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CAREER OPPORTUNITIES BACHELOR Of SCIENCE G Early Childhood Education Grades P-3 G (also includes coursework for certification in G DUCATION elementary education grades K-6) G E Elementary Education Grades K-6 G Secondary Education Grades 6-12 G DEGREE • Biology/Biology Education G • Biology/General Science Education G • Chemistry/Chemistry Education G • English/English Language Arts Education G • History/ General Social Studies Education G • Mathematics/Mathematics Education G P-12 Education G • Music Education (Choral) G • Music Education (Instrumental) G Child Development G (Non teacher certification program) G Graduates Seek Careers in: G • Hospitals G • Residential Programs G • Childcare Centers G • Head Start Programs G IVISION Of DUCATION G • Children’s Museums D E • State Agencies P.O. Box 39800 G Birmingham, AL 35208 G G G G G Please call for additional information G G Phone: 205-929-1695 G G www.miles.edu G G G G G G G G Miles College is accredited to award G G Bachelors degrees by the Commission on G G Colleges of the Southern Association of G G Colleges and Schools: 1866 Southern Lane, G G Decatur, GA 30033-4097, G G Phone: 404-679-4501 G G G G G G G DIVISION Of G G EDUCATION G G WHY STUDY EDUCATION AT STUDENT ORGANIZATIONS INTERNSHIP/STUDENT TEACHING MILES COLLEGE? AND ACTIVITIES CLOAKING CEREMONY e Division of Education offers programs in All candidates in the Division of Education are Each semester teacher education majors who are teacher education that meet the Alabama encouraged to participate in student organizations. beginning their internship/student teaching Department of Education teacher certification e organizations that are housed in the Division experience are recognized at a "Cloaking Ceremony”. requirements. Teacher education graduates are of Education are: e candidates are challenged by a well-known designated as “Highly Qualified” in their teaching • e Education Club speaker. ey also receive their official Miles College field. e Division also offers a major in child • Kappa Delta Pi International Honor Society Division of Education name badges which are worn development. is is a non-certification program • Student Alabama Education Association (SAEA) at their local school sites. for individuals interested in working with young children and their families. Benefits from involvement in a student organization include: • Networking on local, state, and national levels MISSION • Enhancing professional development opportunities by attending educational workshops and seminars e mission of the Division of Education follows • Interacting with school district and other the mission of the college to ensure that teacher educational professionals education candidates “seek holistic development • Learning leadership skills that leads to intellectual, ethical, spiritual, and service oriented lives.” is includes providing a liberal arts curriculum along with content mastery courses and teaching pedagogy that maximize the diversity and creativity essential to teacher education. ACQUIRING SKILLS/ABILITIES Education courses are designed to help candidates to develop the knowledge, skills and dispositions that they will need to work effectively with children, families, and the community whether they pursue careers in teacher education or child development. GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG.

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Secondary Education San Francisco State University Bulletin 2020-2021
Secondary Education San Francisco State University Bulletin 2020-2021 S ED 200 Introduction to Teaching and Education (Units: 3) SECONDARY EDUCATION Introduction to the ﬁeld of education and to the profession of teaching. (Plus-minus letter grade only) Graduate College of Education Course Attributes: Dean: Dr. Cynthia Grutzik • D1: Social Sciences Department of Secondary Education S ED 300 Education and Society (Units: 3) Burk Hall, Room 45 Prerequisites: GE Areas A1*, A2*, A3*, and B4* all with grades of C- or (415) 338-1201/1202 better or consent of the instructor. Chair: Dr. Maika Watanabe Introduction to education and the role that education and schools play in Graduate Coordinator, Concentration in Secondary Education: Dr. Maika society. Watanabe Course Attributes: Graduate Coordinator, Concentration in Mathematics Education: Dr. Judith Kysh • UD-D: Social Sciences Professor • Social Justice YANAN FAN (2006), Professor of Secondary Education; B.A. (1992), Capital S ED 640 Supervised Observation and Participation in Public Schools Normal University, Beijing, China; M.A. (2000), Beijing Normal University, (Units: 3) Beijing, China; Ph.D. (2006), Michigan State University. Prerequisite: Concurrent enrollment in S ED 751. JUDITH KYSH (2000), Professor of Mathematics, Professor of Secondary A program of observation and participation in public schools under the Education; B.A. (1962), M.A. (1965), University of California, Berkeley; guidance of a university supervisor including regular meetings for the Ph.D. (1999), University of California, Davis. analysis of ﬁeld experiences. (CR/NC grading only) [CSL may be available] Course Attributes: MAIKA WATANABE (2003), Professor of Secondary Education; B.A. (1995), Swarthmore College; M.A. (1999), Ph.D.
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Classifying Educational Programmes
Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries.
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Continuing Education and Training After High School Customer Guide To
CCustomerustomer GGuideuide ttoo CContinuingontinuing EEducationducation aandnd TTrainingraining AAfterfter High School Introduction to Michigan Rehabilitation Services, Page 2. Eligibility for Michigan Rehabilitation Services, Page 3. Making the Transition, Page 4. Ten Ways Higher Education and Training Differs from High School, Page 5. An Overview of Laws—A Comparison of Rights and Responsibilities . .6 Thinking About Postsecondary Education?—Consider This . .7 Visiting Postsecondary Institutions. .8 Higher Education and Training Options—What Are They? . .9-10 Michigan Career and Technical Institute . .11 MRS Support Services for Continuing Education Leading to Employment. .12 Partnering with MRS—Student Responsibilities. .13 Combining Work Experience and Higher Education . .14 Role of Parents/Caregivers in Student Success . .15 Applying to Postsecondary Institutions . .16 Financial Aid Overview . .17 Disability Support Services (DSS) . .18 Preparing Student Disability Documentation . .19 Accessing Accommodations and Being Proactive about Learning—A Recipe for Success . .20 Student Planning Tools: Accommodations Planning Guide . .21 Study Skills and Learning Strategies Planning Guide . .22 Assistive Technology Guide. .23 Preparation Checklist. .24 Checklist for Success . .25 State of Michigan Student Aid . .26 Additional Resources . .27 Michigan Public College and University Contact Information . 28-30 Client Assistance Program (CAP) . .31 Glossary of Terms . 32-36 2 WELCOME TO Mission: Michigan Rehabilitation Services (MRS) partners with individuals and employers to achieve quality employment outcomes and independence for individuals with disabilities. High school students are often referred to MRS by special education teachers as they transition from secondary education to postsecondary education and employment. When students participate with MRS they are assigned to a rehabilitation counselor who assists them through the rehabilitation process.
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Transforming Secondary Education in Pakistan Using Flipped Classrooms
Transforming Secondary Education in Pakistan Using Flipped Classrooms EDKASA (pronounced ed-kasa) leverages rapid speed of internet penetration in Pakistan to make quality teachers accessible for secondary education. Using a flipped classroom model, EDKASA plans to deploy 500 franchises to distribute its ‘live teaching web-streams’ reaching 20,000 secondary students by 2020. The Challenge Improving secondary education outcomes has a direct impact on poverty reduction. UNESCO reports that the global poverty rate can be halved if all adults completed secondary education1. Pakistan has more than 15 million out of school secondary students1. A major reason for this is insufficient number of secondary schools – only 1 in 9 government schools is a secondary school2. In addition, of those who do attend secondary schools, more than half do not graduate1. The widespread availability of internet in Pakistan can potentially transform secondary education outcomes. 90% of the population will have access to 3G/4G internet by 20203. However, ownership of internet enabled devices is expected to significantly lag behind due to low disposable income. Hence, any education delivery solution that wants to leverage internet needs to be designed for a low-resource setting. The EDKASA Solution EDKASA is an edtech startup based in Lahore, Pakistan that connects students with ‘Rock Star’ teachers using its live, interactive virtual classroom platform. EDKASA wants to expand into the secondary education segment using a franchise-based model that makes EDKASA’s live web-streams accessible without having to own an internet-enabled device. EDKASA envisions deploying a network of low-cost franchises that will create flipped classrooms to distribute EDKASA’s live teaching web-streams at physical locations.
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Secondary Education Degree
Secondary Education Degree Bachelor of Science in Education (B.S.Ed.) Guide teens by teaching them and helping them find their interests, now and for their future. High school is a critical time of education – and teaching students during their teen years has its challenges and rewards. When you earn your Secondary Education degree from UND, you’ll learn how to effectively teach life skills and knowledge for students in 7th through 12th grade. Program type: Major Format: On Campus Est. time to complete: 4 years Credit hours: 125 What is a secondary education degree? Application Deadlines Fall: Aug. 16 Spring: Dec. 15 Summer: May 1 The University of North Dakota offers the most comprehensive selection of Teacher Education majors, minors and endorsements in the state. The Bachelor of Science in Education in Secondary Education prepares you to teach in high school classrooms in North Dakota, Minnesota and across the nation. Through the College of Education & Human Development, in partnership with the College of Arts & Sciences, you can: Prepare to be a high school teacher in 11 areas to meet students’ current and future educational needs Learn innovative teaching practices to help students succeed in rural or urban settings Become subject experts in content areas such as English, Sciences, Social Studies, Mathematics, Music, Foreign Languages and Art You’ll complete a double major earning a B.S.Ed. in Secondary Education for high school teacher preparation. You’ll also complete a B.A. or B.S. related to your content area of choice (e.g., English, Mathematics, Chemistry, etc.). Our courses are designed to provide you with real-world classroom experiences.
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A Plan to Expand Preschool in the Elementary and Secondary Education Act February 19, 2015
A Plan to Expand Preschool in the Elementary and Secondary Education Act February 19, 2015 Today, more than half of children from low-income families start school behind without the foundational skills that set them up to learn and be successful in kindergarten and beyond. Knowing this, states and cities as diverse as Oklahoma, Georgia, New York City, Boston, San Antonio, and Washington, D.C., have taken steps to expand access to preschool. Research from these early-adopter states and districts shows that low-income children can gain an average of four months of additional learning. In the highest quality programs, they gain 6 to 12 months, significantly narrowing the school readiness gap.1 For this reason, preschool is a popular policy across diverse and bipartisan stakeholders. Leaders in the business, military, and law enforcement have spoken in favor of further public investments in preschool. And Republican and Democratic governors have been outspoken proponents of expanding access to preschool. While Congress considers changes to the Elementary and Secondary Education Act, or ESEA, it has an opportunity to make a big difference in the lives of low-income children by making high-quality preschool a reality for those who don’t currently have access. The goal of ESEA is to ensure that all students, particularly disadvantaged students, have access to good education. Incorporating early learning in ESEA is critical to achieving this goal, as many of the poorest children do not have access to high-quality early child- hood programs. Sen. Patty Murray (D-WA) identified early childhood education as a key priority for ESEA reauthorization, and House Democrats led by Rep.
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Director Secondary Education
JOB DESCRIPTION: DIRECTOR, SECONDARY EDUCATION RESPONSIBLE TO: Superintendent DEFINITION: Under the direction and supervision of the Superintendent, directs the district’s instructional programs at the secondary level and facilitates the ongoing development and alignment of the district’s secondary programs; facilitates the content of 7-12 multiple assessments. QUALIFICATIONS: 1. Master’s Degree from an accredited educational institution 2. Certification in Educational Leadership or School Principal by the State of Ohio 3. Minimum of eight (8) years teaching and administrative experience 4. Experience in secondary education PERSONAL QUALIFICATIONS: Character, personality, and proper social capability to relate effectively with staff, students, and community. Demonstrated ability to work with a wide variety of community groups and organizations. DUTIES AND RESPONSIBILITIES: As assessed by the Superintendent, the results of the Director, Secondary Education’s job performance will be as follows: 1. Serves as leader and general resource person in matters relating to secondary curriculum development and evaluation 2. Facilitates, implements, and assists with the development of a standards-based curriculum in all content areas, 7-12 3. Coordinates and implements the staff development program, 7-12 4. Coordinates the secondary instructional program in a manner consistent with district goals and objectives 5. Reviews, researches, prepares and disseminates information pertaining to trends in curriculum development, extended learning programs, and intervention programs 6. Develops process and timelines for the implementation of standards-based accountability to reflect legislative and state directives 7. Facilitates the development of the content of 7-12 multiple assessments to align with the districts Board of Education approved curriculum, and Ohio academic content standards 8.
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Postsecondary Student Terminology
Postsecondary Student 'Termninolog/U S~~~~~~~~~~~~~~~~~tra~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ iillz% k -1 . 11 i go Is PostsecondaryStudent Terminology A Handbook of Terms and Definitions for Describing Students in Postsecondary Education by John F. Putnam National Center for Education Statistics U.S. Department of Education T. H. Bell Secretary Office of Educational Research and Improvement Dick W. Hays.o Acting Assistant Secretary National Center for Education Statistics Marie D. Eldridge Administrator NATIONAL CENTER FOR EDUCATION STATISTICS "The purpose of the Center shall be to collect and disseminate statistics and other data related to education in the United States and in other nations. The Center shall . .. collect, collate, and, from time to time, report full and complete statistics on the, conditions of education in the United States; conduct and publish reports on specialized analyses of the meaning and significance of such statistics; . .. and review and. report on education activities in foreign countries."--Section 406(b) of the General Education Provisions Act, as amended (20 U.S.C. 122 le-1). "The Secretary shall, insofar as practicable, develop standard definitions and terms . .. to be used by all Federal agencies in dealing with education-related information and data acquisition recjuests."--Section 400 A. (d)(1) of the General Education Provisions Act, as amended (20 U.S.C. 1221e-1). Drafts of this manuscript were developed by Government Studies and Systems, Inc. under contract No. OEC-0-74-9264 with the National Center for Education Statistics. Jerome Ackerman served as Project Director. FOREWORD This handbook is a resource publication designed to encourage standardization in the use of terms and defini- lions by the numerous agencies, institutions, and organizations which provide, set policy for, support, and/or regu- late postsecondary education.
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I. Education Accommodation Plans Preschool, Elementary and Secondary Education
I. Education accommodation plans As required by Section 504 of the Rehabilitation Act of 1973, The U.S. Department of Education has certain regulations, which are divided between Preschool, Elementary and Secondary Education, and Postsecondary Education. Preschool, Elementary and Secondary Education: Children with disabilities are entitled to a “free appropriate public education” regardless of the nature or extent of the disability. A child has a “disability” under Section 504 if he or she is substantially limited in a major life activity. Under the 2008 amendments to the Americans with Disabilities Act – which uses the same definition of “disability” – bowel and digestive functions are major life activities. In addition, under the amendments, an episodic illness is disabling when in remission if it would be disabling when active. Thus, IBD constitutes a disability for purposes of Section 504. Section 504 refers to various educational settings. Disabled students will be educated, have meals and participate in activities with the other students, in the same facilities, to the extent possible. Where attendance at some facility other than the usual classroom is required, it must be comparable as possible. The federal regulations provide for a “preplacement evaluation.” However, in fact, such formal evaluations rarely occur under Section 504, whereas formal testing is required under the IDEA. If the child requires special education, then the plan that will be written will be an IEP under the IDEA; a Section 504 plan does not and cannot include special education services. Instead, a Section 504 plan can include proximity to a bathroom, an anytime bathroom pass, stop the clock testing, tutoring or other assistance when a child is unable to attend school due to illness, and so on.
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Hong Kong: the Facts
Education The total government expenditure on education in the 2021- Further details are available at 22 estimates is $110.9 billion, making up 15.2 per cent of total https://www.edb.gov.hk/en/about-edb/publications- government expenditure. Of this, $100.7 billion is recurrent stat/figures/index.html expenditure on education, comprising 19.5 per cent of total recurrent government expenditure. Kindergarten Curriculum: The child-centred kindergarten education curriculum emphasises fostering children’s learning Kindergarten education in Hong Kong is optional, but virtually interest, building positive values and attitudes, and enhancing all children aged 3 to 5 were attending kindergartens in the self-confidence as well as self-care abilities. Based on the 2019/20 school year. principles of fostering children’s comprehensive and balanced development, the kindergarten education curriculum aims to help children attain all-round development in the domains of Public sector schools form the majority in the 6-year primary ethics, intellect, physique, social skills and aesthetics. Same and 6-year secondary education. These consist of as the primary and secondary school curricula, the government schools operated directly by the Government; kindergarten education curriculum covers three and aided schools and Caput schools that are fully subvented interconnected components, namely "Values and Attitudes", by the Government, mostly run by religious, charitable or clan "Skills" and "Knowledge", which form a coherent curriculum organisations, and managed by their own incorporated system. management committees or school management committees. In addition, there are Direct Subsidy Scheme (DSS) schools, which enjoy greater flexibility in charging school fees, whilst Further details are available at receiving government subvention mainly based on enrolment, http://www.edb.gov.hk/en/curriculum-development/major- and self-financed private schools providing alternatives to level-of-edu/preprimary/index.html parents.
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Secondary Education Guidance Multiple and Flexible Pathways Acknowledgements
Secondary Education Guidance Multiple and Flexible Pathways Acknowledgements This document has been prepared by the Education Section at UNICEF Headquarters in New York. The writing team included Ingrid Sanchez-Tapia and Atif Rafique (UNICEF HQ), with contributions from Sheena Bell, Nisrine El Makkouk, Jorge Ubaldo Colin Pescina, Paul Atherton and colleagues from the Education Commission. Valuable contributions were provided by Education Development Trust, JPAL, UNHCR, Bayán Association Honduras, and the following UNICEF Country Offices: Argentina, Armenia, Bangladesh, Brazil, Cambodia, India, Jordan, Lebanon, and Turkey. The development of the guidance comes as a result of extensive consultations and the engagement of UNICEF colleagues, partners and experts. Sincere gratitude to the following colleagues for providing technical advice, input and resources: Gemma Wilson-Clark, Bassem Nasir, Matthew Brossard, Daniel Kelly, Jumana Haj-Ahmad, Sagri Singh, Nicolas Reuge, Linda Jones, Abhiyan Jung Rana, Adriana Vogelaar, Cecilia Baldeh, Francisco Benavides, Jim Ackers, Margarete Sachs-Israel, Parmosivea Soobrayan, Giti Mohn and Takudzwa Kanyangarara. Special thanks to Robert Jenkins for providing strategic direction. The authors would also like to acknowledge the editor, Mary Jo Frederick, and designer, Roberto Rossi. Published by UNICEF Education Section Programme Division 3 United Nations Plaza New York, NY 10017 www.unicef.org/education © United Nations Children’s Fund (UNICEF) October 2020 ISBN: 978-92-806-5185-0 Cover photo: © UNICEF Honduras/2019/Tanya Bindra Design and layout by Roberto C. Rossi Secondary Education Guidance: Multiple and Flexible Pathways Secondary Education Guidance: Multiple and Flexible Pathways ii Contents 1. Introduction 01 Education for adolescents: A second window of opportunity 01 UNICEF’s ambition 01 Global data trends in secondary education 03 Purpose and structure of this guidance 04 Defining secondary education 04 Adolescents of secondary school age 05 Multiple and Flexible Pathways to secondary education 07 2.
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General Requirements Part 9 Pre-Kindergarten Program
TITLE 6 PRIMARY AND SECONDARY EDUCATION CHAPTER 30 EDUCATIONAL STANDARDS - GENERAL REQUIREMENTS PART 9 PRE-KINDERGARTEN PROGRAM 6.30.9.1 ISSUING AGENCY: Public Education Department [6.30.9.1 NMAC - N, 1/31/2007] 6.30.9.2 SCOPE: This rule applies to all school districts, public schools, including charter schools. [6.30.9.2 NMAC - N, 1/31/2007] 6.30.9.3 STATUTORY AUTHORITY: Sections 22-2-1, 22-2-2, NMSA 1978; Pre-Kindergarten Act 32A-23-1 to 32A-23-8, NMSA 1978. [6.30.9.3 NMAC - N, 1/31/2007] 6.30.9.4 DURATION: Permanent [6.30.9.4 NMAC - N, 1/31/2007] 6.30.9.5 EFFECTIVE DATE: 1/31/2007, unless a later date is cited at the end of a section. [6.30.9.5 NMAC - N, 1/31/2007] 6.30.9.6 OBJECTIVE: This rule seeks to implement a state funded pre-kindergarten program through the public education department and addresses collaboration with the children, youth and families department, program requirements, pre-kindergarten eligibility, requests for applications, and administration of funds. [6.30.9.6 NMAC - N, 1/31/2007; A, 06/13/2014] 6.30.9.7 DEFINITIONS: A. “Community” means an area defined by school district boundaries, tribal boundaries or joint boundaries of a school district and tribe or any combination of school districts and tribes. B. “CYFD” means the children, youth and families department. C. “Department” means the public education department or PED. D. “Early childhood licensed teacher” means the adult responsible for working directly with four- year-old children in implementing pre-kindergarten services and holding valid licensure issued by the PED in one or more of the following: (1) licensure in early childhood education from birth through grade 3 (2) licensure in early child hood education from birth through pre-K; (3) early childhood education pre-K through grade 3.
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