education new york online education new york online education new york online
Search
Today's Info Policy News
Weekly Archive
Information Policy
about
contact us
site map
Search

We'd like to hear from you! Please report broken links OR submit comments, suggestions and questions.

email:
  comments:
 

   

With the exact phrase
With all of the words
With at least one of the words
Without these words
 
Within these fields         
 
Date range limit

      Pick Date
 
Item(s) found: 79
Author Kozol lectures TUESDAY at Mount Saint Mary College
Date CapturedMonday August 20 2007, 1:27 PM
Times Herald-Record reports, "Frank Davis, the Mount's coordinator of professional development, said the balance of the institute will try to inspire and re-energize teachers as they head back to the classroom. Its main focus will be on helping teachers and administrators deal with diversity — economic, language and ethnic diversity, but also diversity of abilities among students today." Jonathan Kozol's lecture will begin at noon Tuesday in Aquinas Theatre at Mount Saint Mary College in the City of Newburgh.
New Jersey Governor Calls for Training Teachers on Internet Safety
Date CapturedThursday August 09 2007, 11:15 AM
School Library Journal reports, "Teachers and administrators would use the training to instruct students, parents and community groups on the potential dangers they may encounter on the Internet, Corzine said in a letter to Attorney General Anne Milgram and Education Commissioner Lucille Davy. The letter asks that the departments of Law and Public Safety and Education work together to strengthen existing Internet safety training and that the program be established and implemented by the beginning of the 2007-2008 school year."
Grant to help train teachers
Date CapturedTuesday August 07 2007, 7:29 AM
Rochester Democrat and Chronicle reports, "The Greece Central School District has been awarded a three-year $765,000 federal grant to help train teachers in U.S. history."
State aid could shrink classes, lengthen school day
Date CapturedMonday July 16 2007, 6:29 AM
Poughkeepsie Journal reports, "The contracts apply to 55 districts that have at least one school on the federal 'In Need of Improvement' list. These districts also received a $15 million increase or a 10 percent or more increase in state aid. In the contract, the district must show how it will use most of the additional state aid to implement programs and initiatives to address the lower-performing students identified by federal standards. The initiatives include reducing class size, increasing the length of the school day, professional development for teachers and principals, restructuring middle and high schools and implementing full-day kindergarten or pre-kindergarten or experimental programs."
Federal Support for Adolescent Literacy: A Solid Investment
Date CapturedFriday July 13 2007, 9:34 AM
This Alliance for Excellent Education brief lays out a set of strategic policy recommendations that include: (1) Encourage schools, districts, and states to articulate clear, comprehensive, actionable plans for improving literacy instruction; (2) Invest in tools that help schools identify struggling readers and appropriately adjust instruction in grades 4-12; (3) Invest in ongoing professional development programs designed to help all middle and high school teachers provide effective reading and writing instruction in their subject area; (4) Support and invest in accountability systems that give teachers strong incentives to provide effective reading and writing instruction; and, (5) Invest in ongoing research on and evaluation of strategies to improve adolescent literacy.
Forum Curriculum for Improving Education Data: A Resource for Local Education
Date CapturedThursday July 12 2007, 7:00 PM
This curriculum supports efforts to improve the quality of education data by serving as training materials for K-12 school and district staff. It provides lesson plans, instructional handouts, and related resources, and presents concepts necessary to help schools develop a culture for improving data quality. National Forum on Education Statistics (2007). Forum Curriculum for Improving Education Data: A Resource for Local Education Agencies (NFES 2007-808). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
City Schools Focus New Aid on Reducing Class Sizes
Date CapturedFriday July 06 2007, 10:10 AM
NY Times reports, "Schools Chancellor Joel I. Klein announced yesterday how the city school system plans to spend $228 million in new education financing from the state, including allocating nearly half the money to reduce class sizes. That money, $106 million, will allow the city to add 1,300 teachers to cut class sizes, and officials say they will concentrate on the most crowded classrooms with students most at risk of failure. The city also plans to use $57 million for increased instructional time for students, $44 million toward professional development for teachers and principals, $20 million for middle and high school restructuring and $294,000 for expanding full-day prekindergarten slots."
Longer school day part of teacher pact
Date CapturedFriday June 22 2007, 8:20 AM
Times Union reports, "The school day will get a little longer in the Albany schools next year under a contract with teachers approved Thursday. In the middle and high schools, there will be 30 more minutes of classroom time each day. In the elementary schools, students will be taught for an extra 15 minutes each day. Students in both schools now spend six hours and 30 minutes in class."
How Educators in Three States Are Responding to Standards-Based Accountability Under No Child Left Behind
Date CapturedThursday May 31 2007, 10:42 AM
This research brief describes work done for RAND Education documented in Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States, by Laura S. Hamilton, Brian M. Stecher, Julie A. Marsh, Jennifer Sloan McCombs, Abby Robyn, Jennifer Lin Russell, Scott Naftel, and Heather Barney, MG-589-NSF, 2007, 302 pp., ISBN: 978-0-8330-4149-4. "Key findings: Most superintendents considered three improvement strategies most important: using data for decisionmaking, aligning curriculum with state standards, and focusing on low-performing students. Teachers changed their instruction in both desirable and undesirable ways. Most educators felt challenged by insufficient alignment among state standards, curriculum, and tests. The researchers recommend improving alignment among standards, tests, and curriculum; providing educators with professional development assistance; and exploring ways to measure performance more accurately."
Teachin' substance with style; Grand Concourse charter school tops city's 4th-grade test scores
Date CapturedSunday May 27 2007, 4:23 PM
NY Daily News Ethan Rouen reports, "The teachers often work 13-hour days, meeting with parents, grading weekly book reports and testing students every other month. Following tests, students are regrouped based on their performance. The school frowns on social promotion, refusing to graduate unprepared students based on age or parent pressure. The repetitive testing also serves as a way for Victor to grade his teachers."
Rigor at Risk: Reaffirming Quality in the High School Curriculum
Date CapturedWednesday May 16 2007, 7:10 AM
The Rigor at Risk report suggests that some students progress toward college readiness in high school, but many lose momentum during their last two years there. There are action steps that states and schools can take to improve the rigor of high school core courses: 1. Specify the number and kinds of courses that students need to take to graduate from high school ready for college and work. 2. Align high school course outcomes with state standards that are driven by the requirements of postsecondary education and work. 3. Hire qualified teachers and provide training or professional development support to help them improve the quality of the courses they teach. 4. Expand access for all students to high-quality, vertically aligned core courses. 5. Measure results at the course level.
School board ties professional development to state standards
Date CapturedThursday May 03 2007, 8:13 AM
Kingston Freeman reports, "The goal of the plan is to boost student achievement through continued staff education. The plan passed unanimously, but there was contention at Wednesday's meeting over wording in the plan setting a goal for professional staff to implement 100 percent of state standards for education. Trustee Marc Tack argued that focusing solely on state standards ignores the district's mission, which is 'to educate, inspire, and graduate students who are excellent in scholarship and character and are empowered to reach their maximum potential as responsible and productive members of society.'"
PRINCIPALS CRAM FOR BIG CHANGES
Date CapturedSunday April 22 2007, 9:26 AM
NY Post reports, "City principals will flock to a Manhattan hotel tomorrow for a crash course in the school system's latest reorganization, scrambling to learn details about a newly revealed program they must implement by the fall. The symposium at the Grand Hyatt will attempt to explain three 'support organization models,' which all schools must choose from in the next month. The support organizations are designed to help schools hit accountability targets, provide professional development, attract high-quality teachers and design programs to help scores and attendance, according to the Department of Education."
Longer school day would have benefits
Date CapturedFriday April 06 2007, 10:01 AM
Binghamton Press & Sun-Bulletin 'Guest Viewpoint' Binghamton resident Jane Shear opines, "Teachers also need professional development time where they can compare best practices, analyze data and plan interesting and successful curricula. This should be done before the school year starts, but it is also important to have time during the course of the school year. A longer school year would enable us to have periodic breaks, at the end of each nine-week block of time, during which students would have time to reenergize for the following quarter, while teachers would have time to examine what has been accomplished and what needs to be done next. I believe that a longer school year and a longer school day will enable students and teachers to better work toward our common goal, which is to help each and every student graduate with high levels of the skills they will need in adult life. A firm commitment to education from all of us, teachers, students and parents working together, will help us achieve this goal."
1,600 educators to arrive in Ithaca today
Date CapturedFriday March 23 2007, 9:33 AM
Ithaca Journal reports, "The conference offers teachers and support staff from within the T-S-T BOCES system 134 workshops, which will be held throughout Ithaca. Workshops are located at Cornell's main campus, Cornell Lab of Ornithology, Ithaca High School and T-S-T BOCES. Among the more popular workshops are 'undoing racism,' 'how to lose five to 10 pounds quickly' and workshops focused on 21st Century literacy. 'Those address how to use iPods educationally or create infinity groups for kids so they can be engaged in social networking around a topic,' Fontana [director of staff development and research for the ICSD] said."
Center for teachers opens, fully equipped
Date CapturedFriday March 09 2007, 8:02 AM
Ithaca Journal reports, "While BOCES districts provide professional development for teachers in their areas, teacher centers are more personal, [center's director] Maxson said, with needs determined by the teachers in the member districts.
Three Georgia schools getting 'character education' grants
Date CapturedSaturday March 03 2007, 1:23 PM
Accessnorthga.com reports, "Each school staff will receive training, coaching and high quality professional learning from national trainers and Pioneer RESA staff. "
The dropout dilemma
Date CapturedSaturday February 24 2007, 9:20 AM
NY Daily News reports, "Advocates at the Baruch College event suggested that increasing the state's compulsory attendance age from 16 to 18 would encourage more students to stay in school, said Cary Goodman, executive director of Directions for Our Youth. Other ideas included additional professional development for teachers who may have difficulty relating to the problems facing city teens."
New FREE Website: 1500 Teaching Resources
Date CapturedWednesday January 10 2007, 6:16 PM
New FREE website. It has been redesigned for the first time since it was created in 1998 to make finding teaching resources from the federal government easier. FREE makes it easier to find teaching and learning resources from the federal government. More than 1,500 federally supported teaching and learning resources are included from dozens of federal agencies. New sites are added regularly.
Frozen Assets: Rethinking Teacher Contracts Could Free Billions for School Reform
Date CapturedTuesday January 09 2007, 6:57 AM
Education Sector report written by Marguerite Rosa . Many common provisions of teacher contracts require school districts to spend substantial sums to implement policies which research has shown have a weak or inconsistent relationship with student learning. This report examines eight such provisions: Increases in teacher salaries based on years of experience; Increases in teacher salaries based on educational credentials and experiences; Professional development days; Number of paid sick and personal days; Class-size limitations; Use of teachers’ aides; Generous health and insurance benefits; and Generous retirement benefits.
Education Account Bill to Make American Workers More Competitive Introduced
Date CapturedTuesday January 09 2007, 6:19 AM
PRNewswire-USNewswire reports, "Lifelong Learning Accounts (LiLAs) are employer-matched, portable, individual savings accounts used to finance education and training - - similar to a 401(k), but used for skill building and career advancement."
The 65% solution -- a closer look in Vermont
Date CapturedTuesday January 02 2007, 9:03 AM
Burlington Free Press opined, "The 65 percent solution would require that schools spend a minimum of '65 percent of their funds directly on classroom instruction.' The National Center for Educational Statistics' (NCES) definition of 'classroom instruction' would serve as the basis for determining what constitutes 'in the classroom' activities. Briefly, it would includes teacher and para-educator salaries, instructional materials, extracurricular activities including athletics, arts and music, and tuition paid to out-of-district and private educational providers. The remaining 35 percent of school spending would be divided between all other expenditures, including transportation, professional development for educators, administrative costs, guidance counseling, libraries, heat, lights and food services."
Audit: Few California Teachers Take Training Program
Date CapturedFriday December 01 2006, 1:58 PM
AP reports, "Fewer than 7,300 of the state's 252,000 public school math and reading instructors have completed a voluntary training program that state lawmakers approved in hopes of introducing more rigorous academic content to California classrooms, a state audit found."
Teaching - the solution is as simple as that
Date CapturedFriday December 01 2006, 7:53 AM
Community Press contributor and testing coordinator in the Princeton City School District writes, "The good news - we have control over teaching quality as opposed to controlling poverty, ethnicity, culture or environment. At Princeton, more time and effort has gone into hiring top notch teachers than ever before. They are interviewed extensively and complete a battery of screening tests. We screen for people with demonstrated competency in working with groups from very diverse backgrounds that can be flexible in meeting the needs of our students. More time and money has been spent on training and retraining than ever before. Why all the extra effort with hiring, training and teacher collaboration? Because we believe those efforts are critical to our ability to provide the very best teachers for our students. The very best teachers are those who understand the need to continue their professional learning, and who are willing to implement research-based practices to do whatever it takes to help their students be successful."
Internet Access in U.S. Public Schools and Classrooms: 1994-2005
Date CapturedThursday November 30 2006, 8:55 AM
"This [NCES] report presents 11 years of data from 1994 to 2005 (no survey was conducted in 2004) on Internet access in U.S. public schools by school characteristics. It provides trend analysis on the percent of public schools and instructional rooms with Internet access and on the ratio of students to instructional computers with Internet access. The report contains data on the types of Internet connections, technologies and procedures used to prevent student access to inappropriate material on the Internet, and the availability of hand-held and laptop computers to students and teachers. It also provides information on teacher professional development on how to integrate the use of the Internet into the curriculum, and the use of the Internet to provide opportunities and information for teaching and learning." Wells, J., and Lewis, L. (2006). Internet Access in U.S. Public Schools and Classrooms: 1994–2005 (NCES 2007-020). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
Act On Fact: Using Data to Improve Student Success.
Date CapturedMonday November 27 2006, 3:28 PM
CCSSE has released its 2006 National Report, Act On Fact: Using Data to Improve Student Success. This report asks the questions, "Which students are having a more productive college experience? For whom is our current practice working? Who, if anyone, might be left behind? What are the differences in various students’ experiences? Are certain practices mandatory for some students but not for others? Should they be required for all students? What practices are built into the classroom experience now? Should we incorporate more expectations, activities, or services into coursework?"
Preschool Is School, Sometimes: Making early childhood education matter
Date CapturedTuesday November 21 2006, 9:45 AM
Education Next contributor Robert C. Pianta, professor of education at the Curry School of Education and director of the Center for Advanced Study of Teaching and Learning, the University of Virginia writes, "Recent work suggests that direct training methods, such as mentoring and coaching and constructive feedback based on observation of teachers, can improve early education practice and children’s performance."
Why science scores stink
Date CapturedMonday November 20 2006, 7:44 AM
NY Daily News contributor Gross, emeritus university professor of life sciences at the University of Virginia writes, "In the end, no attempt to improve science achievement will succeed without addressing the obvious problem staring us in the face. Namely, teachers who haven't studied science are teaching it to our kids. More than 25% of seventh- to 12th-grade science teachers nationwide have neither a major nor a minor in their subject area. Yes, we need reform. But, in the spirit of the scientific method, that reform must be realistic and informed by the mistakes we've made over the years. It must not put faith in untested hypotheses."
Funding is key to education reform
Date CapturedSunday November 19 2006, 3:35 AM
The Seattle Times reports, "Here is what lies in the future for our schools and our children if we enact even a portion of the panel's ideas: • State funding for all-day kindergarten, thus eliminating tuition-based classes and the piecemeal offerings that vary from school to school. • Expanded professional development and a pay scale based on merit. • More-rigorous high-school course requirements targeting the gaping weaknesses in math and science curricula. • A 10-year plan for expected increases in enrollment at colleges and universities. And those very things are what our schools and children won't receive if a long-term, stable source of funding isn't developed."
Plan separates boys and girls
Date CapturedMonday November 13 2006, 9:20 AM
Herald Tribune reports, "Until recently, federal Title IX regulations were unclear on whether public schools could legally separate the sexes. In 1995, just three U.S. public schools had single-sex classrooms, according to the National Association for Single Sex Public Education. But in the past few years, the federal government has been moving to clarify the rules and is actually now calling for schools to research the effects of single-sex classrooms. Today, there are about 250 public schools with single-sex classrooms -- including seven in Florida."
New forum to address New Hampshire teen civic survey
Date CapturedSunday November 12 2006, 3:33 PM
Portsmouth Herald reports, "Improving teachers' ability to educate students in civics may also help expand teenagers' limited level of civic knowledge. The average teenage responder only answered two of nine civic knowledge questions correctly. While more than half knew the legal voting age and correctly identified the Bill of Rights, only 35 percent identified John Lynch as their governor. Less than 10 percent could name their congressmen, senators or the role of the Executive Council."
Mahopac schools save money in renegotiated teachers' contract
Date CapturedFriday November 10 2006, 6:19 AM
The Journal News reports, "In addition, the contract will provide an evening school where high-schoolers can receive academic intervention services. Also, the agreement calls for expanding professional-development opportunities for teachers by establishing the Mahopac Academy for Learning. 'Professional development is the key to continuous improvement,' Reidy said in a press release. 'The Academy will also help us meet the requirements of No Child Left Behind. More importantly, the Academy will help us move toward our goal of becoming better every day.'"
LIU opens high-tech model classroom in Rockland
Date CapturedWednesday November 08 2006, 6:30 AM
The Journal News reports, "But Melody Hockley, an English as a second language teacher at Eldorado Elementary School in Chestnut Ridge, was more skeptical. She predicted a continuing disparity between what was available to teachers in their classrooms and what was available at LIU. The amenities and equipment in the room, she said, 'is more for the manufacturers to show off what they can do.' 'It looks nice and pretty," she said, 'but if there are budget problems, it's not getting into the classroom.'"
Teachers use Election Day for professional development
Date CapturedWednesday November 08 2006, 6:09 AM
The Journal News reports on workshop on emotional intelligence, "Led by Marc Brackett, associate director of the Health, Emotion and Behavior Laboratory at Yale University, the workshop was intended to 'give teachers the skills to recognize, understand, label, express and regulate their emotions to improve classroom management and personal growth,' Brackett said. Subjects discussed during the seminar included how a student's emotions may affect his or her ability to learn, how teachers' emotions affect life inside a classroom, and the importance of recognizing different emotions in others. During one exercise, Brackett asked educators to select an emotion from a list and use facial expressions to convey that emotion to others."
Teachers aim for inclusion in school events
Date CapturedMonday November 06 2006, 5:25 AM
Poughkeepsie Journal reports, "Teachers shared their ideas about how to celebrate diversity during the Multicultural Education Conference on Friday at the State University of New York at New Paltz. The 12th annual conference was sponsored by the New Paltz college and a number of state and local educational organizations. A total of 275 teachers, administrators, students and community members from the mid-Hudson Valley attended the event, themed 'Opening Minds, Closing the Gap: Fostering Achievement and Equity for All.'"
Discussion of Innovative Approaches to Teaching English Opens Urban Education Series Sponsored by Warner School
Date CapturedFriday November 03 2006, 10:03 AM
Miriam Ehtesham and Henry Padron, two bilingual teachers in the Rochester City School District (RCSD), will describe original approaches to teaching students who are immigrants and refugees at 6 p.m. Wednesday, Nov. 8, in the Gowen Room of Wilson Commons on the University of Rochester's River Campus.
$34 million in federal money to fund South Carolina teacher incentives
Date CapturedWednesday November 01 2006, 7:04 AM
WISTV.com reports, "Teachers and principals in SCTIF schools will be eligible to earn incentive pay that could range from $2,000 to $10,000 per year. Pay incentives are not automatic but are based on several factors, including structured observations by trained peers and supervisors, the overall academic success of the school and the levels of improvement in student performance in each teacher's classroom."
Students In Vocational Education Classes With Enhanced Math Perform Better On Tests
Date CapturedMonday October 30 2006, 8:31 AM
Science Daily reports, "In the researchers' model for improving math skills, they simply emphasized the math already within the curriculum. Teachers worked to make math more explicit in a meaningful context. That means that the math usually found in textbooks is applied in real-life situations in their CTE classes. For example, in a building trades class, they will use the Pythagorean theorem as they construct a building. A key to the enhanced math success involved teacher professional development workshops and the partnering of CTE teachers and math teachers to create their own enhanced lessons."
Ithaca Central School District equity: Identify strengths, weaknesses
Date CapturedMonday October 16 2006, 7:41 AM
Ithaca Journal contributor Melina Carnicelli, assistant superintendent for human resources, Ithaca City School District writes, "I envision ICSD's human resources department as the organizational hub that continuously emphasizes equity through effective workplace policies/practices and professional development at all levels. The HR department sets the tone for the organization and is the point of contact and partnership with community organizations and individuals committed to recruiting, hiring and sustaining a highly qualified and diverse workforce. This vision is not an initiative, program or special project; it is not in addition to the work we do ... it IS the work!"
New agenda for Texas education
Date CapturedSunday October 08 2006, 8:19 AM
Chron.com contributor Jim Windham, Texas Institute for Education Reform writes, "During the 1990s, Texas became a national leader in education reform when a bipartisan group of Texans joined together to establish academic standards and accountability as the framework for transforming public schools. The reforms began in 1993 when the state adopted a new accountability system that linked school accreditation with success in meeting academic standards."
SUNY Brockport opens college door
Date CapturedSunday October 08 2006, 8:06 AM
Rochester Democrat and Chronicle guest essayist Christine E. Murray, dean, School of Professions, State University College at Brockport writes, "The college [SUNY Brockport] is moving forward to collaborate with the CSD's effort to create small secondary schools focusing on college preparation. For three years, the college's Computational Math, Science and Technology Institute has offered professional development to teachers, introducing new ways to teach these vital subjects."
CSRQ Center Report on Middle and High School Comprehensive School Reform Models
Date CapturedFriday October 06 2006, 8:31 AM
This Comprehensive School Reform Quality Center report "serves as a consumer guide that will help decision makers sort through claims about which school reform approaches could truly meet the needs of students. The report is the first comprehensive review of middle and high school whole-school reform models ever issued. To prepare this report, the CSRQ Center screened nearly 1,500 documents and reviewed 197 studies on 18 widely implemented middle and high school models. We used rigorous standards that are aligned with the requirements for scientifically based research established by NCLB. Each model is rated on a number of dimensions, including evidence of raising student achievement. The reviews of the individual models provide education decision makers with profiles of each model and the evidence needed to make decisions to meet locally defined needs."
Ohio National Board Certified Teachers to Meet for First-Ever Education Policy Summit
Date CapturedMonday October 02 2006, 3:42 PM
PRNewswire reports, "For the first time ever, hundreds of the state's top teachers will join Ohio policymakers and educational leaders for a daylong policy summit to discuss the most critical issues facing educators today--closing achievement gaps and staffing high-needs schools. 'We're looking for concrete, workable recommendations that will foster the conditions for high-quality teaching and learning for all students,' said OEA President Gary Allen."
KIDS ARE 'READ HOT' IN BROOKLYN AND QUEENS
Date CapturedSaturday September 23 2006, 8:05 AM
NY Post reports, "PS 108 Principal Constance Hahn attributed their success to parent involvement and intensive professional development for teachers. Newer teachers are mentored by veterans weekly, and all teachers collaborate on classroom strategies for 45 minutes a week. 'It really is a joint effort,' Hahn said. 'The parents, the staff, they're all wonderful. Once you show that this or that will help a child, people listen.'"
New York Reading Skills Drop After 5th Grade
Date CapturedThursday September 21 2006, 3:30 PM
NY Times DAVID M. HERSZENHORN reports, "The pattern of success in elementary school but failure in the middle grades, while hardly new, offered the most pessimistic assessment yet of New York State’s chances of meeting the goal of the No Child Left Behind law, which seeks 100 percent proficiency in reading and math among all categories of students by the 2013-14 school year, or even of a more realistic target of 80 percent proficiency for students without special needs."
New York State Department of Education: Grade 3-8 Tests For First Time Show
Date CapturedThursday September 21 2006, 2:57 PM
FOR IMMEDIATE RELEASE, September 21, 2006: For the first time, students this year took State tests in Grade 3-8. Those results, released today, showed a steady and relatively higher level of achievement in the elementary grades and lower achievement starting in Grade 6 and continuing through Grade 8. They also showed that student achievement overall in Grade 3-8 ranged from about 50 percent meeting all the standards in Urban High Need Districts to about 69 percent in Average Need Districts to 83 percent in Low Need Districts. There are substantial differences in performance among the Big 5 Cities. New York City was highest in Grade 3, with 62 percent meeting al the standards, and at Grade 8, with 37 percent meeting all the standards. Yonkers was not far behind in those grades. New York City and Yonkers both had about 51 percent of all students throughout Grade 3-8 meeting all the standards.
Extra mentoring pays off for Massachusetts teachers too, schools find
Date CapturedThursday September 21 2006, 9:05 AM
Boston Globe reports on mentoring program, "Teachers in the program keep journals and attend monthly meetings and periodic skill-building workshops. The idea is to help them handle real world challenges they may not have encountered in their studies. The mentors give advice on everything from dealing with difficult parents to spotting students with special needs. They even give them examples of comments to put on report cards."
Urban growth changes agricultural education
Date CapturedMonday September 18 2006, 11:57 AM
Idaho Press-Tribune reports, "Because of the shift toward more urban topics, many agriculture teachers who grew up on farms and wanted to focus on production agriculture education found themselves having to take on unfamiliar subjects they had never considered learning or teaching before."
Wide Variety of Factors Involved in Achievement Gap
Date CapturedSaturday September 16 2006, 10:32 AM
Norwalk Citizen News reports, "The panelists [at a forum last week at Norwalk Community College] offered a wide range of observations dealing with the prospect of success in closing the achievement gap, including the following: *Educators have to think beyond the community. *Communities can't put blind faith in a charismatic leader. *Communities need to have courageous conversations about class and race and not be afraid to bring up the issues. *Communities have to be open to data that may fly in the face of beliefs. *Educators must look at the best practices that achieve success in other countries. *Thinking that low achievement in a school system is acceptable is offensive. *Investment in professional development should relate to what teachers are doing in the classrooms. *Opportunities for teachers to get together should be built within the school day. *Principals need to realize that their primary purpose is to know what's going on in the classrooms. *The way education is funded is a huge barrier to closing the gap. Therefore schools systems can't wait for more money to change a system. *The focus needs to be on the teachers and the students in the classrooms. *Four-to-six-week teacher-generated pupil assessment is important to determine if teaching goals are being met."
Texas Extension Program Helps Prepare Special-Needs Students for Life After High School
Date CapturedWednesday September 13 2006, 1:21 PM
Texas A&M University AgNews reports, "The program, funded through the Texas Education Agency, is designed to assist career and technology teachers – formerly known as vocational teachers – who are working with students with special needs, primarily in high school, he [Dr. Rick Peterson, Extension parenting specialist and project director] said."
Binghamtom High School still needs improvement
Date CapturedWednesday September 13 2006, 7:20 AM
Press & Sun-Bulletin reports, "While most subgroups made adequate progress for the 2005-06 year, students with disabilities did not, Cahill [assistant superintendent of instruction] said. Cahill outlined several strategies to raise scores, including giving teachers more training to help students with disabilities, providing programs for students not reading at grade level and helping educators teach reading in various subjects."
Race, Poverty and Special Education
Date CapturedSunday September 10 2006, 10:58 PM
Connect for Kids reprints National Academies editorial by Christopher Cross, senior fellow at the Center on Education Policy, "To make sure that minority students who are poorly prepared for school are not assigned to special education solely for that reason, teachers should be required to first provide them with effective instruction and social support in mainstream classrooms before considering special ed."
Changing classrooms require change in teaching methods
Date CapturedSunday September 10 2006, 11:56 AM
Beacon News reports, "Local [Illinois] educators need to adapt their teaching styles to their increasingly diverse classrooms, West Aurora school administrators told a group of new teachers during an Aurora University seminar last week."
D.C. Schools Fall Short of Test Goals, Superintendent Says
Date CapturedThursday September 07 2006, 6:29 PM
The Washington Post reports, "The number of District schools that failed to make academic benchmarks increased this year, according to test results D.C. School Superintendent Clifford B. Janey plans to release today. At the same time, he plans to cut the equivalent of almost five instructional days to accommodate more teacher training."
Inequality and the Right to Learn: Access to Qualified Teachers in California's Public Schools
Date CapturedTuesday September 05 2006, 6:46 PM
By Linda Darling-Hammond, Charles E. Ducommun Professor of Education at Stanford University. "The article outlines the legal rationale for insisting on access to qualified teachers for all students, analyzes the reasons for the current shortfalls in California, and proposes a set of remedies based on research and policy outcomes elsewhere." Teachers College Record Volume 106 Number 10, 2004, p. 1936-1966. http://www.tcrecord.org ID Number: 11677, Date Accessed: 9/5/2006 5:46:06 PM
Education Secretary Spellings spotlights early literacy
Date CapturedFriday September 01 2006, 8:50 AM
The Providence Journal reports on funds granted, "The $3.6-million Reading First grant will be used to train childcare workers at four Providence daycare centers: Federal Hill House, West End Community Center, Genesis Center and John Hope Settlement House. The grants will also help the centers buy books and other materials to prepare children for kindergarten and first grade. The $3.3-million professional-development grant will pay for 250 hours of training in early childhood literacy for 200 childcare workers."
Buffalo Superintendent Williams pushes for longer school year: Plan, which includes longer school day, is supported by Board of Regents chancellor
Date CapturedWednesday August 30 2006, 12:02 PM
Buffalo News reports, "Bennett (chancellor) said he expects similar efforts across the state. Williams said the longer year and extended day are needed to: Give students more time to tackle increasingly demanding course work and state graduation requirements; Allow more classroom periods for vocational education, art and music, which are getting crowded out by the expansion of instruction in English, math and other 'core subjects'; Provide more time for teacher training and preparation. This school year, teachers report to school on Tuesday, then begin instruction on Wednesday; Allow time during the school day for Advanced Placement and honors courses that are being phased back into Buffalo high schools."
Alabama teacher coaches students, teachers
Date CapturedMonday August 28 2006, 11:27 AM
The Dothan Eagle reports, "In recent years the Alabama Reading Initiative and the No Child Left Behind Act have popularized the reading coach concept in schools."
University at Buffalo's impact on Western New York communities
Date CapturedThursday August 24 2006, 2:55 PM
UB Reporter writes, "In terms of education, Henderson [vice president for external affairs] explains UB encourages the establishment of a "pre-K through 16 education continuum"—an educational pipeline that sets students on a seamless track from grade school to graduate studies."
Recent Philadelphia high school grads tutor student teachers
Date CapturedThursday August 24 2006, 10:01 AM
Philadelphia Daily News reports, "Fresh and four other recent Philadelphia public-school graduates talked yesterday with prospective teachers about what it takes to connect with city-toughened teens. Their talk was part of a three-day 'Pipeline to the Future' professional-development series intended to prepare rookie teachers for the harsh realities of urban schools."
Poughkeepsie schools chief wants coaching program for teachers
Date CapturedWednesday August 16 2006, 10:25 AM
The Poughkeepsie Journal reports on proposed instructional intervention, "The changes come with an estimated price tag of $620,000. Wilson [Superintendent] said America's Choice will charge the district $100,000 to provide training to middle school staff and for other initial staff development. Another $195,000 would fund the three coaching positions and $325,000 would pay for five new teachers at the school."
Binghamtom Community College puts focus on professionals: Revamped program to use downtown site
Date CapturedTuesday August 08 2006, 9:19 AM
Binghamton Press & Sun-Bulletin reports, "With the new focus will come an emphasis on bringing professionals from outside the area to downtown for conferences and seminars hosted at the center, David [BCC spokesman] said. That kind of use, he said, will boost the region's economic base as professionals spend money here eating, shopping and lodging."
The teacher becomes the student in Oregon
Date CapturedTuesday August 08 2006, 1:02 AM
The Gazette-Times reports, "The K-12 teachers take mathematics and leadership courses, attend study halls and even do homework each night. They are taught by faculty from universities across Oregon, and they learn how to be active students, how to facilitate learning among instructors in their districts who didn’t attend the institute, and how to bring their learning into their classrooms."
North Dakota launches Teachers of English as a New Language program
Date CapturedSaturday August 05 2006, 10:53 PM
South Bend Tribune reports, "The pilot program is designed for licensed teachers in Catholic schools with at least 10 percent of students for whom English is a new language, and for bilingual teachers (including those abroad) who teach in schools where the primary language is not English. In 2007, the program will be offered to Catholic school teachers nationwide."
National Board Certifed South Carolina teachers discuss ways to help high-need schools
Date CapturedSaturday August 05 2006, 10:34 PM
AP reports, "South Carolina ranks third nationwide in the number of teachers with the advanced credentials. The state rewards those teachers with a $7,500 annual bonus for 10 years. The question Saturday was how to get more of those high-quality teachers in the schools that need them most."
New Report Shows Progress in Reading First Implementation and Changes in Reading Instruction
Date CapturedMonday July 24 2006, 10:01 PM
The report shows "Reading First schools appear to be implementing the major elements of the program as intended by the No Child Left Behind legislation. Reading First respondents reported that they made substantial changes to their reading materials and that the instruction is more likely to be aligned with scientifically based reading research; they are more likely to have scheduled reading blocks and spend more time teaching reading; they are more likely to apply assessment results for instructional purposes, and they receive professional development focused on helping struggling readers more often than non-Reading First Title I schools in the evaluation."
To take the yawn out of math equations, teach the teachers
Date CapturedWednesday July 19 2006, 6:45 PM
Christian Science Monitor reports, "In an effort to boost K-12 student achievement, the US Department of Education sends star teachers on tour to share their ideas."
EARLY CHILDHOOD.ORG
Date CapturedSaturday June 17 2006, 11:35 AM
This website has been developed by the NYS Council on Children and Families' Head Start Collaboration Project to support professional development and improve the quality of early childhood and school-age programs.
Principals get 'personal' at in-service
Date CapturedFriday June 09 2006, 7:52 AM
$1 million federal grant announced for Sullivan BOCES
Date CapturedWednesday June 07 2006, 7:54 AM
Step by step: High school forges path to student achievement
Date CapturedSunday June 04 2006, 8:38 AM
Teacher Advancement Program (TAP) Foundation Grows To Become National Institute For Excellence In Teaching
Date CapturedMonday May 08 2006, 8:30 AM
Ohio Gov. Taft asks for funds to train teachers
Date CapturedSaturday May 06 2006, 8:57 AM
Philadelphia school district plans program to draw minority teachers
Date CapturedThursday April 20 2006, 9:00 AM
President Establishes National Mathematics Advisory Panel
Date CapturedWednesday April 19 2006, 10:43 AM
Skills tests for teachers miss mark, studies find
Date CapturedMonday April 10 2006, 9:01 AM
Pittsburgh's teachers union imperils plans for boosting student achievement
Date CapturedFriday March 31 2006, 2:59 PM
Teacher Professional Development in 1999-2000: What Teachers, Principals, and District Staff Report
Date CapturedFriday January 27 2006, 12:44 PM
NCES, 2006. This report uses data from the Schools and Staffing Survey (SASS) to describe teacher professional development activities in 1999–2000. The first part of the report examines the ways in which districts and schools organize and manage professional development, and the second part describes the extent to which teachers participate in various types of professional development activities.
'Rising Above the Gathering Storm' (NY Times registration required)
Date CapturedTuesday January 24 2006, 12:48 AM



Back to Top of Page