“We would not be here today if we did not receive contributions from Corporations and the int’l trade industry,” said Carol Rowen, CEO & Founder of International Trade Education Programs

Los Angeles – CA — International Trade Education Programs (ITEP) has started off the New Year on the right financial foot receiving donations from four corporations to provide training for jobs of the future.

“We would not be here today if we did not receive contributions from companies like the Bettina Weary Trust, Teekay Corporation, Shell Oil Company, the Watson Land Company, and the international trade industry,” said Carol Rowen, CEO & Founder of International Trade Education Programs (ITEP). “We are so thankful to the business and international community that supports us as we celebrate a decade of providing training programs for jobs of the future.

ITEP received $5,000 from Bettina Weary Trust; $30,000 from Teekay Corporation; $10,000 from the Shell Oil Company and $25,000 from the Watson Land Company.

ITEP programs assess the needs of high schools and the surrounding transportation, logistics and industry needs.  ITEP works with schools that need to boost graduation rates, decrease the number of dropouts, and enhance standardized test scores. Students who graduate from the struggling schools rarely had opportunities or motivation to pursue further education or employment.

That’s where ITEP comes to the rescue by designing programs to fulfill those needs, guiding and mentoring students on a career path of current jobs of the future. “They discover a whole new world of career choices they would have never imagined,” said Rowen.

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Article Sources: ITEP Prepares H.S. Students for Jobs of the Future with SoCal Donations

The New Jersey Common Core State Standards for English were adopted the 2009-10 school year, with the knowledge that all English Curriculums would be revised to meet the standards by 2012. The Westwood Regional School District English Department familiarized with these standards in 2010 and began using them in English classes in September of 2011. By the start of the next school year, the District’s English curriculum will be finalized to meet the Common Core State Standards.

The entire district is involved in curriculum revision, but other departments began these revisions either two years ago or last year. The english department delayed because New Jersey recently adopted the nationwide Common Core Standards for English, according to Joel Barbarito, head of the English Department at Westwood. Fort-six states have adopted these standards and are in the process of revising their English curriculums to meet their requirements, Barbarito said.

In September 2011, Westwood English teachers at each grade level familiarized themselves with the Common Core State Standards and applied them to their lesson plans. They’ve been revising the curriculum since.

While the English Curriculum must be finalized by September 2012, Barbarito said that does mean it is set in stone.

“A curriculum in and of itself is a living document which can be revised and changed as adjustments are seen needed,” he said.

The teachers will be revising the English curriculum on an ongoing basis.

“What they’re doing is now not only designing a curriculum in retrospective of what we did to comply and adhere to the new Common Core State Standards, but they’re also designing them as something that will allow us to move forward – where we want or need to go for the future – and so the curriculum is actually becoming a living document, sort of a wish list of development, not just a record of what’s always been done,” Barbarito said.

Teachers at each grade level partnered to design the new curriculum. Each grade has units, which are now theme-based. While they must follow the requirements laid out by the New Jersey Common Core State Standards, teachers still have freedom to design their lesson plans to suit the needs of their individual classes and address their theme through different reading materials. The teachers are examining the best methods, ways of improving their units, and ways to develop more co-curriculum approaches to language arts, Barbarito said.

One part of the Common Core State Standards is applying literacy to other fields of study. Students should be able to use language arts literacy in understanding History, Social Studies, Science and technical subjects, a requirement of the newly adopted state standards. Language Arts is no longer only applicable to English, but these other subjects as well.

“Part of the reason for that is there’s a requirement that by the time students in High School reach Twelfth grade, they should be reading 70 percent non-fiction and 30 percent fiction,” Barbarito explained. “So obviously to get that kind of spread you need to have cooperation for that Language Arts literacy in some of those other subject areas.”

The Common Core State Standards aim to prepare students for both college and career readiness, he said. College students don’t only read literature; they read academic and technical journals too. Careers are not based on English, but the ability to analyze different types of texts.

“A physicist is not necessarily going to need to know how to read a novel and analyze character building,” Barbarito said. “A physicist is going to need to know how to read significantly more technical material.”

This themes-based approach to language arts literacy enables the development of co-curricular learning.

“As a result of not being forced to do only American literature, instead they can pick a theme, which allows you to cross boundaries,” he said. “I think it prepares students for college a lot better, because college courses, although they are sometimes are very narrow in their scope, if you want to be a truly college ready student, you need someone who can see beyond that text and make connections that probably that text intended you to make in the first place, and connect it to other subjects, connect it to interest areas, current events.”

The Common Core State Standards break down requirements for each grade level K-12. They have three appendices with examples of student-written work that is ideal for each category of language arts literacy at each grade level.

“Teachers can actually use the appendices with real students’ work so that when they go back into the appendices and start looking at what they have to teach, they can say, oh I totally understand within this writing standard, this is the type of product that we should be using, this is the type of product that is good,” Barbarito said.

There are ten standards addressed at every grade level. They are the same from kindergarten through twelfth grade.

“The idea is that a kindergarten teacher, an eighth grade teacher and twelfth grade teacher can all speak to the same basic parts but the complexity increases as the students progress through the years,” he said. “It’s sort of like a pyramid, you build the basic structure and you continue to build levels upward as you go, and that’s something that the old standards didn’t have, but these new standards do.”

The old standards were not broken down on a grade level basis. There were certain requirements for students through grade eight, and then later through grade eleven, but each grade was not addressed specifically.

“It was like, wait a second, what are we doing in ninth and tenth grade according to those standards?” he said. “Are we just re-teaching the same standard at the same level as the 8th graders did? How do we build towards complexity at that level?”

The new Common Core State Standards indicate how to progress from grade to grade.

“It really does lay out a much more logical sequence for people to follow, and it allows us to do things that the old standards didn’t let us do,” Barbarito said.

In addition to the grade-by-grade instructions, Westwood will also be requiring students do research from grades eight through 12. Prior to the curriculum revisions, only high school Juniors were required to do research.

“If we’re asking students to tie into history, social studies and technical subjects, it makes sense that part of that non-fiction and research component should allow that to tie into the English class,” he said. “We’re sending kids out of here far more prepared for college.”

New Jersey testing will change with the adoption of the new Common Core State Standards. The NJASK and HESPA are going to change to adhere to these new standards. PARC (Partnership for Assessment of Readiness for College and Careers) is also planning to come out with an assessment for the 2014-15 school year.

The English classes will be teaching according to the new curriculum beginning September 2012, but the tests will not be updated until 2014.

“It’s a little bit behind but I don’t mind because the new Common Core State Standards are so superior to the old standards in scope, in terms of the sequence of things they need to do, in terms of the complexity of what the students continue to do, so I like it,” Barbarito said.

He doesn’t forsee a problem with the inconsistency of the curriculum and state tests.

“If they assessments are measuring skills that the students are supposed to obtain, we’re going to prepare them to have these skills,” he said. “Not necessarily more, but they’ll certainly be developed more and they’ll be able to handle pretty much any assessment that’s thrown their way, regardless of what the format is, regardless of what it asks them to read.”

Article source: Source

1. Commissioners learn about changes in Tennessee high school curriculum
2. Interest rates may fall to 10% p.a. at end-2012: SBV Governor
3. A Goal for 2012: Learning English
4. Lending interest rate forecast to fall to 15-17pct/yr in 2012: HSBC Vietnam’s representative
5. Local Fulbright Scholars Research Fish in Brazil, Teach English in Mongolia

Article Sources: Westwood To Implement New English Curriculum Fall 2012

SuperAdmin FirstRanker.com is an educational site for all the JNTU (B.Tech,B.Pharmacy,M.Tech,M.Pharmacy,MBA,MCA,etc) students across Andhra Pradesh. It provides all the latest and necessary information about JNTU like Results, Exam Notifications, Time Tables, Information on Academics, Academic Calendar, Placements Information etc… We here provide you with all the necessary stuff like JNTU materials, e-books, online bits, mini & final year projects, previous papers, sample papers, paper presentations, Information on GRE, TOEFL, IELTS, GMAT, GATE, PGECET, CAT, MAT, XAT etc… We also help these JNTU students by providing placement information (ON & OFF Campus), carrier guidance, carrier planning & progression, placement papers, Information on various companies (Government & Private) etc. For FREE JNTU Mobile Alerts & Complete JNTU Info Visit: FirstRanker.com For Mobile Version of this website Visit: mobile.firstranker.com For FREE JNTU MOBILE UPDATES Visit:labs.google.co.in/smschannels/subscribe/JNTU-UPDATES (or) Subscribe through your mobile for FREE JNTU-UPDATES service by sending an SMS as: ON JNTU-UPDATES to 09870807070

Article Sources: Two Day Workshop on Ethical Hacking (22nd & 23rd October-2011) @ JNTU Hyderabad.

While many ESL students wish to learn the language because they want to socialize or visit an English-speaking country, other students do so for the career opportunities it presents. Many career paths are available to students who study English as a second language. The following are nine of the most popular career paths for ELS students.

1. Teaching a Foreign Language

Many ELS students have a desire to teach their native language to people in the United States. Many colleges, high schools, and grade schools will hire individuals who are native foreign language speakers to teach their foreign language courses. They must first gain a better understanding of the English language to become professors, teachers or foreign language instructors.

2. Foreign Ambassadors

ESL students have the opportunity to be ambassadors to other countries. By learning to speak English they will be able to communicate freely with representatives of the other countries. Foreign ambassadors are essential to keeping peaceful relations between foreign countries.

3. ESL Tutors or Teacher’s Aides

There are many individuals who are looking to learn English as a second language. ESL students can become tutors or teacher’s aides. Tutors and teacher aides can help people learn the skills and vocabulary they need. They can also help supplement the ELS courses the individual is taking.

4. Director of ELS Courses

Schools, in particular colleges and universities, need someone to run and direct the ELS program. Former ELS students are perfect candidates as they know exactly what students want and need in an ELS course.

5. Adult ESL Instructors

Many ESL courses are aimed at grade school, high school or college students who wish to learn English. Many ESL students have the opportunity to become an adult ESL instructor. Adult ESL instructors teach everyone from employees of other companies, to government officials how to speak English.

6. University Professors

ESL students have the opportunity to become teachers of an ELS program. Many colleges and universities hire past ELS students to teach courses to up-and-coming ELS students. Individuals who enjoy teaching, and wish to help future ELS will pursue this career path.

7. Teachers in Government Agencies

Many government agencies wish to train individuals to speak English. ELS students can pursue a career as English tutors to individuals who are working for the government and wish to fine tune their English skills.

8. Interpreters

Schools, healthcare agencies, courtrooms, and law firms all need someone to serve as an interpreter to individuals who speak a foreign language. ELS students can become an interpreter to help people understand what is being said, and how it applies to them.

9. International English Teacher

Many foreign countries will hire individuals to teach English in their school systems. ELS students are eligible to become international English teachers in these country’s school systems. They will develop curriculums and teach English vocabulary skills to middle school and high school students.

10. International Private English Tutor

Many members of foreign countries will hire private English tutors to teach themselves or their children English. ELS students can become private English tutors for these families. They will be responsible for teaching them how to speak, write and read English.

References –

•  alleducationschools.com/education-careers/esl/esl-jobs
• esl.about.com/od/esleflteachingemployment/ESL_EFL_Job_Opportunities_and_English_Employment_Sites_and_Resources.htm

Article Sources: 10 Most Popular Career Paths of ESL Students

Article Sources:

LITERACY?

    How many of you have sat back and thought about what kind of teacher are you?  I don't mean in respect to your teaching style, but more as to what skills do you teach your students?  I spent many years thinking, improperly, that I was strictly a math teacher.  Little did I realize that I was much more than just a math teacher.  In fact, I was also teaching literacy.  I understand that I did not teach the classics, nor did I teach comp and lit, but I did have to learn how to teach literacy from a math perspective.  Hopefully, this will get you on the path of incorporating literacy into your math instruction.

    Most non-ELA teachers find the notion of teaching literacy anathema to their everyday classroom existence.  Math teachers, in particular, seem to struggle with this concept more than most.  Does that make for a bad teacher?  Absolutely not!  Does it make for a lazy teacher?  No way!  What is makes is a teacher who is missing a piece of that puzzle that will help our students, specifically our ESL students, make that leap into abstract and technical comprehension.  We need to realize that reading and literacy skills go way beyond the typical fiction/non-fiction reading found in an ELA classroom.

    Why do we need to come to this realization?  Simply put, "the goal of literacy in mathematics is to develop in students a curiosity about the world around them." Reading Strategies for Mathematics, Brummer & Macceca.  We need to be certain that our students can not only decode, but also read for comprehension. The technical writing found in manuals and the abstract concepts found in text books must be accessible to all of our students. 

    If a student can read for comprehension, we have taken a great step forward in sparking the natural curiosity children possess.  Mathemematics is a key elememt in explaining everyday phenomena.  The question is now: "How do we structure instruction to help students access that material and foster a desire to know more?"

    I see this question answered with five simple components.  They may seem overwhelming and unattainable, but I assure you they are definitely achievable!

                1)    Motivating yourself (the teacher)

                2)    Motivating the student

                3)    Comprehensible input

                4)    Building background knowledge

                5)    Appropriate literature

    I will begin with the begining, as they say, later.  I hope I have given you something to mull over in the mean time.

    Enjoy your time in the classroom!  It is why you are here!

Article Sources: Cobb County Math ESOL: READING STRATEGIES FOR MATH

STATE – Gov. Chris Christie will introduce his new state budget proposal next week, which will include a promised income tax cut for all New Jersey taxpayers.

Assemblyman Lou Greenwald, a South Jersey Democrat who chairs the Assembly Budget Committee, said that he’s never had a constituent call him or visit his office to complain about state income tax rates. Democrats note that while someone making $1 million would save $7,200 under the 10 percent reduction proposal Christie spoke of in his State of the State speech last month, someone earning $50,000 would save just $80.

A study released this month by the Institute on Taxation and Economic Policy (ITEP), a non-profit, non-partisan research organization based in Washington, D.C., that focuses on federal and state tax policy, challenges the idea popular among conservative politicians that income taxes impede economic growth.

The ITEP study looked at economic data from nine states without a personal income tax, and nine “high rate” personal income tax states (including New Jersey) from 2001-2010. According to the findings, the “high rate” states outperformed the income tax free states in two economic performance measures.

The “high rate” states experienced 10.1 percent economic growth per capita, compared to 8.7 percent in the states without a personal income tax. While the median family’s income, adjusted for inflation, declined in most states during the past decade, it fell 3.5 percent in the states without an income tax compared to 0.7 percent in the “high rate” states. Both groups experienced an identical 5.7 percent average annual unemployment rate.

The report concludes, “There is no reason for states to expect that reducing or repealing their income taxes will improve the performance of their economies.”

This entry was posted on Friday, February 17th, 2012 at 10:46 am and is filed under Featured, Money, State News. You can follow any responses to this entry through the RSS 2.0 feed.

Article Sources: Report: Income Taxes Don’t Hurt Economic Growth

Quick update for our Regular Action applicants. As Matt posted last week, we have been working through our buckets and buckets of mail since the New Year. However, as of tonight, we have finished processing all mail, hand-checked all filing cabinets, scoured all of our faxes and emails, and loaded everything into our system.

If you are a prospective member of the Class of 2016, this would be a mighty good time to log into MyMIT and confirm your application tracking is complete. McGreggor also just emailed everyone who was missing components so you may have received a direct message from him.

If you have missing components – relax. This happens. We have not yet begun to review partial applications, and we never make admissions decisions unless we have sufficient information upon which to render that decision.

That said, you should move rapidly. All missing components must be received by 5 pm, Eastern Standard Time, on Monday, January 30, 2012..

Do not send your missing components by mail! If your school uses Docufide you may request that your Guidance Counselor submit the missing materials via that service. Otherwise, fax the missing documents to 617.687.9184.

Please allow for five days before contacting our office to make sure we've received and processed your newly submitted documents. If at this point you would like to withdraw your application from consideration at MIT just email us.

Ok, I'm going to go read some more apps. Thanks everyone!

(p.s.: read Elizabeth's blog entry)

Comments (Closed after 30 days to reduce spam) Add a comment

Article Sources: Missing Documents Due Monday

TUTORS and students with Falmouth and Truro Link Into Learning have raised £256 for Children’s Hospice South West (CHSW).

Tutor Eileen Ginnelly organised a tombola, with donated food and unwanted gifts recycled as prizes.

1. ​

   Eileen Ginnelly, front left, and ESOL learners at Falmouth present a cheque to Mary Murfin, centre, from Children’s Hospice South West.

Students of English for speakers of other languages (ESOL) took part in the fundraising event, designing posters and selling tickets.

CHSW representative Mary Murfin was presented with the cheque at Falmouth. She engaged with learners and invited them to an open day to see the work of the charity first-hand.

Anyone interested in ESOL courses can call 0300 1231117 for an informal discussion.

Article Sources: Students and tutors link up for fundraiser

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Article Sources: ESL – Target Score for TOEIC online – Adrinerau’s blog