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84
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Title: French Teacher
Body: French Teacher We(Bristol Twp School District) are looking for a French teacher for next school year. Italian, German, or Spanish second cert. a plus. Apply at http://www.pareap.net District contact: Mrs. Terry Hintenberger Human Resources Director Bristol Twp. School District 6401 Millcreek Rd. Levittown , PA 19057 215-943-3200
Source: Bristol Twp. School District. PA
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Title: French Teacher
Body: French Teacher We(Bristol Twp School District) are looking for a French teacher for next school year. Italian, German, or Spanish second cert. a plus. Apply at http://www.pareap.net District contact: Mrs. Terry Hintenberger Human Resources Director Bristol Twp. School District 6401 Millcreek Rd. Levittown , PA 19057 215-943-3200
Source: Bristol Twp. School District. PA
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85
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Title: Status and Trends in the Education of Hispanics
Body: Status and Trends in the Education of Hispanics By Llagas, C This report, developed by the National Center for Education Statistics (NCES), draws on the statistics published by NCES in a variety of reports and synthesizes these data in one volume. In addition to indicators drawn from existing government reports, some indicators were developed specifically for this report. The objective of this report is to make information about the educational status of Hispanics easily accessible to a variety of audiences. To download a copy, go to: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003008
Source: By Llagas, C
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Title: Status and Trends in the Education of Hispanics
Body: Status and Trends in the Education of Hispanics By Llagas, C This report, developed by the National Center for Education Statistics (NCES), draws on the statistics published by NCES in a variety of reports and synthesizes these data in one volume. In addition to indicators drawn from existing government reports, some indicators were developed specifically for this report. The objective of this report is to make information about the educational status of Hispanics easily accessible to a variety of audiences. To download a copy, go to: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003008
Source: By Llagas, C
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86
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Title: Some Job Websites
Body: From: (FLTEACH@LISTSERV.BUFFALO.EDU) Carol Haring, Spartanburg, SC As I was looking in the library, though, there was also a special book called "Expert Resumes for Teachers and Educators" by Wendy S. Enelow and Louise M. Kursmark so I got it out just out of curiosity. It has many web sites at the back for teachers looking for jobs. Some of the more interesting ones are: http://k12jobs.com/Home/ http://www.teaching-jobs.org/ And, for a state-by-state listing: http://www.uky.edu/Education/TEP/usajobs.html
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Title: Some Job Websites
Body: From: (FLTEACH@LISTSERV.BUFFALO.EDU) Carol Haring, Spartanburg, SC As I was looking in the library, though, there was also a special book called "Expert Resumes for Teachers and Educators" by Wendy S. Enelow and Louise M. Kursmark so I got it out just out of curiosity. It has many web sites at the back for teachers looking for jobs. Some of the more interesting ones are: http://k12jobs.com/Home/ http://www.teaching-jobs.org/ And, for a state-by-state listing: http://www.uky.edu/Education/TEP/usajobs.html
Source:
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87
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Title: Making Proficiency Possible: Assessments, Materials, and Curriculum Tools for Japanese
Body: Making Proficiency Possible: Assessments, Materials, and Curriculum Tools for Japanese Carl Falsgraf, Sachiko Kamioka The Proficiency Movement began in the 1980s with the publication of the ACTFL Proficiency Guidelines. Its vision was revolutionary: the purpose of language teaching is to prepare students to communicate meaningful content in realistic situations. Until that time, the purpose of language teaching had been primarily to increase students formal knowledge of grammar and vocabulary in order to read literature. While "proficiency" is the buzzword that everybody uses, in most classrooms the majority time is still spent developing formal knowledge through explanations, drills, or worksheets. The same is true of standards: everybody thinks they are great, but standards-based classrooms are few and far between. Why is there such a gap between what we say and what we do? Although most teachers want to focus on proficiency standards, most lack the time and expertise to develop materials, lesson plans, and assessments and so continue to follow a textbook. So why not focus on writing proficiency-based textbooks? One reason is that it is almost impossible to write a truly proficiency-based textbook. Proficiency means communicating meaningful content in realistic situations. What is meaningful to one student though, often is not meaningful to another (e.g., talking about the four seasons is great in New York, but silly in Hawaii). Also publishers cannot possibly make money creating books for every individual program, so we use the same books regardless of our students needs. This is not to say that textbooks are bad, but rather that teachers need to adapt them to fit their instructional needs. This takes lots of time and training. Another barrier to implementing proficiency standards is the lack of appropriate assessment tools. There is no Monbusho in America that controls the content of tests. So we all make up our own mid-terms and finals the majority of which are based on the textbooks we use. And the easiest items to create and grade are grammar, vocabulary, and kanji. At CASLS, we dont blame teachers for using their time inefficiently. With growing class sizes, who has the time to create special lessons, materials, and tests? Instead, our goal is to make it just as easy to teach proficiency as it is to teach from a textbook. We have created online assessments, materials, and lesson planning tools so that any teacher with an Internet connection can teach to proficiency-based standards. Benchmarks At the core of all these products are Benchmarks. The Benchmarks are based on ACTFL Proficiency Guidelines, but are much more specific. This specificity is the key to the whole system. By "digitizing" proficiency, we make the abstract concepts of proficiency concrete and allow assessment items and teaching materials to be stored in a database. Because Benchmarks are consistent with ACTFL Proficiency Guidelines and National Standards, teachers can start moving in the right direction without extensive training or time investment. The diagram below shows our four key products and their relations to standards. * This product is not discussed in this presentation. Click here to get more information on Touchstones Modules. Standards-based Measurement of Proficiency (STAMP) Assessment is at the core of a standards-based system. Unless we all use the same measuring stick, how can we ever judge our students fairly and begin to articulate our programs? Imagine two students who come to a university and say, "I studied Japanese for two years and had an A-average." One student had a highly-trained, very demanding teacher who emphasized oral practice and authentic reading in class. The other students teacher focused on culture and had students fold origami, make sushi, and visit Japanese restaurants. Obviously, these two students do not belong in the same class. But this is what happens now because we do not have a common measuring stick. STAMP is designed to be that measuring stick. Click here to
Source: Carl Falsgraf, Sachiko Kamioka
Inputdate: 2003-04-30 17:23:00
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Title: Making Proficiency Possible: Assessments, Materials, and Curriculum Tools for Japanese
Body: Making Proficiency Possible: Assessments, Materials, and Curriculum Tools for Japanese Carl Falsgraf, Sachiko Kamioka The Proficiency Movement began in the 1980s with the publication of the ACTFL Proficiency Guidelines. Its vision was revolutionary: the purpose of language teaching is to prepare students to communicate meaningful content in realistic situations. Until that time, the purpose of language teaching had been primarily to increase students formal knowledge of grammar and vocabulary in order to read literature. While "proficiency" is the buzzword that everybody uses, in most classrooms the majority time is still spent developing formal knowledge through explanations, drills, or worksheets. The same is true of standards: everybody thinks they are great, but standards-based classrooms are few and far between. Why is there such a gap between what we say and what we do? Although most teachers want to focus on proficiency standards, most lack the time and expertise to develop materials, lesson plans, and assessments and so continue to follow a textbook. So why not focus on writing proficiency-based textbooks? One reason is that it is almost impossible to write a truly proficiency-based textbook. Proficiency means communicating meaningful content in realistic situations. What is meaningful to one student though, often is not meaningful to another (e.g., talking about the four seasons is great in New York, but silly in Hawaii). Also publishers cannot possibly make money creating books for every individual program, so we use the same books regardless of our students needs. This is not to say that textbooks are bad, but rather that teachers need to adapt them to fit their instructional needs. This takes lots of time and training. Another barrier to implementing proficiency standards is the lack of appropriate assessment tools. There is no Monbusho in America that controls the content of tests. So we all make up our own mid-terms and finals the majority of which are based on the textbooks we use. And the easiest items to create and grade are grammar, vocabulary, and kanji. At CASLS, we dont blame teachers for using their time inefficiently. With growing class sizes, who has the time to create special lessons, materials, and tests? Instead, our goal is to make it just as easy to teach proficiency as it is to teach from a textbook. We have created online assessments, materials, and lesson planning tools so that any teacher with an Internet connection can teach to proficiency-based standards. Benchmarks At the core of all these products are Benchmarks. The Benchmarks are based on ACTFL Proficiency Guidelines, but are much more specific. This specificity is the key to the whole system. By "digitizing" proficiency, we make the abstract concepts of proficiency concrete and allow assessment items and teaching materials to be stored in a database. Because Benchmarks are consistent with ACTFL Proficiency Guidelines and National Standards, teachers can start moving in the right direction without extensive training or time investment. The diagram below shows our four key products and their relations to standards. * This product is not discussed in this presentation. Click here to get more information on Touchstones Modules. Standards-based Measurement of Proficiency (STAMP) Assessment is at the core of a standards-based system. Unless we all use the same measuring stick, how can we ever judge our students fairly and begin to articulate our programs? Imagine two students who come to a university and say, "I studied Japanese for two years and had an A-average." One student had a highly-trained, very demanding teacher who emphasized oral practice and authentic reading in class. The other students teacher focused on culture and had students fold origami, make sushi, and visit Japanese restaurants. Obviously, these two students do not belong in the same class. But this is what happens now because we do not have a common measuring stick. STAMP is designed to be that measuring stick. Click here to
Source: Carl Falsgraf, Sachiko Kamioka
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88
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Title: Educating Teachers for Diversity: Seeing with a Cultural Eye (Book)
Body: Educating Teachers for Diversity: Seeing with a Cultural Eye by Jacqueline Jordan Irvine Pub Date: April 2003, 128 pages Paperback: $19.95, ISBN: 0807743577 Cloth: $44.00, ISBN: 0807743585 To order a copy, go to the website of Teachers College Press at http://store.tcpress.com/0807743577.shtml or call (800) 575-6566 ------------------------------------------------------------------------ "In this insightful and wise book, Jacqueline Jordan Irvine reflects on topics ranging from the preparation of future teachers for urban schools to the role of colleges of education in current reform efforts. Debunking both taken-for-granted assumptions and facile answers to complex problems, she insists instead on focusing on what really matters: caring for and about the most vulnerable and forgotten children in our schools. Anyone interested in the future of public education today would do well to read this book." -- Sonia Nieto, author of The Light in Their Eyes: Creating Multicultural Learning Communities "This is a book to be read by education school faculty and administrators. It offers a design for the revitalization of teacher education that needs to be carefully consideredSit is an agenda that must be pursued."
-- David G. Imig, President and CEO, American Association of Colleges for Teacher Educators
Educating Teachers for Diversity addresses the complex issues of how culture, race and ethnicity, and social class influence the teaching and learning processes. The author provides not only an analysis of current conditions and reforms in education, but also offers suggestions and practices for improving educational outcomes for all children.
Tackling hard truths and controversial issues head on, the author:
- Offers advice for closing the achievement gap of low-income African American students in urban schools.
- Focuses on issues of assessment and measurement for K-12 students and teachers of color.
- Explores the declining number of teachers of color in the United States and its relation to school failure in African American and Latino students.
- Outlines a curriculum for teacher education programs to help them produce culturally aware and effective teachers.
- Examines how colleges of education can reverse the cycle of failure for students of color by producing teachers who are culturally responsive.
- Concludes with a summary of the work and recommendations of such scholars as James A. Banks and Sonia Nieto.
Source: Jacqueline Jordan Irvine
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Title: Educating Teachers for Diversity: Seeing with a Cultural Eye (Book)
Body: Educating Teachers for Diversity: Seeing with a Cultural Eye by Jacqueline Jordan Irvine Pub Date: April 2003, 128 pages Paperback: $19.95, ISBN: 0807743577 Cloth: $44.00, ISBN: 0807743585 To order a copy, go to the website of Teachers College Press at http://store.tcpress.com/0807743577.shtml or call (800) 575-6566 ------------------------------------------------------------------------ "In this insightful and wise book, Jacqueline Jordan Irvine reflects on topics ranging from the preparation of future teachers for urban schools to the role of colleges of education in current reform efforts. Debunking both taken-for-granted assumptions and facile answers to complex problems, she insists instead on focusing on what really matters: caring for and about the most vulnerable and forgotten children in our schools. Anyone interested in the future of public education today would do well to read this book." -- Sonia Nieto, author of The Light in Their Eyes: Creating Multicultural Learning Communities "This is a book to be read by education school faculty and administrators. It offers a design for the revitalization of teacher education that needs to be carefully consideredS
Source: Jacqueline Jordan Irvine
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89
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Title: Teacher Training and Effective Pedagogy in the Context of Student Diversity
Body: Teacher Training and Effective Pedagogy in the Context of Student Diversity By Minaya-Rowe, L., 2003 The central question in this volume is how to train teachers of an increasing multilingual and multicultural American school population. School staff are increasingly under pressure to examine their assumptions concerning the students in their classes and their own instructional practices. This review contains research on pedagogy and teacher training. The chapters are concerned with effective new structures and practices for professional development. The authors use a framework for considering what teachers need to understand about English language learners, what kinds of professional experiences are likely to facilitate those understandings, and what kinds of teacher education programs and school settings can support their ongoing learning. The volume includes profiles of pre-service and in-service programs. To purchase a copy, contact: Information Age Publishing, Inc. PO Box 4967 Greenwich, CT 06831 Tel: (203) 661-7602 Fax: (203) 661-7952 http://www.infoagepub.com
Source: Minaya-Rowe, L., 2003
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Title: Teacher Training and Effective Pedagogy in the Context of Student Diversity
Body: Teacher Training and Effective Pedagogy in the Context of Student Diversity By Minaya-Rowe, L., 2003 The central question in this volume is how to train teachers of an increasing multilingual and multicultural American school population. School staff are increasingly under pressure to examine their assumptions concerning the students in their classes and their own instructional practices. This review contains research on pedagogy and teacher training. The chapters are concerned with effective new structures and practices for professional development. The authors use a framework for considering what teachers need to understand about English language learners, what kinds of professional experiences are likely to facilitate those understandings, and what kinds of teacher education programs and school settings can support their ongoing learning. The volume includes profiles of pre-service and in-service programs. To purchase a copy, contact: Information Age Publishing, Inc. PO Box 4967 Greenwich, CT 06831 Tel: (203) 661-7602 Fax: (203) 661-7952 http://www.infoagepub.com
Source: Minaya-Rowe, L., 2003
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Title: 2nd and 3rd year Japanese and Anime and Japanese Culture
Body: The Department of East Asian Languages and Literatures at the University of Oregon is offering 1st, 2nd and 3rd year Japanese courses during the 2003 Summer Intensive Language Program. These are 9-week courses that cover a quarter$B!G(Bs materials every 3 weeks. The program starts on June 23rd(M) and ends on Aug. 22nd (F). It is possible to take one or two of the three 3-week courses. Classes meet 5 hours/day, 5 days/week. For more details, please visit our home page at http://darkwing.uoregon.edu/~uojlp, or contact Naoko Nakadate at jpn@oregon.uoregon.edu or 541-346-0047. For those who are not currently enrolled in University of Oregon Japanese classes and wish to study at the 2nd or 3rd year level will need to take our placement test. More detailed information about the placement test is found on our home page, too. Also planned to be offered during summer is Anime and Japanese Culture (JPN399/4 credits). This class meets 15:00-16:50 on Monday through Friday for 3 weeks from July 21st till August 8th. The class will introduce Japanese language and culture through recently-released Japanese anime film and training in spoken Japanese. This class requires an instructor$B!G(Bs approval for registration, so if you are interested in, please contact us. All courses are contingent on adequate enrollment. So please register or contact us as early as possible. Summer in Eugene, Oregon is very pleasant! Hope to see you in our courses this summer. Naoko Nakadate Senior instructor EALL University of Oregon -- Tetsuo Harada Department of East Asian Languages and Literatures 1248 University of Oregon Eugene, OR 97403-1248 Tel: (541)346-4010 Fax: (541)346-0260 tharada@oregon.uoregon.edu http://darkwing.uoregon.edu/~tharada/
Source: The Department of East Asian Languages and Literatures at the University of Oregon
Inputdate: 2003-05-02 13:22:00
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Title: 2nd and 3rd year Japanese and Anime and Japanese Culture
Body: The Department of East Asian Languages and Literatures at the University of Oregon is offering 1st, 2nd and 3rd year Japanese courses during the 2003 Summer Intensive Language Program. These are 9-week courses that cover a quarter$B!G(Bs materials every 3 weeks. The program starts on June 23rd(M) and ends on Aug. 22nd (F). It is possible to take one or two of the three 3-week courses. Classes meet 5 hours/day, 5 days/week. For more details, please visit our home page at http://darkwing.uoregon.edu/~uojlp, or contact Naoko Nakadate at jpn@oregon.uoregon.edu or 541-346-0047. For those who are not currently enrolled in University of Oregon Japanese classes and wish to study at the 2nd or 3rd year level will need to take our placement test. More detailed information about the placement test is found on our home page, too. Also planned to be offered during summer is Anime and Japanese Culture (JPN399/4 credits). This class meets 15:00-16:50 on Monday through Friday for 3 weeks from July 21st till August 8th. The class will introduce Japanese language and culture through recently-released Japanese anime film and training in spoken Japanese. This class requires an instructor$B!G(Bs approval for registration, so if you are interested in, please contact us. All courses are contingent on adequate enrollment. So please register or contact us as early as possible. Summer in Eugene, Oregon is very pleasant! Hope to see you in our courses this summer. Naoko Nakadate Senior instructor EALL University of Oregon -- Tetsuo Harada Department of East Asian Languages and Literatures 1248 University of Oregon Eugene, OR 97403-1248 Tel: (541)346-4010 Fax: (541)346-0260 tharada@oregon.uoregon.edu http://darkwing.uoregon.edu/~tharada/
Source: The Department of East Asian Languages and Literatures at the University of Oregon
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Title: French Teacher Needed
Body: Full-time tenure-track position open for French teacher, beginning Sept 2003. Dual certification in French and Spanish desired, as course load may include some entry-level Spanish classes. Small, pleasant, rural community a half hour from Syracuse and Utica, New York. Attractive salary and benefits. Please send resume and letter of interest to: James VanWormer, Superintendent Waterville Central Schools 381 Madison St. Waterville, New York 13480
Source: Waterville Central Schools, NY
Inputdate: 2003-05-02 13:31:00
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Title: French Teacher Needed
Body: Full-time tenure-track position open for French teacher, beginning Sept 2003. Dual certification in French and Spanish desired, as course load may include some entry-level Spanish classes. Small, pleasant, rural community a half hour from Syracuse and Utica, New York. Attractive salary and benefits. Please send resume and letter of interest to: James VanWormer, Superintendent Waterville Central Schools 381 Madison St. Waterville, New York 13480
Source: Waterville Central Schools, NY
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Title: MS French Teacher
Body: Solon Middle School, Solon, OH, is looking for middle school French, Spanish and German certified teachers. Please send resumé to Principal Eugenia Green, Solon Middle School, 6835 SOM Center Road, Solon, OH 44139. District applications available at our website, www.solonschools.org. Margaret O'Toole FL Dept Chair Solon MIddle School
Source: Solon Middle School, Solon, OH,
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Title: MS French Teacher
Body: Solon Middle School, Solon, OH, is looking for middle school French, Spanish and German certified teachers. Please send resumé to Principal Eugenia Green, Solon Middle School, 6835 SOM Center Road, Solon, OH 44139. District applications available at our website, www.solonschools.org. Margaret O'Toole FL Dept Chair Solon MIddle School
Source: Solon Middle School, Solon, OH,
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Title: MS Spanish Teacher position
Body: Solon Middle School, Solon, OH, is looking for middle school French, Spanish and German certified teachers. Please send resumé to Principal Eugenia Green, Solon Middle School, 6835 SOM Center Road, Solon, OH 44139. District applications available at our website, www.solonschools.org. Margaret O'Toole FL Dept Chair Solon MIddle School
Source: Solon Middle School, Solon, OH,
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Title: MS Spanish Teacher position
Body: Solon Middle School, Solon, OH, is looking for middle school French, Spanish and German certified teachers. Please send resumé to Principal Eugenia Green, Solon Middle School, 6835 SOM Center Road, Solon, OH 44139. District applications available at our website, www.solonschools.org. Margaret O'Toole FL Dept Chair Solon MIddle School
Source: Solon Middle School, Solon, OH,
Inputdate: 2003-05-02 15:03:00
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