1 Standards for Professional Practice in Children s Museums Reproduction without permission prohibited 1992, 2012 CHILDREN S MUSEUMS WHERE CHILDREN LEARN THROUGH PLAY AND EXPLORATION IN ENVIRONMENTS AND EXPRIENCES DESIGNED JUST FOR THEM
2 [ii] What are Children s Museums? Children s museums are a pioneering and dynamic group of institutions that are challenging and redefining the boundaries of the traditional museum world and are always reimaging themselves. Children s museums emphasize the educational role of museums, the visitor (children and families), contextual interactive exhibit strategies and programs over the more traditional museum focus on the preservation/research role, permanent collections, and non-tactile display or presentation of objects. In children s museums, the needs and interests of the audience, the motivation to learn, and empowerment of the visitor through contact and direct experience with objects are as important as subject or content focus. CONTENTS I. Standards for Professional Practice 1. Definitions Page 1 2. Mission/Planning Page 2 3. Exhibits and Programs Page 3 Object Use Page 5 4. Public Dimension Page 6 II. Self-Study Questionnaire 1. Mission/Planning Page 7 2. Exhibits and Programs Page 7 Object Use Page 8 3. Public Dimension Page 9
3 [iii] HOW SHOULD THIS GUIDE BE USED? This document attempts to identify the needs and concerns of children s museums and to avoid replication of standards commonly accepted as applying to the museum field as a whole. Therefore, it is the intent of ACM to encourage the use of other publications as companion documents and references. All children s museums should be familiar with the following : 1. American Alliance of Museums Core Standards for U.S. Museums and Accreditation Self-Study - The criteria by which a museum should be operating are stated in the standards and inherent in the Self- Study questions. 2. Community Engagement Assessment - The community engagement self-study of the AAM Museum Assessment Program focuses on the public dimension of a museum. 3. Excellence and Equity: Education and the Public Dimension of Museums - The report by the AAM Task Force on Museum Education presents an expanded definition of the educational role of museums. Available through American Alliance of Museums, 1575 I Street NW, Suite 400, Washington, DC 20005; (202) Using the Standards The standards outlined in this document are intended for use in several ways: As an educational tool for children s museums that are in the planning stages or newly opened so that they are aware of professional expectations commonly accepted by the children s museum field. As a guide for children s museums that are in operation and are striving to achieve higher levels of professionalism; the guide will be useful in long range planning processes and in staff and board orientation to the field of children s museums. As a benchmark for children s museums that are seeking accreditation from the American Association of Museums. These standards will be used by AAM visiting committees to help them evaluate the levels of professionalism found in the applicant museum. History of the Standards The standards and self-study were developed by the Association of Children s Museums Self-Study Task Force with broad involvement from its members. The project was supported by a grant from the Institute of Museum and Library Services.
4  DEFINITIONS Children s Museum: A children s museum is defined as an institution committed to serving the needs and interests of children by providing exhibits and programs that stimulate curiosity and motivate learning. Children s museums are organized as permanent non-profit institutions 1, essentially educational in purpose, with professional staff, which utilize objects and are open to the public on some regular schedule. Collections: Objects, living or nonliving, that museums hold in trust for the public. Items usually are considered part of the museum s collections once they are accessioned. Some museums designate different categories of collections (permanent, research, educational) that functionally receive different types of care or use. These categories and their ramifications are established in the museum s collections management policy. Collections Management Policy: A collections management policy is a written document, approved by the governing authority, which specifies the museum s policies concerning all collections-related issues, including accessioning, documentation, storage, and disposition. Policies are general guidelines that regulate the activities of the organization. They provide standards for exercising good judgment. Object: As defined for children s museums, objects primarily serve as tools to motivate learning and address the developmental needs of children. They are instruments for carrying out the children s museum s educational objectives, and reflect these purposes. The mode of presentation is substantially interactive and contextual. Objects may not necessarily have intrinsic value to science, history, art, or culture, and can include constructed activity pieces and exhibit components. 1 Non-profit status applies to U.S.-based museums.
5  MISSION/PLANNING The mission statement defines the purpose of the museum and the means by which it achieves its purpose (what it will and will not do as an institution). A strong, clear, concise mission statement is important in creating a foundation for a shared vision for the museum and in setting the stage for effective leadership of the institution 2. As a museum evolves as an institution the mission statement will evolve also. A strategic plan is critical to any museum as a guide to future institutional development but especially for children s museums given the rapid rate at which these museums tend to grow and expand. A strategic plan establishes the desired direction and goals of the museum, assesses needs and resources (present and potential), and sets forth strategies to achieve goals. Strategic plans commonly address a three to five year time span with provisions for regular updates (such as on an annual basis). Standards for Professional Practice 1. The mission statement is a written document that has been formally approved by the board of trustees or governing body. It is in accord with the purposes of the museum as set forth in the museum s charter, articles of incorporation/bylaws, or other legal documents. 2. The mission statement is reviewed periodically and revised when necessary. 3. All museum activities are measured against its mission statement. Policies, programs, exhibits, and collections are evaluated against the mission. 4. A mission statement specifies children as the audience (and associated audiences as appropriate) since this is a major distinguishing characteristic of the field. It can delineate the visitor age group that the museum targets since this will determine or impact the focus of the museum and the expertise needed to appropriately serve them, e.g., ages 2-12, or the inclusion of adolescents. Because of the wide diversity of children s museums, it is helpful to know the content or disciplines that the museum focuses on in order to get a full picture of the museum s activities; some children s museums specialize in art, science, etc., while others are generalist and address a variety of subjects. 5. The museum has a strategic plan with metrics to guide the future direction of the museum and the plan is formally approved by the Board. 6. The museum has a philosophical framework or written core values encompassing its beliefs about education and learning theories and methods for stimulating curiosity and learning for children. The framework is used to determine appropriate exhibit and program content, design and format. 2 Sample mission statements are included in the Collective Vision toolkit available on the ACM Web site.
6  EXHIBITS AND PROGRAMS Exhibits and Programs Children s museums are audience-based and reflect their communities, always striving to identify and meet community needs. Therefore, each children s museum is unique and community specific. This uniqueness results from a collaborative process with community groups. Not every exhibit or program will be unique since there are many existing exhibits and program models that are effective and are found in many children s museums because they do work. All children s museums place an emphasis on interactive and experiential exhibit strategies, but each develops its own character and identity as it grows and matures. Children s museums have a strong internal commitment to teamwork, especially in the development and design of exhibits. Commonly the approach to exhibit development involves team coordination of staff representatives with expertise in areas of educational/child development theory, content/discipline specialties and exhibit design. The team draws on other staff capabilities and outside resources as appropriate and utilizes some form of visitor input. Children s museums rely heavily on floor staff and volunteers to interface directly with visitors in exhibits and programs. Research indicates the importance of facilitation, mediated learning, and apprenticeships in supporting informal learning. Children s museums are labor intensive institutions because the application of these findings requires a substantial commitment of human resources. Training for staff and volunteers is critical to effectively enhance the play and learning experience for the visitor. Evaluation is a necessary component for enhancing the effectiveness and assessing the success of a museum s exhibits and programs and is given as high a priority as resources will allow. Standards for Professional Practice 1. Children s museums create, rent, replicate and adapt interactive exhibits and programs that address community needs (e.g., literacy, STEM learning, health, diversity, early learning) and motivate learning. Furthermore, children s museums employ play as the accepted methodology for how a child learns. 2. In duplicating or adapting an exhibit, acknowledgment is given to the original developers when known. In such cases, a museum is aware of legal issues pertaining to intellectual property, copyrights, trademarks, etc. 3. There is wide latitude for the definition of interactive and each museum defines what it means for that museum. Since children s museums provide hands-on learning, the majority of exhibits are interactive in a meaningful way. 4. Children s museums staff have expertise in learning theories, educational methodologies for stimulating curiosity and motivating learning, developmental appropriateness, current scholarly research and social issues impacting children. These bodies of knowledge are incorporated and addressed in the development of exhibits and programs. 5. Children s museums employ a team or shared process for developing exhibits and programs. 6. Exhibits are built and maintained to withstand heavy interactive use with the development process addressing preventive maintenance. Exhibits are kept in working order and repaired in a timely manner.
7  7. The overall maintenance, cleaning, and painting of the children s museum is done on a regular schedule in order to reflect an overall attitude of respect for children and families and their need for clean, safe and welcoming spaces. 8. Exhibit maintenance procedures are designed to minimize childhood health/sanitation problems, the spread of contagious diseases, and injuries and accidents. Materials are carefully selected to minimize safety and health hazards to children and visitors. 9. In attempting to best serve the needs of diverse visitors, children s museums establish and cultivate broad community based networks and relationships with other educators and child care providers, and social service agencies. These resources are utilized in exhibit and program development and evaluation. 10. The role of staff and volunteers in facilitating learning for visitors is clearly defined. Appropriate training in child development and informal and interactive learning in a museum setting is provided on an ongoing basis. 11. Evaluation of exhibits and programs is incorporated into the development process. Formative evaluation including prototyping is utilized. Summative evaluation is utilized in assessing impact of exhibits and programs.
8  Object Use A number of children s museums have permanent collections in the traditional sense that is they are not only used for educational purposes, but for preservation and research as well. Other children s museums do not have permanent collections but utilize educational collections (see definition section). Whether or not a children s museum has a permanent collection depends on its mission and vision; moreover, a museum must have sufficient institutional resources to care for a permanent collection properly. Sometimes a children s museum will decide to establish a permanent collection later in its institutional maturation. For museums with permanent collections, a collections management policy is a well-established prerequisite for professionalism recognized throughout the museum profession and already addressed through commonly accepted museum standards. Children s museums that choose not to establish collections are advised to adopt policies governing the care, use and acquisition of objects since they may typically receive offers of donated objects, borrow objects or exhibits from other institutions, host touring exhibitions, etc. Standards for Professional Practice 1. All children s museums with permanent collections have a written collections management policy that sets forth the museum s policies regarding objects in its care. Policies follow established museum guidelines and address acquisition, management and record keeping, storage and care, loans, and deaccessioning. 2. Children s museums with educational collections have written object management policies that describe its philosophy toward the management of these collections. Policies address donations, inventory procedures, storage, care, loans (of both objects and exhibits), and disposal of items in these collections. 3. Children s museum staff are trained in techniques for working with objects as teaching tools and in exhibits that communicate their meaning or message to the visitor while maintaining the proper levels of protection and preservation as dictated by the institution s collections management policy. 4. Children s museums enter into written agreements when borrowing exhibits as well as objects.
9  PUBLIC DIMENSION Because children s museums are child and family centered institutions, their sense of responsibility to their community and the children and families they serve is central to their mission. Community and audience engagement, dialogue, collaboration and participation are therefore strong values shared by children s museums. A deep commitment to these values is found infused throughout institutional operations and decision making (ranging from Board and staff selection to the exhibit and program development processes). Meaningful involvement of children in the museum is an integral part of demonstrating and fostering a fundamental respect for children. Their direct participation can take many forms and may take place on many levels depending on such factors as institutional philosophy and leadership, scope of museum activities, nature of the community and level of the museum s resources. As an example, one form of engagement at many children s museums is the establishment of a Children s Advisory Board. Children s museums are committed to equity, e.g. reflecting the diversity of our society in terms of race, ethnic origin, age, gender, social/economic status, ability or disability and educational attainment in all museum activities. Standards for Professional Practice 1. Children s museums have methods for inviting, listening to and incorporating the voices of children and families into facility, exhibits and programs (e.g., focus groups, children s advisory boards, surveys). 2. Children s museums have a deep understanding of the community, which includes: population size; age range; ethnic and racial composition; economic levels; and other demographic information. It understands its current audience and analyzes potential audiences in order to develop museum activities with the widest possible impact. 3. Children s museums incorporate accessibility and universal design for all visitors in its facility, exhibits and programs. Accessibility is used here in its broadest sense, including visitors with disabilities, low literacy skills, visitors speaking other languages, visitors with diverse economic backgrounds, etc. 4. Children s museums take precautions to protect the visitor from potential hazards. Children s museums monitor the safety of visitors on an ongoing basis. 5. Children s museums have emergency and disaster plans/procedures in place and regularly provide training in those procedures, including but not limited to building evacuation, first aid and CPR for staff and volunteers. 6. Children s museums reach targeted audiences in creative and responsive ways. The museum evaluates its effectiveness in reaching those audiences on an ongoing basis.
10  CHILDREN S MUSEUM SELF-STUDY QUESTIONNAIRE LEADERSHIP CONSIDERATIONS FOR MISSION PLANNING STANDARDS Mission/Planning 1. Does your mission statement identify children as your primary audience and recognize other audiences involved with children? 2. Based on your mission, how do you serve the needs of children? How do you measure how well you fulfill your mission? 3. Based on your mission, on what subject areas/themes do your exhibits and programs focus? 4. Describe the key educational philosophies and methods you use to stimulate curiosity and motivate learning for children? 5. Does your museum have a written strategic plan? What is the time period that it covers? Has it been approved by the board? Were staff and board members involved in developing the plan? What are your measures (metrics) for determining success? How are you measuring your achievement of the plan s metrics? Exhibits and Programs Exhibits and Programs 1. To what extent are your exhibits unique or reflective of your museum s audience? Are the museum s exhibits and programs community specific? Describe the process you use to ensure they reflect your community s character and needs. 2. How does your museum define interactive? Are the majority of your exhibits and programs interactive, engaging the visitor in meaningful participatory activity? 3. Expertise: Explain how you obtain expertise in child development/learning (e.g., through staff or through others such as advisors or consultants, board members, etc.). 4. In the development of your exhibits and programs, how do you incorporate the following? a) Learning theories b) Educational methods for stimulating curiosity and motivating learning c) Developmental appropriateness d) Current scholarly research e) Social issues that impact children 5. Describe how exhibits are developed, built and maintained to withstand heavy interactive use. a) Is the development process grounded in learning theory and content expertise? b) Does the development process address preventive maintenance? c) What percentage of the time are your exhibits in working order? d) Are they repaired in a timely manner?
11  e) Do you have a maintenance schedule? f) Are precautions taken in exhibit design and maintenance procedures to minimize childhood health/sanitation problems, the spread of contagious diseases, injuries and accidents? 7. How do you evaluate the effectiveness of your exhibitions and programs? How is this information used to review and modify them? 8. What relationships do you have with other educators and child advocates in your community (e.g., schools, museums, child care providers, social agencies, etc.)? How do you serve these groups? How do you use these resources in your exhibit and program development and evaluation? 9. What is the role of the staff and volunteers in facilitating learning for visitors? Describe to what degree the exhibits are independent or dependent on staff/volunteers presence. 10. Describe training the staff and volunteers receive in the following: Object Use a) Adult/child communication skills b) Visitor interaction c) Working with children and adults with disabilities d) Issues of multiculturalism, gender, age e) Developmentally appropriate expectations f) Intergenerational learning 1. How are objects used to stimulate curiosity and motivate learning for children? How are they integrated into exhibits and programs? 2. Do you consider your museum to be a collecting or non-collecting institution? (Refer to the definition of collection on page 1.) If it is a collecting institution, how do you define collections in your museum? What types of collections do you have (e.g., educational, permanent, research)? Do you have written collections policy? Describe the nature of your collection(s) and how they are cared for. If it is a non-collecting institution, describe your philosophy and practice regarding object care and use. Is the museum considering having the addition of collections in the future?
12  Public Dimension 1. Do you involve children and families directly in the operations, planning and/or decision making within your museum? If yes, how? 2. How does your museum incorporate accessibility for all visitors into both the facility and exhibits? Accessibility is used here in its broadest sense, including visitors with disabilities, low literacy skills, visitors speaking other languages, visitors with diverse economic backgrounds, etc.) 3. How does your museum take precautions to protect the visitor from potential hazards? How do you select materials for exhibits? What kind of training does the staff receive in safety and emergency procedures? 4. Explain how you identify and target audiences to market museum activities. How does targeting these audiences reflect your mission? How do you reach these targeted audiences? How do you evaluate your effectiveness in reaching them?
Chicago History Museum Code of Ethics Guiding Principles The Chicago History Museum Code of Ethics defines the ethical standards and principles, based on honesty, transparency, and accountability, that
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
North Carolina School Library Media Coordinators Standards Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their
Standards for Accreditation of Master s Programs in Library and Information Studies Adopted by approval of the Council of the American Library Association, February 2, 2015 Purpose of Accreditation Introduction
Standards for Accreditation of Master's Programs in Library & Information Studies Adopted by the Council of the American Library Association January 15, 2008 Office for Accreditation American Library Association
Page 1 of 8 ICOM Curricula Guidelines for Museum Professional Development Career Tree - Curricula Guidelines - About the Guidelines - Development Process - Resources I. General competencies: All museum
EBD #10.9 2013-2014 TO: ALA Executive Board RE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies ACTION REQUESTED/INFORMATION/REPORT: For information purposes.
I. Program Administrator Definition The program administrator is the individual responsible for planning, implementing, and evaluating a child care, preschool or kindergarten program. The role of the administrator
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining
Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis
Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Shaping Tomorrow: Ideas to Action The Early Elementary Education program for prospective elementary education candidates
INFUSING CULTURAL & LINGUISTIC COMPETENCE IN HEALTH PROMOTION TRAINING GROUP ACTIVITY UNDERSTANDING THE Using the attached handout Cultural Competence Continuum, have the audience: discuss and cite examples
Page 1 The Georgia Early Care and Education Professional Development Competencies Early Care and Education Professional School-Age Care Professional Program Administrator Trainer Technical Assistance Provider
STRATEGIC PLAN 2012-2017 OUR MISSION The mission of the USC Rossier School of Education is to improve learning in urban education locally, nationally and globally. Urban education takes place within many
A Guide for Families Using NAEYC Standards to Find Quality Programs for Young Children www.rightchoiceforkids.org The National Association for the Education of Young Children (NAEYC) has set 10 standards
ACCREDITATION COMMISSION POLICY Management Agreements and Memorandum of Understanding The following policies apply in situations of joint governance or when a museum has an operational relationship with
North Carolina Professional Teaching Standards For every student in North Carolina, a knowledgeable, skilled compassionate teacher...a star in every classroom. As Approved by the State Board of Education
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
ADMINISTRATIVE PROCEDURE 4025 B: Philosophy and Criteria for Baccalaureate Degrees and General Education MiraCosta Community College District programs are consistent with the college mission, vision, and
CURATOR CORE COMPETENCIES American Alliance of Museums Curators Committee Standing Committee on Ethics ABSTRACT Curator Core Competencies is a comprehensive statement of the domains in which curators work,
MIDDLE STATES ASSOCIATION OF COLLEGES AND SCHOOLS COMMISSIONS ON ELEMENTARY AND SECONDARY SCHOOLS AN INTRODUCTION TO THE SERVICE LEARNING PROGRAM OF DISTINCTION V. 2 3624 Market Street 2 West Philadelphia,
PRESERVICE PROFESSIONAL STANDARDS FOR TEACHERS (graduate level): March 2009 INTRODUCTION The Professional Standards for Queensland Teachers underpin all stages of teachers professional learning throughout
C o m m o n C o r e o f L e a d i n g : Connecticut School Leadership Standards *Performance Expectations, Elements and Indicators *For further information, visit: http://www.sde.ct.gov/sde/cwp/view.asp?a=2641&q=333900
Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Dr. Peggy Whiting, Coordinator Counselor Education Program Program Telephone: (919) 530-6182 Fax: (919) 530-5328
Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace
PROGRAM OBJECTIVES DEPARTMENT OF EDUCATION DEGREES OFFERED MASTER OF ARTS, EDUCATIONAL STUDIES (M.A.); MASTER OF ARTS, SCIENCE EDUCATION (M.S.); MASTER OF ARTS IN GERMAN WITH TEACHING LICENSURE (M.A.);
Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program
Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University The purpose of the doctoral program in Educational Leadership is to
ALLIANCE REFERENCE GUIDE Developing a Disaster Preparedness/ Emergency Response Plan Preparing for disaster is one of the most important things a museum can do in order to safeguard its collections and
EDYTH T. JAMES DEPARTMENT OF NURSING Our nursing program has a rich 106-year history that includes being the first nursing school established in the state of Maryland. The Washington Missionary College
EXCELLENCE IN PRACTICE: Museum Education Principles and Standards Developed by the Committee on Education For more resources: www.edcom.org 1 In 1990 when the Committee on Education (EdCom) first published
Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
Standards Set 2012 ibstpi Instructional Designer Standards: Competencies & Performance Statements The 2012 ibstpi Instructional Designer Competencies and Performance statements are copyrighted by the International
Preparing Early Childhood Professionals NAEYC s Standards for Programs Marilou Hyson, Editor NAEYC s Standards for Initial Licensure, Advanced, and Associate Degree Programs Also includes standards material
DELAWARE COMPETENCIES for EARLY CHILDHOOD PROFESSIONALS INTRODUCTION Delaware Department of Education in collaboration with Delaware Higher Education and the Delaware early childhood community have developed
Common Core Teaching Standards (Maine 2012) Standard # 1 Learner Development The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually
University Of North Dakota SBHE Policy 403.1. & 404.1 In accordance with SBHE Policy 403.1, Program Approval; and 404.1, Distance Learning Credit activities, UND seeks on-going approval for on-campus and
B.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook Rowan University College of Education Teacher Education Department 1 Table of Contents Program Description 3 ECED Program
Eloise Resource Center Library, Media and Written Arts Studio A Polk County Parks and Recreation / Polk County Library Cooperative / Arts Ensemble Learning Foundation Public Private Partnership Program
Section 24.130 The Illinois Professional Teaching Standards Beginning July 1, 2013 No later than July 1, 2013, all approved teacher preparation programs shall submit the course of study for that program
EXHIBIT 4.1 Curriculum Components & Experiences that Address Diversity Proficiencies Course # & Title MUSIC ED 191A Introduction to Music Education MUSIC ED 323 Elementary Classroom Music Course Description
Medical Family Therapy Program Master of Arts Goals and Outcomes Program Mission: The mission of the Medical Family Therapy Program is to train marriage and family therapists as scientist practitioners
School of Academics, Applied Arts and Tourism Early Childhood Education- Distance Prior Learning Assessment Recognition (PLAR) - Comprehensive Course Descriptions 2012 Program EE1290 Positive Behaviour
National Quality Assessment and Rating Instrument April 2012 Copyright The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided)
California State University, Sacramento College of Education Multiple Subjects Program Assessment Plan Spring 2001 Contents Multiple Subject Program Group Mission Statement Expected Learning Outcomes (CSTP)
Chief Diversity Officer Office of Diversity and Inclusive Excellence Position Description San José State University invites nominations and applications for the newly created position of Chief Diversity
Tutt Library Director Position Description INTRODUCTORY OVERVIEW Tutt Library s exceptional services and resources support the life of the mind at Colorado College, an innovative, independent liberal arts
NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK STANDARDS Every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the
Quick Guide For Administrators Based on TIP 52 Clinical Supervision and Professional Development of the Substance Abuse Counselor Contents Why a Quick Guide?...2 What Is a TIP?...3 Benefits and Rationale...4
The Family Services Manager s Handbook A Head Start Training Guide from Training & Technical Assistance Services Western Kentucky University Table of Contents Family Services in Head Start... 1 The Head
Draft Policy on Graduate Education Preface/Introduction Over the past two decades, the number and types of graduate programs have increased dramatically. In particular, the development of clinical master
ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop
Diversity, Access and Equity Policy 2015 File Number: A3557192 Authority: Council Directorate: Community Services Responsible Officer: Policy Type: Discretional Version No: 01 Manager, Community Development
In cooperation with: New York State Child Care Coordinating Council and the New York State Association for the Education of Young Children Competencies The Children s Program Administrator Credential of
Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate
SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifthyear program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma
Functional Title Classification FLSA Status Reports To Team Purpose Vice President of Marketing and Engagement Director, Marketing & Communications UWW 400 N Exempt President & CEO Marketing & Engagement
Program Overview This accelerated program provides candidates with an opportunity to develop the critical leadership skills and knowledge that are required in today s increasingly complex, diverse, and
Masters of Reading Information Booklet College of Education Department of Teaching and Learning Bloomsburg University's Masters in Reading/Reading Certification degree program provides theoretical, analytical
1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important
Additional Qualification Course Guideline Special Education, Specialist Schedule D Teachers Qualifications Regulation April 2014 Ce document est disponible en français sous le titre Ligne directrice du
Counselor Education Department Professional School Counseling Practicum and Internship Clinical Evaluation Name of Practicum/Internship Student: Practicum Experience: Internship Experience: Name of Site
Core Qualities For Successful Early Childhood Education Programs Overview The National Council of La Raza (NCLR) the largest national Hispanic civil rights and advocacy organization in the United States
Management Competencies and Sample Indicators for the Improvement of Adult Education Programs A Publication of Building Professional Development Partnerships for Adult Educators Project PRO-NET April 2001
Participation by the Public PARENTAL INVOLVEMENT -- A HOME-SCHOOL-DISTRICT PARTNERSHIP The School Board of Miami-Dade County recognizes that strong, continuing family and community involvement in all aspects
Florida Department of Education Curriculum Framework 2013 2014 Program Title: Career Cluster: Early Childhood Education Associate Degree Education and Training CIP Number 1413121003 Program Type Standard
Competencies for Early Childhood Professionals Area VII: Program Management Rationale: The quality of early childhood education and care is dramatically affected by the competence and leadership of a program
CONCEPT NOTE Forum on Investing in Young Children Globally An activity of the Board on Children, Youth, and Families and Board on Global Health at Institute of Medicine and National Research Council of
California State University, Fresno (07-08) Section A-1 Contextual Information Masters Degree in Education or Advanced Specialist Certification Early Childhood Education Emphasis California State University,
STANDARDS FOR SOCIAL WORK PRACTICE WITH GROUPS Second Edition ASSOCIATION FOR THE ADVANCEMENT OF SOCIAL WORK WITH GROUPS, INC. An International Professional Organization (AASWG, Inc.) First edition Adopted
SBEC/TExES Framework for Principal Certification The following SBEC Principal Domains, Competencies and supporting standards represent the knowledge, skills and dispositions principal candidates should
Grand Valley State University School of Social Work Grand Valley State University was chartered by the Michigan Legislature in 1960, in response to the need for a public, four-year institution of higher
DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The
Master of Science in Education: Special Education/Inclusive Education Programs for Certified Teachers Program Overview The mission of the Special Education Program is to provide a quality educational experience
Your consent to our cookies if you continue to use this website.