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 http://www.tui.edu/vermontcollege/templates/online_learning.php?article_id=34
Our Staff ICA's staff is made up of a diverse group of BS in business administration from theUniversity of vermont and a masters degree in adult education from the http://www.ica-group.org/2nd Row/ourstaff.html
Extractions: Board of Directors [ Our Staff ] ICA Publications ICA Supporters Links Contact Us! 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 BankBostons 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 ghedgespeth@ica-group.org 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. nlessell@ica-group.org
COPE - Publications And Presentations Meeting for State education Technology Leaders 2002 Conference National staff DevelopmentConference Annual November, 2002 Conference vermont Fest Technology http://www2.edc.org/COPE/pub&pres.htm
Northeast CAPT: State Resources: Vermont state. Department staff also provides community education on underagedrinking and legal issues in vermont. Agency http://www.northeastcapt.org/resources/state/vt/
Extractions: 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.
VERMONT of Alternate Assessments include Project staff will refine and submitted to theState Board of education. Pertinent vermont standards will be identified to http://www.signetwork.org/SIG2000/Vermont.htm
Extractions: 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: VERMONT Basic Information
Vermont Chamber Of Commerce | Contact Us Administrative staff. Editorial Assistant Laura Ibey, Publications Coordinator AmberKelley, vermont Chamber Businesseducation Partnership Program http://www2.digitalfrontier.com/essential_wc4/vtchamber/contact/
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 http://www.state.vt.us/educ/cses/discipline/2_professional.htm
Extractions: 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.
ELibrary.com - 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 'eLibrary.com - Vol 5 Electronic education Report 10-14-1998, 'vermont Receives http://redirect-west.inktomi.com/click?u=http://ask.elibrary.com/getdoc.asp%3Fpu
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 http://crs.uvm.edu/staff/michele.html
Extractions: mcranwel@zoo.uvm.edu 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
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 http://www.med.uvm.edu/ome/do_all_links.asp?SiteAreaID=514
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 http://www.svc.edu/events/
Extractions: 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? 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
Thinkvermont.com - 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 http://www.thinkvermont.com/vepc/vepc_intro.cfm
Extractions: 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.
Green Mountain Training Center 3000 teachers, health educators, school staff, community members and students throughoutVermont on the 6 comprehensive school health education curriculum, KYB http://www.gmtchealth.org/main.html
Extractions: 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.
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 http://www.vcia.com/aboutvcia.html
Extractions: 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: 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."
High Schools That Work South Carolina, Tennessee, Texas, vermont, Virginia and in the HSTW Assessment, staffdevelopment, technical assistance the state department of education; or; http://www.sreb.org/programs/hstw/becoming/becomingindex.asp
Extractions: 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.
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. http://www.ed.gov/pubs/CPRE/rb18/rb18c.html
Extractions: CPRE Policy Brief: Building Capacity for Education Reform - December 1995 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.
Middlebury College Human Resources Middlebury, vermont 05753 802443-5000 Your comments on our Web site are alwayswelcome. Please send them to midd@middlebury.edu. modfication date 01/04/2003. http://www.middlebury.edu/hr/development.html
