Summary Talented
early education professional with diverse experience in planning and implementing v...
May 1988 Village Meats Education High School Diploma: General Office Education, 1985 Bishop Ready... Summary Talented
early education professional with diverse experience in planning and implementing various... USA not completed yet: Early Childhood Education Columbus State Community College - Columbus
Talented
early education professional with diverse experience in planning and implementing various activities for promoting physical, social, emotional and intellectual growth of children.
Talented
early education professional with diverse experience in planning and implementing various activities -LSB-...] Continue Reading →
Not exact matches
Features: New and improved designs A3 Size, 170 gsm Gloss Good quality
with striking pictures of real people Attractive and eye catching design Developed in partnership
with Health,
Education and
Early Years
professionals as well as Sure Start Projects Strong current and relevant theme — Every Child Matters Gives important messages to men and fathers visiting your environment Highlights activities that provide better outcomes for children and young people
Marigold Nursery Lead Teacher Angela Gifford Angela is an
early childhood
education specialist
with 30 years of
professional experience, and a BA in Child Development.
Hubs provide family support services such as parenting
education, health
education, and employment readiness activities; connect pregnant women and parents to center - based and home visiting programs; conduct outreach to child care providers to engage them in
professional development opportunities; and work
with families to ease transitions as children move from
early childhood programs to school.
There are other issues that have parallels for what was said
earlier in that the milk companies sponsor
education, training, events and an awful lot of
professional activities, which again does exactly, to our minds, what we heard it does to infants» minds: when we see brand names, we equate certain things
with them.
While antenatal
education and counselling is helpful, 8 68 % of mothers said that
early problems
with breast feeding was the main reason they stopped nursing before two months postpartum.7 Other barriers were lack of knowledge about breast feeding and lack of support from health
professionals.7 Women value being shown how to breast feed rather than being told how to.9 10 Evidence of effective interventions to improve exclusive breast feeding for the recommended duration of six months is sparse.
List of Supporting Organizations: • African Services Committee • Albany County Central Federation of Labor • Alliance for Positive Change • ATLI - Action Together Long Island • Brooklyn Kindergarten Society • NY Immigration Coalition • Catholic Charities • Catholic Charities Brooklyn and Queens • Catholic Charities of Buffalo • Catholic Charities of Chemung / Schuyler • Catholic Charities of Diocese of Albany • Catholic Charities of the Roman Catholic Diocese of Syracuse • CDRC • Center for Independence of the Disabled NY • Children Defense Fund • Chinese - American Planning Council, Inc. • Citizen Action of New York • Coalition for the Homeless • Coalition on the Continuum of Care • Community Food Advocates • Community Health Net • Community Healthcare Network • Community Resource Exchange (CRE) • Day Care Council of New York • Dewitt Reformed Church •
Early Care & Learning Council • East Harlem Block Nursery, Inc. • Family Reading Partnership of Chemung Valley • Fiscal Policy Institute • Food & Water Watch • Forestdale, Inc. • FPWA • GOSO • GRAHAM WINDHAM • Greater New York Labor Religion Coalition • HCCI • Heights and Hills • Housing and Services, Inc. • Jacob A. Riis Neighborhood Settlement • Jewish Family Service • Labor - Religion Coalition of NYS • Latino Commission on AIDS • LEHSRC • Make the Road New York • MercyFirst • Met Council • Metro New York Health Care for All • Mohawk Valley CAA • NAMI • New York Association on Independent Living • New York Democratic County Committee • New York State Community Action Association • New York State Network for Youth Success • New York StateWide Senior Action Council • NYSCAA • Park Avenue Christian Church (DoC) / UCC • Partnership
with Children • Met Council •
Professional Staff Congress • PSC / CUNY AFT Local 2334 • ROCitizen • Schenectady Community Action Program, Inc. • SCO Family of Services • SICM — Schenectady Community Ministries • Sunnyside Community Services • Supportive Housing Network of New York, Inc • The Alliance for Positive Change • The Children's Village • The Door — A Center of Alternatives • The Radical Age Movement • UJA - Federation of New York • United Neighborhood Houses • University Settlement • Urban Pathways, Inc • Women's Center for
Education & Career Advancement
This is a fellowship program designed for genetics
professionals with an advanced degree who are
early in their careers and interested in the development and implementation of national genomics literacy efforts, informal science
education, science
education policy, program development, or science
education research.
Yazzie - Mintz, currently a senior program officer for
early childhood
education initiatives and co-director of the Office of Research and Sponsored Programs
with the American Indian College Fund, has devoted her
professional career to improving access to
early education for Native children.
Panelists mentioned various important changes that needed to be made such as a juvenile justice system reform, access and support for
early childhood
education, comprehensive support services for parents that includes job training, a
professional teaching structure, high schools that build pathways beyond just a four - year college degree, and educational supports for children living
with undocumented immigrant parents.
The authors of Little to Gain would do
early - childhood
education a considerable service if instead they pushed aggressively for teacher
education and
professional development that enabled more teachers to meet Common Core benchmarks
with the teaching techniques they favor, not demand that we «withdraw kindergarten standards from the Common Core so that they can be rethought along developmental lines.»
The Saul Zaentz
Early Education Initiative kicked off its
professional learning efforts
with a one - day convening of policymakers and practitioners at HGSE.
The key points from each strand are highlighted as follows:
Early Identification and support • Early identification of need: health and development review at 2/2.5 years • Support in early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tri
Early Identification and support •
Early identification of need: health and development review at 2/2.5 years • Support in early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tri
Early identification of need: health and development review at 2/2.5 years • Support in
early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tri
early years from health
professionals: greater capacity from health visiting services • Accessible and high quality
early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tri
early years provision: DfE and DfH joint policy statement on the
early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tri
early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment:
education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of
early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tri
early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those
with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal
with the Tribunal
Thousands of schools for African American students across the Jim Crow South were built
with the backing of the Rosenwald Fund, one of the
earliest and most important foundations in
education; philanthropist Grace Dodge founded Teachers College, now at Columbia University, in 1887, which led to training of teachers in pedagogy; the Ford Foundation was involved in promoting the employment of classroom aides, National Merit Scholarships, and the development of Advanced Placement curricula and tests; the National Board of
Professional Teaching Standards grew out of work funded by Carnegie Corporation of New York, which also funded the Educational Testing Service to develop objective ways of measuring academic merit, which led to the SAT.
In 35 U.S. states and at sites around the world, Dr. Wilson has led
professional development for more than 60,000 educators and has presented at conferences
with the Singapore Teachers» Union, Jamaica Teachers» Union, The Feuerstein Institute, Jerusalem, Israel, Hawker Brownlow
Education (Australia), University of Cambridge (Implementation Science Conference), Leiden University, United Arab Emirates, American Educational Research Association, International Association for Cognitive
Education and Psychology, American Association for Colleges of Teacher
Education, National Association of School Psychologists, National Association of Federal
Education Program Administrators, Title I, Center on Enhancing
Early Learning Outcomes, Nova Southeastern University Conference on Global Leadership, Learning, and Research, ASCD, National Association of Elementary School Principals, National Association of Secondary School Principals, Learning Forward, and many others.
Wilson and Conyers have presented
with many
professional organizations such as NEA, Jamaica Teachers Union, ASCD, Title I, Learning Forward, American Educational Research Association, International Association for Cognitive
Education and Psychology, American Association for Colleges of Teacher
Education, National Association of Elementary School Principals, Center on Enhancing
Early Learning Outcomes, National Association of Secondary School Principals.
Thoughtful and effective policies for developing a
professional workforce will have to include a mix of incentives for pre-K teachers that may be different from those designed for teachers in K — 12; provide training that is focused on classroom practices and the specific challenges of teaching young children; and improve the alignment of
early childhood
education with K — 12.
Early indications are that this school - led and sector - led initiative will be incredibly useful for
education professionals supporting children and young people
with SEND.
The Saul Zaentz
Professional Learning Academy at the Harvard Graduate School of
Education is offering a new Certificate in Early Education Leadership (CEEL) to provide leaders with the core knowledge, management skills, and tools necessary to build and advance high - quality early education across learning envi
Education is offering a new Certificate in
Early Education Leadership (CEEL) to provide leaders with the core knowledge, management skills, and tools necessary to build and advance high - quality early education across learning environm
Early Education Leadership (CEEL) to provide leaders with the core knowledge, management skills, and tools necessary to build and advance high - quality early education across learning envi
Education Leadership (CEEL) to provide leaders
with the core knowledge, management skills, and tools necessary to build and advance high - quality
early education across learning environm
early education across learning envi
education across learning environments.
-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student
with Excellent Teaching — October 15, 2014 New Website on Teacher - Led
Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's
Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C.
Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected
with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culture?
For example, Head Start has been and continues to be a leader in its focus on family engagement and comprehensive services, on children
with disabilities, and on children from diverse cultural and linguistic backgrounds; in its commitments to accountability for program quality; in its investments in the
professional development of the
early childhood
education workforce that led to the development of the Child Development Associate (CDA) credential; and in its commitment to and investment in research and evaluation to strengthen quality, improve child outcomes, and reduce the achievement gap.
The Council's eighteen members from academia, industry, and policy assessed current practices in
early education and elementary school teaching and have designed a
professional development «blueprint» to advance the use of effective digital media in teaching and learning,
with a special emphasis on instruction for underserved students.
As described in further detail in the discussion of the proposed rule for § 1302.92, this proposed change will ensure teaching staff receive effective
professional development, based on a growing body of research demonstrating the effectiveness of intensive
professional development for improving teacher practices in
early care and
education settings [301302303] and research demonstrating that such strategies support are associated
with improved teacher practice in the classroom and a positive increase in classroom quality.
National Board Partners
with Mississippi Department of
Education to Boost
Early Literacy Instruction for Mississippi's K - 3 Students ARLINGTON, VA — The National Board for Professional Teaching Standards, with the support of a $ 2.4 - million grant from the W.K. Kellogg Foundation (WKKF), will work to strengthen literacy instruction and outcomes for students across Mississippi in the critical early elementary y
Early Literacy Instruction for Mississippi's K - 3 Students ARLINGTON, VA — The National Board for
Professional Teaching Standards,
with the support of a $ 2.4 - million grant from the W.K. Kellogg Foundation (WKKF), will work to strengthen literacy instruction and outcomes for students across Mississippi in the critical
early elementary y
early elementary years.
The Leadership Toolkit is designed to support state and local
education professionals in developing and utilizing skills, knowledge and behaviors to effectively lead and address challenges associated
with advancing high - quality
early learning into a P - 12 continuum.
In Common Core in the Districts: An
Early Look at Early Implementers (2014), Education First researchers Katie Cristol and Brinton S. Ramsey, in collaboration with the Thomas B. Fordham Institute, profile four «early implementer» school districts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accountabi
Early Look at
Early Implementers (2014), Education First researchers Katie Cristol and Brinton S. Ramsey, in collaboration with the Thomas B. Fordham Institute, profile four «early implementer» school districts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accountabi
Early Implementers (2014),
Education First researchers Katie Cristol and Brinton S. Ramsey, in collaboration
with the Thomas B. Fordham Institute, profile four «
early implementer» school districts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accountabi
early implementer» school districts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials,
professional development, and assessment and accountability.
Increasing the number of children
with disabilities who are fully included in
early learning programs is a long - standing goal in the Individuals
with Disabilities
Education Act (IDEA), has been promoted by
professional associations and in a recent joint policy statement from the Departments of
Education and Health and Human Services, and is supported by nonregulatory guidance on
early learning and ESSA.
UIC's Center for Urban
Education Leadership will partner
with Chicago's Ounce of Prevention Fund to evaluate a project that will expand the Ounce's highly regarded EduCare
professional development model to four community - based
early childhood centers.
In this role, Kerrie leads on teaching and learning
with a focus on supporting
early career teachers and
education support
professionals.
He also works closely
with several other initiatives, including
Early College High Schools, project - based learning training,
professional learning network supports, and business -
education partnerships.
With this cadre of
professionals, CEI brings 21st century expertise to our work addressing international
education; differentiating instruction;
early childhood
education; science, technology, engineering, and mathematics (STEM) curricula; social emotional learning and heart centered
education; special
education; school leadership; principal mentorships; and improving reading and math instruction.
According to Sharon Watkins, an
education research specialist at The Ohio State University, «The reality is,
with the exception of
early adopters, most technology integration takes time, ongoing coaching, and
professional modeling in order for regular use to become the norm.»
This included responsibility for multiple
education curricula (including a complete review of the
early childhood curriculum), leading work around teacher supply and workforce issues,
professional development for teachers, work on establishing a new assessment system
with no national test -LRB-!)
Judy Elliott is the former Chief Academic Officer of the Los Angeles Unified School District where she was responsible for curriculum and instruction
early childhood through adult
education,
professional development, innovation, accountability and assessment, and programs for all students including English language learners, Standard English learners, students
with disabilities, and gifted.
High quality
early childhood experiences; summer school to address summer loss; parent
education programs to build skills needed in school; parent housing vouchers to reduce mobility; after school programs such as sports, chess clubs, and robotics; a full array of AP courses; school counselors and school nurses at the ratios their professions recommend;
professional development for teachers and establishment of school cultures of professionalism; pay for teachers at parity
with what others at similar educational levels receive; and so forth.
Migration Policy Institute, Washington, D.C. $ 76,000 over one year to support the on - going
professional learning for the Young Scholars by organizing opportunities for additional scholarship, dialogue
with policymakers, and knowledge acquisition regarding how the reauthorization of the Every Student Succeeds Act impacts the preparation, practice, and on - going
professional learning of the
early care and
education workforce.
To become a licensed teacher in the State of Colorado, a student must graduate
with a degree in a subject area, such as
early childhood, elementary, secondary math or science or K12 special
education to name a few, and complete a
professional teacher
education program.
She supports three groups of teacher scholars: the teachers at Anna Yates Elementary in Emery Unified who are focusing on academic discussion across all grades and disciplines, TK - 8; a cross-district team of Berkeley Unified music teachers investigating how to support students of color in pursuing musical
education beyond the elementary years; and a group of Early Childhood Education Teacher Leaders in Berkeley Unified who are leading their colleagues in Professional Learning Communities with a focus on Social and Emotional Dev
education beyond the elementary years; and a group of
Early Childhood
Education Teacher Leaders in Berkeley Unified who are leading their colleagues in Professional Learning Communities with a focus on Social and Emotional Dev
Education Teacher Leaders in Berkeley Unified who are leading their colleagues in
Professional Learning Communities
with a focus on Social and Emotional Development.
With partnerships ranging from Early Childhood Education to Special Education to the English Language Learner Department, we work with district leaders in designing and implementing professional learning plans for their te
With partnerships ranging from
Early Childhood
Education to Special
Education to the English Language Learner Department, we work
with district leaders in designing and implementing professional learning plans for their te
with district leaders in designing and implementing
professional learning plans for their teams.
Sondra was previously the Assistant Program Director for the Expanding Quality in Infant Toddler Care Initiative at the Colorado Department of
Education and a
Professional Development Coach
with Clayton
Early Learning.
Professional experience with the National Association for the Education of Young Children (NAEYC), including an understanding of the 2009 Developmentally Appropriate Practice position statement, NAEYC standards for early childhood professional preparation programs, and NAEYC accreditation systems is considere
Professional experience
with the National Association for the
Education of Young Children (NAEYC), including an understanding of the 2009 Developmentally Appropriate Practice position statement, NAEYC standards for
early childhood
professional preparation programs, and NAEYC accreditation systems is considere
professional preparation programs, and NAEYC accreditation systems is considered important.
A visual art
with seminar space and a performing arts space
with a specialized performance floor have been modeled after
professional arts studios and designed to create a comfortable and non-intimidating environment for creative work and arts integration in
early childhood, elementary and special
education.
The
Early Childhood
Education program is designed for
professionals who are interested in and committed to working
with young children (birth through 8 years).
Mr. Hannon was a 5th and 6th grade teacher
earlier in his
professional career in the Washington, D.C. public school system via Teach for America, and has remained passionate throughout his career about providing all students
with a high - quality
education.
Established in 1989, Clemson University's Reading Recovery ® and
Early Literacy Training Center for South Carolina coordinates Reading Recovery Training and
professional development for South Carolina as well as neighboring states in collaboration
with South Carolina's Department of
Education.
This concentration prepares students who are interested in supervising others who work directly
with young children and / or individuals who have
professional goals to learn more about leadership issues and policy / advocacy in
early childhood
education.
MAISA provides leadership through collaboration
with statewide
professionals to support the improvement of student achievement through the General
Education Leadership Network (GELN),
Early Childhood Administrators Network (ECAN), Michigan
Education Technology Leaders (METL), and our committees: Administrative Leadership Committee, Instructional Committee, and the Technology Committee.