhode Island Public Schools. As a private consultant, she has conducted planning, policy, and resource development activities for urban and rural school districts, all designed to promote high quality instruction. More recently, Barbara served as senior policy fellow at Northeastern University's Center for Innovation in Urban Education.
Abstracts By State 2002 currently exist between special education and general education colleagues. collected,analyzed, and reviewed with project staff, the leadership rhode island. http://www.signetwork.org/SIG2000/Abst_Yr_2002.html
The Education Alliance: Where We Work staff will also explore ways to align this work with a project of the education Departmentat in several urban high schools in rhode island, primarily in http://www.alliance.brown.edu/states/ri_projs.shtml
Extractions: @import url("http://www.alliance.brown.edu/css/rs_adv.css"); Introduction Connecticut Maine Massachusetts ... Site Tools The LAB will conduct a study that systematically investigates how the implementation of the Breaking Ranks framework supports effective high school reform and improved teaching and learning in urban low-performing schools. Through this study, the conditions and strategies necessary for achieving and sustaining positive change and improvement in low-performing schools will be documented, and resultant effects on student learning and achievement for diverse student populations will be documented. This research activity will be conducted by staff of the LAB and Center for Resource Management (CRM) in partnership with the National Association of Secondary School Principals (NASSP), the NASSP state affiliates in this region, the Providence, RI school district, the Yonkers, NY school district, and the Malden, MA school district.
Higher Education Center: University Of Rhode Island sexual assault, the University of rhode islands president of Alcohol and Drug education,vol Presidential Leadership, Faculty Involvement, staff Involvement. http://www.edc.org/hec/ideasamplers/uri.html
Extractions: Environmental Management: Increasing enforcement of laws and policies Alcohol Policy Summary: In February of 1991, following an incident which linked alcohol abuse with sexual assault, the University of Rhode Island’s president and staff initiated a new alcohol policy. The purpose was to take a strong stand on alcohol violations which would be consistently and uniformly enforced, resulting in a change in the campus drinking climate. The policy regarding underage possession or consumption and "of-age" public consumption involves mandatory sanctions as follows: First offense - $50 plus one semester disciplinary probation and a written self-assessment Second offense - $100 fine plus an additional semester disciplinary probation, plus a seven hour educational workshop The strength of the policy is dependent on enforcement, and enforcement is dependent on staff training. When the policy was introduced, trainers went to each residence hall to explain the policy to hall staff, walk through procedures, and respond to questions. The policy is addressed at least annually during residence hall staff training. As new questions and concerns surface, improvements and modifications in interpretation are made. The basic message to the staff is: address every violation you see and address it consistently. The goal in training for policy enforcement is fairness and consistency. Students are informed about the policy during freshman orientation, through the student handbook, and at residence hall meetings at the beginning of each year.
Education World® : Professional Development Center Jersey, New York, Pennsylvania, rhode island, Vermont, Washington Scotia, Ontario,Prince Edward island and Quebec Heritage OnLine Continuing education for K12 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.
Montessori RI Preschool Teacher Position Opening Montessori Centre staff. by the rhode island Department of Children, Youth FamilyServices, as well as the rhode island State Department of education. http://www.montessori-centre.com/mcb_staff.html
Extractions: Director / AM Teacher Rey Ann has been teaching in and directing Montessori schools on both coasts for the past 20 years. She is American Montessori Society (AMS) trained, receiving her credentials from the Montessori Western teacher training program. She has an Early Childhood Development and Child Psychology background from Mesa College in San Diego and Long Beach State College in California. Rey Ann will also be teaching Spanish, cooking and childrens drama in addition to the full Montessori curriculum, and will be available for administrative duties in the afternoons. Ms. Garcia-Mills lives in Middletown, Rhode Island with her husband and daughter. Michelle Kaminsky Music / Substitute Michelle has been teaching since 1985, and has taught music in many of Rhode Islands Montessori schools. She graduated with honors from the National College of Education, and her specialty is early childhood music. In addition, Michelle is currently serving on the Arts and Education Roster with the Rhode Island State Council on the Arts. In her spare time, she plays in a Cajun band, The Magnolias, and lives in Barrington with her husband.
Health & Education Leadership For Providence - Our Staff Our staff. to HELP with the goal of creating new health and education initiativesthat from Imperial Knife, he became director of the rhode island Department of http://www.helprov.org/html/staff_fazzano.htm
Extractions: Our Staff Louis Fazzano President Mr. Fazzano brings his keen leadership skills to HELP with the goal of creating new health and education initiatives that improve the quality of life for children and their families in Providence. He is a Phi Beta Kappa and Magna Cum Laude graduate of Yale University who spent most of his corporate life at the Imperial Knife Company where he retired in 1983 as Treasurer and Chief Administrative Officer. After retiring from Imperial Knife, he became director of the Rhode Island Department of Economic Development, where he furthered the state's business climate and expanded the tourism industry. In addition to his position as director, Mr. Fazzano accepted the post of vice chairman of the Rhode Island Convention Center Authority where he helped complete the state-of-the-art building. He assumed the role of president of Rhode Island Hospital in 1989, and was later asked to serve as Chairman of the Board. He not only reversed the hospital's deficit in three short years, but also chaired a successful drive to raise $23 million to build the HASBRO Children's Hospital. During his tenure, he also initiated the talks, which led to the merger of Rhode Island Hospital and The Miriam Hospital. A long-time trustee of Rhode Island School of Design (RISD), he served as the art and design college's president from 1993-1994.
Extractions: Certification RHODE ISLAND REQUIREMENTS FOR VOCATIONAL EDUCATION TEACHER This certificate is valid for service in the secondary grades as a vocational education teacher and will be endorsed for the specialized field as established in I-B. THIS CERTIFICATE DOES NOT APPLY TO TEACHERS WHO WORK IN A VOCATIONAL SETTING AND ARE COVERED BY SEPARATE CERTIFICATION (E.G., BUSINESS EDUCATION, HOME ECONOMICS, AGRICULTURE). TEMPORARY PROVISIONAL-VOCATIONAL EDUCATION - valid for 1 year Diploma from a high school approved by the State Board of Regents for Education or a high school equivalency diploma Appropriate work experience as recommended by the Rhode Island Vocational Credentials Review Committee Written and practical exam administered by the Rhode Island Vocational Credentials Review Committee* Twelve semester hours of professional education courses from I-E below, which are designed for the preparation of vocational education teachers. Six of the twelve credits must be in the area of vocational methods and curriculum. Courses approved as preparation for vocational teaching, including work in the following areas:
WestEd Resources staff from the Maine State Department of education, Learning Innovations staff designand Route to Teacher Certification in rhode island A project to http://www.wested.org/cs/li/query/q/133?x-r=runnew
Professional Development Programs And Models Under the new model, all staff move through High School District Arizona EducationAssociation The rhode island Federation of Teachers and Health Professionals http://www.sharingsuccess.org/code/pd/table9.html
Extractions: National Foundation for Improvement of Education National Foundation for Improvement of Education http://nfie.org/programs/change.htm Each of the School or Districts listed are implementing recommendations from NFIEs Report Teachers Take Charge of Their Learning: Transforming Professional Development for Student Success. Abington (PA) Junior High School Partners: Abington School District Abington Education Association Abington Secretaries/Aides Association Penn State University Abington-Ogontz Abington PTO Abington Junior High School in suburban Philadelphia is integrating technology into a standards-based curriculum to improve student learning. All school employees, including support personnel, are working to understand their role in supporting academic standards and to use technology in achieving these standards. Bellevue (WA) School District Partner: Bellevue Education Association To facilitate professional growth on-line, Bellevue is establishing roles for teachers as technology trainers and peer coaches. Expert teachers are developing new curriculum based on state standards, beginning with middle-grades science and social studies, and selected teacher-leaders are helping their peers to access this curriculum from the district's web site, publish lesson plans and other resources online, give feedback to one another, and generally use the web site as an interactive resource for professional development and peer learning. Canton (SD) School District Partners: South Dakota Education Association Canton Economic Development Corporation Canton School District recently opened a new high school with "21st century technology." By 2002, the district plans to (1) integrate technology into a standards-based curriculum and prepare work-bound graduates for a high-tech future, and (2) become a technology resource linking school and community.
Rhode Island Business Training Resources industry clusters that represent rhode island's most promising collaboration, worldclass education and technology to caregivers and support staff and address http://www.rihric.com/employerresourceshric.htm
Extractions: Useful Links ... Employer Resources Industry Clusters As any good CEO knows, the best ideas come from collaboration and brainstorming. HRIC recognizes the value of this approach and has helped fund industry clusters that represent Rhode Island's most promising industries. These industry clusters foster collaboration within each industry by enabling companies to address common problems, pool resources and collectively become a stronger, more competitive industrial force.
CMI Background programs being used today by the staff of Career of Pupil Personnel Services for theState of rhode island. such as separate legislation for education of the http://www.cmi-lmi.com/directors.html
Extractions: an outplacement company an outplacement service Richard has spent almost 30 years counseling people of all ages with a specific focus upon managing their career future. His specialty has been in helping individuals identify those career areas in which they can best utilize their natural abilities and interests, as well as showing them how to deal effectively with the problems and obstacles which hamper vocational growth. A pioneer in career counseling, outplacement counseling as well as employee training, development, and preventative maintenance, Richard has worked throughout the years with numerous organizations, institutions and corporations, helping them to realize the full potential of their most precious investment - their human resources. We wish him well on his retirement. Susan R. Silvano Prior to beginning Career Management International, Inc. in 1976, Susan spent four years as a guidance counselor and school psychologist in Rhode Island. Her main interest at that time was developing curricula that would assist students in realizing their career potential. During this period, she wrote and administered a federal project "Survival '71", to further the career and vocational education of selected students. Previously, Susan had worked for several years with special education students, teaching skills and planning appropriate vocational areas for each pupils' ability level. Her interest throughout her career has been in assisting individuals to maximize their emotional and vocational potentials.
SCALE Staff and has a Master's degree in education from North David joined the SCALE staff in1997 as the the Swearer Center he coordinated the rhode island Campus Compact http://www.readwriteact.org/staff.html
Extractions: Kathy Sikes, Executive Director Kathy Sikes joined the SCALE staff in 1998 as Executive Director. She is responsible for supervising SCALE programs, organizational management, fund development and strategic planning. Kathy also participates in curriculum development and training activities with program staff and is committed to connecting SCALE and campus-based programming to national literacy, advocacy and social justice movements. Before joining the SCALE staff, Kathy worked as the Education Director for a community agency where she facilitated participatory education and small group tutor training, implemented portfolio assessment for learners and tutors, and initiated outreach efforts to local community, homeless, jail and residential treatment programs. Kathy also taught GED and basic literacy classes and designed a basic computer class for service employees at a local university. In addition, Kathy worked as a consultant for Literacy South, assisting with staff development projects related to lesson planning, authentic assessment and inquiry-based staff development. Kathy graduated from the University of North Carolina at Chapel Hill with a degree in English and has a Master's degree in Education from North Carolina Central University.
Career Services Staff of the New England Association of Cooperative education and Field Ed., MAT EMAIL isone of the staff of career as a secondary teacher in rhode island and South http://career.uri.edu/members.htm
Extractions: is the Director of Career Services, overseeing all facets of the office's services and its relationship to other University personnel and to those outside the university. She holds a doctorate in English from the University of Massachusetts at Amherst, and a Bachelor of Science degree in Psychology from the University of Illinois-Urbana. Prior to coming to Career Services in 1985 as Assistant Director, she was a faculty member in the College of Business Administration and in the College of Arts and Sciences. She has consulted for a variety of business and service organizations and is a former VISTA volunteer. Peggy Ferguson, M.Ed. EMAIL is the Assistant Director of Career Services, overseeing all employer relations for full-time, part-time, summer, and internships. Peggy holds a Master Degree in Counseling Psychology from Springfield College and has several years experience in Cooperative Education. Presently Peggy is President of the New England Association of Cooperative Education and Field Experience (Neacefe.) Prior to a career in counseling, Peggy was an auditor at a big 8 firm in New York City. Carolyn Thomas, M.Ed., M.A.T.
Administraton And Staff Listing - Tunxis Community College Program Associate BS, University of rhode island. Ostman, ClerkTypist/ContinuingEducation BA, Vassar Secretary I, Institutional development and Institutional http://tunxis.commnet.edu/tctc/administration.html
