Are you a bundle of nerves at the mere thought of speaking in public?  Do you experience wobbly knees, sweaty palms or an upset stomach?  Well, you are not alone!  The fear of public speaking ranks with death and an IRS audit for most of us. Whether participating in a live event, teleclass or webinar, with practice and planning, you can overcome your fears and develop strong presentation skills.  To help, here are 5 Strategies for a successful presentation… every time!
Preparing for a presentation requires research, organization and planning.  Each is vital to the success of a presentation.
If you’re using equipment such as a laptop, a projector, microphone or smart board, ALWAYS check to make sure everything is working properly. In conclusion, if you want a successful outcome, it is important to take the proper time and steps to prepare for your presentation! Early March saw SML teach NHTSA compliant Master Radar Laser Instructor curriculum to eight different police departments at the Fort Worth, TX Police Academy. The article deals with what officers need to know and testify to by national and local court precedent. Dates Set For SML Annual Test-June 22-24, 2012 are the dates for SMLa€™s Annual Test in El Paso, TX. SML cites numerous national research articles on the effectiveness of portable speed displays including the Texas Transportation Institute at Texas A & M University, Report #0-4475-1, University of Kansas, Report, Radar Speed Reporting, the University of Nebraska, Mid-American Transportation Institute, Report Radar Speed Reporting Systems, and the Texas Transportation Institute, Report #00-1475, and Iowa State University, Report Speed Monitor Displays.
SML Testifies As Expert Witness-February 2012 saw SML testifyi?? at the request of the El Paso Prosecutora€™s Office in a contested laser trial. SML Contracted To Teach-The Travis County Sheriffa€™s Department has contracted with SML to conduct its NHTSA compliant Master Radar Laser Instructor Course April 9-11, 2012 in Austin, TX. SML Testifies As Expert Witness-February 2012 saw SML testify at the request of the El Paso Prosecutora€™s Office in a contested laser trial.A  Six laser trials were combined into one court appearance. I have always seen Reel Club under Wildfire when I would go out to eat at Oakbrook Center, but I never went in until last week when a friend suggested we go there for lunch. I was tempted to get the lobster roll as well, but I opted for sushi since seafood is one of Reel Club’s specialties. Between our meals and the delicious pop-overs that were brought to our table before we had even ordered, it was safe to say we had very little room for dessert.
Our server was very attentive with refills of water, iced tea, and the previously mentioned delightful popovers as well as informative about the happy hour and weekend brunch the restaurant offers on Sundays from 11 am. Reel Club partners with the Shedd Aquarium to ensure sustainably harvested seafood is served, but this does not compromise the taste or the freshness of each meal. I am such an advocate of the River North neighborhood when it comes to restaurants and bars. However, I understand oysters are an acquired taste and not everyone is going to be excited about these flavorful and almost buttery appetizers.
I also tried caviar for the first time at GT, and I can now add that to the list of my favorite seafood. The decor of the restaurant is cool and modern with a basic black and white color palette with touches of wood and netting, which seemed reminiscent of a fishing boat. We were sad to find out one of our go-to diners in Westmont closed, but Intern Amy has the scoop on the tasty place that replaced it. If you liked Moondance before, you will be happy to know the food is still as good as ever. If you are debating where to grab breakfast any day of the week, make sure to check out this new and improved hotspot conveniently located in the James Crossing Shopping Center on the corner of Ogden Avenue and Route 83. So you have a MojoBistro mobile app, and you have a Twitter account, what do you do next to promote your restaurant? Whether you have a dedicated social media team member or not, here are some tasty tweets to schedule on a periodic basis to keep your fans engaged with your restaurant via your mobile app.
Place your order at the counter and the very attentive wait staff brings your order out to the table. Which brings me to the bakery, after your meal, even if you don’t need groceries, I highly encourage you to walk around the store. Although this is an extremely popular place for lunch or dinner, make sure to keep it in mind when thinking of places to grab a drink after work or on the weekends. If you really love it, make sure to join the Cellar Club where you will get monthly tastings and your choice of three favorite wines to bring home. Although most commonly known for the vast selection of local and global craft beer, Old Town Pour House Oak Brook offers delicious meal options for both lunch and dinner.
The downtown atmosphere is a low key yet classy place to lunch and is easily converted to a swanky bar on nights and weekends, and the Oak Brook location is more of the same.
Brian Pautsch wouldn't turn down a trip to Mama Maria’s Taco and Tequila Bar in Orland Park, Illinois! Chris Pautsch is a foodie with a taste for the fine dining at Perry’s Steakhouse and Grill at Oakbrook Center. Keith Franklin has a taste for the Meed, a honey wine, at Ethiopian Diamond, or the margaritas could pull him in the direction of a Mago Grill and Cantina. Recently, a question was posed on LinkedIn as to whether or not a business should invest in a mobile app.
The first thing a company needs to have before making this decision is a strategy, documenting what the objectives and goals are and the possible technologies that will accomplish them. Overall, the goals of your company should be thoroughly reviewed before making your decision. Do you have additional questions about the benefits of either a mobile app or a responsive website?
MojoBistro mobile apps are exclusive to the restaurant industry and offer proactive restaurant owners the chance to engage with customers from the comfort of their own mobile phones. Stop by our booth this weekend at the 2014 NRA show to get a full tour of our app offerings, including ordering, from one of our mobile app experts. 2014 is quickly approaching and with it comes a new set of resolutions for a better, brighter year. Start off the new year with these mobile apps on your phone and sticking to your resolutions will be a piece of cake! Ray Pun, Strategic Marketing Manager at Adobe, recently sat down with Small Business Trends to discuss his insights into Adobe's recently released Digital Index 2013 online shopping data for Cyber Monday. For more from Ray Pun, make sure to check out Brent Leary's interview for Small Business Trends.
A neighborhood staple located in the heart of downtown Arlington Heights, Uptown Cafe has been serving up delicious breakfast and lunch items for years.
Stepping through the doors is like walking back in time with the memories of meals past and the friendly greetings from the owners. MojoBistro has the rundown on what is sure to be trending in the restaurant industry starting in 2014. Ice Cream Sandwiches: As food trucks and pop-up restaurants continue to grow in popularity, these portable desserts are about to get the same treatment as the cronut of yesteryear. Seafood: Sea-to-table will introduce far out fish dishes including octopus and monkfish liver. Infused Ice: Bars and restaurants are enhancing the flavor in their drinks with infused cubes of ice. This Thanksgiving was a record breaker for mobile app usage with an upswing in use of 68% over last year. One of the first things you may notice when you are seated is the removable table center and controls on the side of the table. Each menu item is accompanied with a large selection of banchan—traditional Korean side dishes. The restaurant does not look like much from the outside, but enter through the doors and you are greeted with warm wood accents, vibrant colors and a welcoming atmosphere. If you are looking to try something new, I would definitely recommend you make the trip out to Woo Lae Oak. At MojoBistro, we have put together our top marketing tips to help you attract customers during the holiday season.
For more tips and inspiration for your restaurant, make sure to check out the MojoBistro Blog! Located in the Ritz-Carlton, deca offers an unparalleled Thanksgiving day brunch and dinner.
Spend your Thanksgiving meal at the luxurious Palmer House Hilton with seating options available in the dining room or mezzanine, overlooking the hotel’s historic lobby.
Offering the largest selection of menu items out of all the restaurants on the list, ZED451 has got your family covered.
Gourmet dining at a reasonable price meets the holidays at Red Door’s Thanksgivukkah feast. Recent research indicates that the single most important factor in student performance is teacher quality. Though the literature on professional development programs is less advanced, researchers agree that most forms of professional development fail to foster teacher quality along these five key dimensions. For 30 years, the Yale-New Haven Teachers Institute has been developing a unique model for improving teacher quality.
Other research suggests that Institutes also serve to foster teacher leadership, to develop supportive teacher networks, to heighten university faculty commitments to improving public education, and to foster positive partnerships between school districts and institutions of higher education.
In recent years, educational researchers have converged on the conclusion that the best way to help students learn is to improve teacher quality. Though researchers differ on some important issues, virtually all experts agree on the value of five features. The chief caveats here are first, that due both to costs and program structures, relatively few professional development program evaluations have included randomized controlled trials or rigorous quasi-experimental designs with well-matched participant and non-participant groups.20 Few existing programs, then, can claim to have been validated through those forms of empirical research.
Since 1978, the Yale-New Haven Teachers Institute has been developing a unique approach to improving teacher quality, one now employed by affiliated Teachers Institutes in three other cities: Pittsburgh, Houston, and Philadelphia.
At the heart of the Teachers Institute approach is a special sort of partnership between institutions of higher education and public schools.
In these seminars teachers gain more sophisticated content knowledge, and they also enhance their writing and oral skills by preparing substantial curriculum units that they discuss with their fellow teachers in the seminars, then teach to their students. The Institute approach thus involves a stress on improving teachers' content knowledge and on the development of pedagogical strategies tied to the content of their units. The Institutes are especially well-suited to insure that teachers do not learn advanced content in isolation from attention to how it can be conveyed effectively, and that they do not passively receive content from curriculum prepared by others.
Since the founding of the Yale-New Haven Teachers Institute in 1978, its leaders have consistently supported external and internal evaluations to discern and improve the efficacy of the Institute's work. But random assignment of teachers to treatment groups is not appropriate for evaluating the Teachers Institute approach. The second-best research option for determining causality is generally considered to be quasi-experimental designs, in which subjects are not randomly assigned to treatment and control groups. The external evaluator of the National Demonstration Project, Policy Studies Associates, also found "clear evidence of important accomplishments" and concluded that the Project had "succeeded in reaching its goal" of showing that the Institute model could be replicated in different contexts, especially districts that respect "teachers as leaders" and value "teachers' professional learning."31 Using qualitative techniques including seminar and classroom observations, in-depth interviews, and focus groups, sociologists at the University of Houston and educators at Carnegie Mellon University and Chatham College, Pittsburgh conducted their own evaluations of their Teachers Institutes during the National Demonstration Project, with similarly positive results.
The Houston and Pittsburgh Teachers Institutes continued in conformity with the Institute model along with the original Yale-New Haven Institute, each engaging in annual surveys of teacher participants and in other forms of continuing evaluation. The administration by each Institute of similarly structured annual surveys of teacher seminar participants, which all must complete in order to receive their stipends, makes it possible to update the survey findings of the 2004 National Demonstration Project evaluation, determining whether teachers at the various Institutes continue to rate their seminar experiences favorably. First, the Fellows' surveys from over 1200 Fellows at all four existing sites from 2003-2008 show that teachers chose to participate in Institute seminars out of desires to improve themselves in precisely the areas that research indicates to be vital to teacher quality.
Pittsburgh teachers placed slightly greater relative stress on improving their mastery of their subject matter than teachers at the other three sites, while Philadelphia teachers cited this motive somewhat less often than teachers in the other cities.
These responses from the local Institutes in New Haven and Philadelphia and from the National Initiative seminars may indicate the comparative appeal for teachers of working with faculty in Ivy League institutions.
There were also interesting variations in the responses among categories of teachers, though none were consistent across all four local sites and the National Initiative seminars, and they cannot be considered statistically significant.33 At three of the four sites middle-school teachers were somewhat more likely than high-school or elementary-school teachers to stress the goal of motivating their students (rather than high-school teachers, as in the National Demonstration Project). After completing their seminars, teachers at all four local sites overwhelmingly reported that they had benefited along dimensions that the professional literature indicates to be vital to teacher quality. As in the National Demonstration Project, the surveys show other variations by categories of teachers, though again these patterns are not statistically significant. The National Demonstration Project included a one-time survey on unit use; and in New Haven, the annual survey of teachers provides an opportunity for open-ended comments on teachers' previous use of Institute curriculum. The results of the National Demonstration Project survey showed that, except for those who are unable to do so due to shifts in assignments or health reasons, virtually all Fellows at each site went on to teach the units they prepared, in whole or in part; and many also reported use of other Teachers Institute units. The Fellows in the National Demonstration Project expressed very strong satisfaction with the units. Overall, an impressive 65% of all Fellows rated the units written by themselves or other Institute Fellows as superior to all other types of curriculum they had used, with almost 34% rating them the same.
It should be noted that during the National Demonstration Project, no Institute made a concerted effort to persuade teachers to use Institute-prepared units instead of other curriculum. Because the DeWitt Wallace-Reader's Digest Fund, sponsor of the National Demonstration Project, wished evaluators to focus on the Project's impact on teachers, it did not authorize funds for the complex task of directly evaluating the impact on students of having had teachers who had been Fellows. In commenting on their experiences teaching units in the classroom during the five-year (2000-2005) period of the New Haven quantitative study discussed in the next section, teachers spoke often of how student attention, enjoyment, comprehension and retention improved whenever they used Institute units, both ones they had personally written or ones written by other Fellows.37 Many also reported that their units were written to be interdisciplinary and served as bases for successful team-teaching, sometimes in pairs, sometimes in larger groups. As in the earlier National Demonstration Project, the populations of Fellows participating at the four current sites from 2003-2008 display some demographic differences.
Experiences at the four sites during the three years of the Demonstration Project, in New Haven for three decades, and in Pittsburgh, Houston, and Philadelphia since a Demonstration Project, all indicate that the Institute approach generates significant corollary benefits that are not easily grasped through survey responses and not always visible in a relatively short time period. The development of university-public school institutional partnerships in ways that promote respect and strengthen education in both settings. To augment those findings, the Yale National Initiative sponsored a retrospective quantitative study of the impact of the Teachers Institute on New Haven teachers and students from the 2000-2001 academic year to the 2004-2005 academic year. Not all of the data sought proved available, particularly in regard to teacher and student outcomes. In regard to the demographics of teachers who participate in Institute seminars, the chief hypothesis was that they would be broadly representative of all New Haven teachers, not drawn primarily from particular demographic subsets, with the partial exception of elementary-school teachers.45 In regard to teacher outcomes for which data were available, the chief hypothesis was that participation in Teachers Institute seminars would correlate with heightened teacher retention, as the seminars would increase teacher enthusiasm and satisfaction with their teaching. In regard to student outcomes for which data were available, the central hypothesis was that student exposure to teachers who had been Institute Fellows would be positively but weakly associated with standardized test scores and grades. A multilevel model was used to account for variation explained at the school, teacher, and student levels.
During the study period, African American teachers were 83% more likely than white teachers to be Fellows when holding years of teaching experience, sex, subject, grade level, and degrees constant. In regard to students, no statistically significant relationships were found between having a teacher who had been a Fellow and student performances on standardized tests and in course grades.
The continuing positive results of annual surveys of teachers at each Institute site and of National Seminar participants leave little doubt that teachers consistently rate their Institute experiences and the curriculum units that result favorably along the five dimensions agreed to be key ingredients of teacher quality: teacher knowledge, teacher skills, teacher enthusiasm, teacher expectations of their students and teacher capacity to motivate students.
At the same time, these results underscore the importance of continuing and improved program evaluation.
To summarize the main options: Insofar as possible, each site should seek to institutionalize annual data collection on the use of curriculum units and on their results for students. Institutes should also continue to collect and analyze descriptive data on teachers and on teacher outcomes.
If circumstances permit, Institutes might also seek to obtain and analyze more systematic data that can help answer the question of whether collective participation by teachers from the same school, grade, or department has benefits exceeding those obtained when individual teachers are mixed without any such clustering. Both individual Institutes and the National Initiative should also seek to identify and employ researchable forms of randomization that are consistent with the Institute approach. There are, then, many routes for continuing and improved evaluation that merit consideration, and there are strong reasons for undertaking such steps. Ferguson, "Teachers' Perceptions and Expectations and the Black-White Test Score Gap," 273-317; Ferguson, R. Gates Foundation Staff, "High-Performing School Districts: Challenge, Support, Alignment, and Choice," 18. Pittsburgh public schools have experienced severe and continuing declines in student enrollments in the decade since the Pittsburgh Teachers Institute was established. Suggesting the value of collective participation, one Philadelphia teacher stated that initially she was the only teacher from her school enrolled in the program and that "I'm so happy now there are four.
To use a political science analogy, it would be similar to trying to evaluate the comparative success of "winner take all" and "proportional representation" presidential primary systems by randomly assigning winning candidates to the two different parties.
Yoon et al., "Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement," 5. All percentages reported here are percentages of the Fellows who actually responded to particular questions. Because the numbers of teachers in particular categories were sometimes low, and because some teachers were Fellows multiple times, standard tests for statistical significance are not appropriate. In the National Demonstration Project, more experienced teachers, presumably more familiar with alternative forms of professional development, rated the overall program especially highly. Overall statistics are drawn from the National Demonstration Project Survey of Fellows' Unit Use, Table 111.
The standardized tests employed in the study are the Connecticut Mastery Test (CMT), which was administered in the study period in grades 4, 6, and 8, and the Connecticut Academic Performance Test (CAPT), which was administered in grade 10. Elementary teachers, who were not initially eligible for New Haven seminars, came to be more proportionately represented over the years.
Create an interactive atmosphere.  Ask open-ended questions to encourage participation and share experiences.
The grading on the instruction was based on four categories: field studies, class participation, student presentations, and i??testing. 28, Issue 1, of Police and Security News published SMLa€™s article a€?The Doa€™s and Dona€™ts of Successful Traffic Court Appearances.a€? SML serves many federal, state, and local courts as a court recognized, independent, expert witness in the applicatii??on and history of radar and laser speed assessment systems.
The article highlights the use of 12a€? digit radar displays attached to police units as a means for officers to easily use the effectiveness of radar displays without the necessity of transporting and finding a location for the use of speed trailers.
To date, some nine different police agencies have signed up to attend including four officers from the Texas Department of Public Safety, and the Texas Department of Wildlife. The grading on the instruction was based on four categories: field studies, class participation, student presentations, and testing.
28, Issue 1, of Police and Security News published SMLa€™s article a€?The Doa€™s and Dona€™ts of Successful Traffic Court Appearances.a€? SML serves many federal, state, and local courts as a court recognized, independent, expert witness in the application and history of radar and laser speed assessment systems. It is a handheld device that must be operated by the officer.A  This Opinion was at the request of Representative Vicki Truitt as many police agencies in her district were considering purchase and use of the device.
The court designated SML as an expert witness consistent with Texas Rules of Evidence, Rule 702 Testimony by Experts. All of their rolls come with an option to order a half of a roll, which makes it easy to try more than one type at a time. However, the warm brownie topped with vanilla ice cream with a side of salted caramel on the side seemed too good to resist, and I think it goes without saying that it was! Weather you want to share some sushi at the bar with some friends after work or plan to go out for a nice dinner, Reel Club caters to all occasions. GT Fish and Oyster has plenty of other options including king crab legs, lobster mac and cheese, mussels, and non-fish options like eggplant, duck, pork, and tenderloin. There was two different options one from California and one from Israel (we opted for the more local option for the check’s sake). I started with a martini and then switched to a glass of wine from their extensive bottle list.
However, if you are in the area and want to stop in there is seating at the bar and a long table up front that multiple couples were sharing. Check back weekly to find other Restaurant Raves for great dining spots around the Chicago area. The basic setup is the same, but with vast improvements to the decor and all of the favorite Moondance menu items are still there (phew)! The tortilla soup was a regular favorite before, and customers were elated to see it on the Citrus menu. No problem, they have plenty of high chairs, booster seats, coloring menus, and crayons to keep them satisfied while they wait for the food.
And for social media measuring benefits, use bitly to make a custom link to your app download so you can track how many people click through your tweet to get your restaurant's mobile app.
Standard Market in Westmont is your one-stop-shop for a quality meal and groceries in the Western suburbs. Along with all of the other menu items you can taste the freshness from start to finish of each ingredient. While you wait you have your choice of water infused by fruits and vegetables such as raspberries and cucumbers.


The produce section is the equivalent of the world’s best farmers market and just around the corner is the bakery with cakes, tarts, and cookies galore. The wine shop, located at the back of the store complete with patio seating, is a great place to unwind and taste some wine paired with cheeses from all over the world.
A new location with the same great food and wide variety of beer is now open at Oakbrook Center.
The outdoor patio at the Oak Brook Pour House features two fireplaces perfect for a cozy yet posh night out with a new flame or old friends. Keith also says he wouldn't turn down a trip to Florence, Italy for some authentic Italian food. Dan prefers places that keep the kids entertained as well as fed so he says Dave and Buster’s is the best place ever to go with his kids.
This is a great selection for the Chicago sports fan dad who appreciates a good steak and a cold brew. The basis for the inquiry was to point out the efficiency of this mega-trend over other current and traditional methods.
User Engagement: Mobile apps can significantly increase your user engagement and keep your company relevant by taking advantage of some unique characteristics like social, interactivity, real-time, and geo-location. Single Website and URL: This option covers all devices as content is adjusted based on the device and screen size. SEO: More efficient and can be easier as you do not need to create separate content for a mobile website. Cost: The cost of a responsive site is usually quite a bit less than a customized mobile app, and there is no extra maintenance required.
The technology that best provides the functionality you need and the convenience for the customer should tip the scales in the direction you need to go.
Come visit us at booth #6070 within the Technology Pavilion to check out our new features including in-app and online ordering.
Our full suite of app features includes reservation system integration, push notifications, coupons, social media, events, photo galleries, menus, locations, and new this year, in-app ordering! Customers are granted access to your full carry-out or delivery menu within the custom-branded app, they select a time for pick-up or delivery, they can choose to enter their payment info or pay at pick up, and then, you receive a notification of the order on your custom MojoBistro iPad to accept or deny the order. A custom-branded mobile app from MojoBistro builds a connection with your customer that goes above and beyond food and atmosphere. To make it a bit easier to stick to this year’s resolutions, here are some apps that will help you develop better habits, stay sharp, keep up to date and be more effective in your activities. Manilla: Stick to your budget this year with Manilla, a website and app that stores your bills in one place, sends you reminders when they are due and files them for you. The statistics, collected by Adobe, back up claims that we are now living in a mobile age, with a record 18.3 percent of sales originating from mobile devices, an increase of 80 percent over last year. If you are a regular, you can bet that the owner Georgia will be greeting you by name and with a warm hug. The wait staff are super friendly and the owners are constantly walking around, visiting with customers and helping with orders when things get busy. 2014 is set to continue blurring the lines of hospitality, as vegetables are incorporated into desserts and ice cream sandwiches get the gourmet treatment.
Follow in the well-received footsteps of the ramen burger or dessert pizza with your own concoction. Look for local eateries to begin implementing a more multipurpose design with fine dining on one side and a more casual atmosphere on the other. From small geographic regions to a single city focus, specialized ethnic cuisine is becoming very specific. These entertaining presentations are sure to delight customers and translate to an increase in sales.
In addition to dining on delicious turkey, catching up with the family and cheering on their favorite football team, mobile device users logged 1.3 billion app sessions over the Thanksgiving weekend.
Stop in to Woo Lae Oak out in Northwest Suburban Rolling Meadows for a taste of authentic Korean delights. Take a trip out to the Northwest Suburb of Rolling Meadows for a bit of authentic, traditional Korean dining.
Once removed, the center of the table transforms into a grill that allows your food to be cooked right in front of you. Wait staff dressed to the nines in slacks and crisp dress shirts bustle throughout the restaurant, visiting with guests and answering questions regarding the menu.
As the holiday season moves through December and into January, the desire for dining out and entertaining increases as customers are looking to celebrate out and about with their family and friends.
Go traditional with brined and roasted turkey, sauteed green beans and cranberry chutney or try something out of the ordinary with seafood gumbo and sushi and sashimi prepared to order.
An expansive spread starts with autumn greens and Belvedere cheeses before moving on to entrees of smoked lake trout and maple honey molasses-roasted turkey. Pumpkin raviolo, wild boar terrine, fame consomme and turkey roulade all promise a savory take on your Thanksgiving staples. Oven-roasted turkey, pineapple glazed ham and traditional sides such as stuffing, brown-sugar glazed sweet potatoes and green bean casserole are sure to please even the pickiest of eaters. You can be sure that everyone can find something to enjoy with their bountiful Thanksgiving buffet. Dine on everything from roasted turkey breast and brussel sprouts with lamb bacon to noodle kugel and latkes.
The Institute approach includes all of the seven elements of successful professional development programs, five very extensively; and it significantly strengthens teachers in all five of the major dimensions of teacher quality. Over 96% of all participating teachers rated the Institute seminars overall "moderately" or "greatly" useful. Though causality cannot be imputed, Institute participants also had nearly twice the retention rate of non-participants in local teaching. To confirm, maintain, and improve these impacts, it is advisable for Institutes to continue surveys of teacher participants and to undertake a variety of additional continuing quantitative and qualitative studies of the effects of Institutes on student and teacher outcomes. Section I summarizes the conclusions of recent research on the ingredients of teacher quality and effective professional development programs. 2 Scholars also see an "emerging" consensus on the characteristics of professional development programs that can contribute to this goal.3 The mandate of Sec.
Second, the research literature suggests that districts may face a choice "between serving larger numbers of teachers with less focused and sustained professional development or providing higher quality activities for fewer teachers," since "good professional development requires substantial resources" in terms of time, expertise, and dollars.21 As the Gates Foundation recently stated, an "effective professional learning community" requires "teachers who work together to improve each other's practice," including "weekly time to work together to meet shared challenges and improve their skills. Each Institute provides professional development designed to help teachers face the challenges of educating effectively in low-income communities with high proportions of racial and ethnic diversity.
The Institutes also provide opportunities for collective participation and all engage in continuing evaluation, though with some variations. These units of roughly fifteen pages or more are based on research into a topic inspired by the seminar and assisted by the faculty member, but adapted to the teachers' courses and students. Teachers are active learners in these seminars, receiving feedback from their peers and often trying out the units with their students as they prepare them. Instead, they research and write curriculum themselves, challenged and aided by their peers to insure that it is exciting for students and teachers alike.
The distinctive approach of the Institute does pose challenges for rigorous empirical evaluation.
That approach relies heavily on teacher leadership, including not only the decisions of teachers concerning their own participation, but also the decisions of Teacher Representatives on applicants' eligibility for the program and on the seminars to which teachers are assigned.
Instead, researchers construct or identify a control group that matches the treatment group as closely as possible on all measurable characteristics. Beginning in 1981, distinguished experts have been invited periodically to conduct site visits to the Yale-New Haven Teachers Institute and to provide evaluations. In 1981 it began requiring all seminar participants to complete detailed questionnaires on their experience, and in 1981 and 1985 it undertook surveys both of teachers who had and teachers who had not been seminar participants to determine their experiences with using curriculum units. The external evaluator's report included suggestions for improved continuing evaluation that have been incorporated into the ensuing Yale National Initiative.
In brief, the results from each individual Institute, from the National Seminars, and in the aggregate national data all show that teachers throughout the country have consistently evaluated their Institute experiences much as the teachers did in the National Demonstration Project. When asked to choose among 12 reasons for participation in the seminars, the teachers at every site listed the "opportunity to develop materials to motivate my students" as their leading reason. Nonetheless, teachers at all the sites rated their overall experiences at their Institutes very similarly. Elementary-school teachers most stressed the goal of developing curriculum that fit their needs. In contrast to most professional development programs, the surveys revealed no widely shared criticisms of the seminars. These data strongly support the conclusion that virtually all teachers who complete Institute seminars feel substantially strengthened in their mastery of content knowledge and their professional skills more generally, while they also develop higher standards for what their students can achieve. At most sites, elementary-school teachers were most likely to say that the seminars had increased their knowledge. Though such comments are not available from the other Institutes and so they do not constitute a systematic national data set, they indicate that in this regard, too, the patterns discerned in the National Demonstration Project appear to persist. About 87% taught their units in from 2 to 5 classes, usually over a full academic year, sometimes half a year. Roughly the same percentages rated the units as more enjoyable or equally enjoyable to teach than other curricula. Teachers using units did, however, provide a great deal of data concerning student responses to those units. These collaborative teaching efforts often involved teachers who had not been Fellows, expanding the influence of the Institute's work.38 And teachers frequently stated that Institute curriculum units enabled them to meet "state and district standards" with materials that were more exciting for their students and for themselves, in part because these were units "tailor made to suit" the "personalities and interests" of the students to whom they were taught.
For many teachers, Institute experiences reinforce their desires to continue working in the nation's most challenging educational environments. In comparison with the other local sites and the National Seminar participants, New Haven Fellows were roughly twice as likely to be under 30.
The study design called for obtaining information on teacher retention, promotion to leadership positions, awards, and attendance, and data on student test scores, grades, awards and recognition, attendance, and promotion to higher grades. The fact that teachers self-selected to apply for seminars means, however, that the analysis can only identify correlations, not support claims for causality. Because Fellows' curricular units are designed to fulfill general state and district content standards and goals, not to prepare the specific knowledge and skills examined in state standardized achievement tests, no strong impact on test scores was anticipated, even when the math test scores of students of math and science teachers and the reading test scores of students of English and history and social science teachers were examined. The results at the school level did not produce statistically significant results varying from those found at the teacher and student levels, leaving unsettled the question of whether collective teacher participation by school produces benefits beyond individual teacher participation. This result is statistically significant at the 95% confidence level; but the Yale-New Haven Teachers Institute actively sought to encourage participation by African American teachers during these years.
Because these descriptive differences in teacher retention could be traceable to other teacher characteristics, the researchers ran an inferential statistical test to illuminate the Fellow correlation. Though we have less data on teachers' experiences in using Institute curriculum units, those data are also positive. The annual surveys of Fellows at each site and in National Seminars, with high rates of participation guaranteed by the requirement to complete the surveys to obtain Institute stipends, provide invaluable data on teacher responses that need to be sustained. These data could include annual surveys of former Fellows on their use of the units they have written, on their use of units written by other Fellows, and surveys of non-Fellows on their unit use — though past experience suggests that achieving high response rates will be difficult even with modest financial incentives.
It is vital to monitor whether Institutes continue to attract teachers from a broad range of demographics. Because teachers' voluntary choices do sometimes produce collectivities of teachers from the same school or grade in particular seminars, and because the number of Fellows teaching in a school often grows over time, there are opportunities to study the patterns of student and teacher performance associated with these clusters; although the impossibility of constructing randomized controlled tests will still prevent claims for causality.
One possibility in large school districts may be to assign schools randomly to be targeted for recruitment into Institute seminars, though the availability of units written by Fellows to all teachers in the district would arguably limit the "controlled" character of such a study. The consistently positive results of the great variety of evaluations conducted at multiple sites over the past three decades suggest that, while further research can surely suggest improvements, the fundamentals of the Teachers Institute approach will continue to be shown to be a distinctive and valuable contribution to both teacher and student learning and achievement throughout the nation.
Coleman and Christopher Jencks, that socioeconomic backgrounds strongly affect student achievement (Coleman, J.
This section reports data from the Teacher Surveys on Seminar Experiences conducted in Houston, New Haven, and Pittsburgh from 2003-2008 and Philadelphia in 2006-2008.
Teachers with Master's as well as Bachelor's degrees were more likely than those only with Bachelor's degrees to say the seminars raised their expectations of their students, especially in the humanities.
Data on relative ratings by teachers in different subject areas are drawn from Tables 311 and 321. One teacher commented that whereas the previous year, only 4 out of 20 regularly completed all reading and writing assignments, with the Institute unit those numbers were reversed.
One teacher noted that "In my school, we had projects generated by the seminars of the Institute involving several teachers not all of them Fellows. During the period of the study, the tests assessed student learning in Mathematics, Reading, and Writing (grades 4, 6, 8, and 10) and Science (grade 10).
During the test period, a number of New Haven elementary schools were made part of K-8 schools.
She is also founder of National Association Women on the Rise, a virtual community for aspiring and established women entrepreneurs. Such questions include the officera€™s certification, the equipment certification including tuning forks for radar, if the radar or laser was checked according to the Manufacturera€™s Operators Manual prior to use, if their radar or laser gun has ever made a mistake, the qualification and certification of the officer, and who sets the performance specifications for both radar and laser guns.
With the assistance of the Las Cruces, New Mexico Police Department and the El Paso, Texas ISD Police, the article showed what works and what doesna€™t for responding to speeding complaints by citizens.
Instruction Manuals have been sent to all attendees along with the course outline and objectives. With the assistance of the Las Cruces, New Mexico Police Department and the El Paso, Texas ISDA  Police, the article showed what works and what doesna€™t for responding to speeding complaints by citizens.
My friend had been craving a lobster roll for a couple of days at this point, so her meal decision was easy. Reel Club offers both table and booth seating as well as an outdoor area that is perhaps perfect to sit at on a summer afternoon for happy hour.
Their portions are small plates and perfect for sharing and trying many different dishes as opposed to just one. A one and one sixteenth ounce of caviar was served with blinis and six different pairings that included egg white, egg yolk, pickled onion, and chives. Going out to breakfast on Saturday and Sunday is frequently the most relaxing part of my weekend.
The new restaurant looks and feels tremendously fresher and has been brightened with white walls and vibrant lime, orange, and yellow accepts on the booths, flatware, tables, and wells. This is a bowl filled with brown rice, seasonal market vegetables, and peanuts all topped with a peanut ginger glaze.
Beverages choices are not limited to Coke or Pepsi products but include smoothies, juices, and a plethora of high-end wine and beer. When you are done with your meal you and every member of your party are served a small, warmed brownie or cookie from the bakery.
The staff is very helpful when making a decision and eager to offer any suggestions they may have. From the truffle popcorn appetizer, to the large and in-charge pork belly grilled cheese, these items will not disappoint. Your choice of seating varies from traditional tables and booths, to bar-style seating and spacious private dining areas. The menu variety and functionality of the space lends its atmosphere to both a family-friendly vibe as well as a nighttime hangout. You should consider touch screen navigation, interactive features, and the incorporated use of other phone features such as GPS and cameras. However, you do still have to think about what information makes it on the mobile-sized site.
However, there are companies that have invested a lot of money into solving some common business problems with a mobile app and made that platform available to the market at a lower cost than designing frameworks from scratch. You just have to find the right formula and use it correctly to turn it into something that will be successful and lasting for your business. The final transaction goes through your restaurant’s existing point-of-sale system for your convenience.
Actively build restaurant loyalty and engage your customer base by offering your restaurant virtually in your customer’s pocket. It can be easy to get started but often, after a few days, we lose track or start making excusing. Now it is easy to see exactly how much cash you have left and stick to your planned budget.
With the Push.co app, you can enable real time notifications for your favorite blogs and news sites.
When comparing mobile experiences, Adobe found that the average time spent in a mobile app versus on a mobile website ranged from two and a half times longer to four times longer depending on the mobile device used. Overall, Uptown Cafe is just a great option for those looking for a cost-friendly, delicious, low-key meal at a quaint neighborhood cafe. This increase highlights a growing usage trend as mobile and mobile apps continue to gain in popularity. The chicken was tender with just a tad of heat while the brisket was the thinnest I have ever seen and cooked to perfection. Our server was amazingly helpful, patiently answered all our questions and explained the dining process. With this potential influx of customers, it is important that you make sure your restaurant is on their list of hot spots. Whether it is a Christmas-themed happy hour or a New Year’s Eve countdown, the holidays are the perfect time to celebrate.
A twist on customers' favorite traditional desserts is a great way to spice up your holiday offerings. Do not miss out on dessert which includes such sweet options as pumpkin pie, cinnamon flan and cranberry almond puffs.
Leave room for dessert, with options ranging from pumpkin chiffon and pecan pies to chocolate layer cake and New York-style cheesecake.
There were no statistically significant effects on the only measures of student achievement for which data were available, standardized test scores and grades.
1119 of the No Child Left Behind Act for school districts to employ "highly qualified" teachers who receive "high quality" professional development has prompted more thorough data collection by school officials and more rigorous evaluations of teacher quality and of professional development programs. In New Haven, where 45 schools serve over 20,000 students, 70% of the students come from families receiving school meal financial assistance, and 87% are African American or Hispanic.
Each year, the Institutes offer weekly seminars over several months, led by university or college faculty members, on topics that the teachers, through their Representatives, have selected to enhance their knowledge of what they teach. The units often represent the first substantial research and writing project that teachers have undertaken since college.
Teachers play leadership roles in every stage of the program, including designation of seminar topics, approval of faculty proposals for seminars on those topics, approval of teacher participants, and assistance in coordinating seminar activities and program schedules throughout the year. The Institute approach does embrace the alternative of "higher quality activities for fewer teachers." Each Institute offers seminars for roughly 50 to 80 teachers per year.
Most scholars agree that causality can best be determined via randomized controlled trials, in which subjects are randomly assigned to two groups. To obtain a close match, researchers generally need a great deal of information on a large number of potential group members. The results showed that the use of Institute-developed units was growing rapidly, with units taught in more than 1500 school classes by 1984. Every Institute administered similar annual questionnaires to all participants on their seminar experiences, and the Project also sponsored a one-time survey on unit use by participating and non-participating teachers at each site. Through the National Initiative, the Teachers Institute of Philadelphia was established, joining the League of Teachers Institutes in 2007.
Along the dimensions most associated with teacher quality, they rate the Institute approach very highly, markedly better than the low evaluations scholars report for most other existing forms of professional development. A similar pattern is visible in the survey results of teachers who have been "National Fellows" in recent years. Instead, over 96% of participating teachers praised the overall program, rating it "moderately" or "greatly" useful, in a remarkably consistent range running from 96.5% in Houston to 100% in Philadelphia. And perhaps surprisingly, teachers with more than 10 years of teaching experience most often indicated that the seminars had raised their expectations for their students — a pattern also discerned in the National Demonstration Project. Most teachers chose to present their units via teacher-led discussion rather than extensive lecturing.


Only Fellows teaching in the physical sciences were more likely to rate them "somewhat" instead of "very useful." All teachers particularly valued the sample lessons and activities the units provided, along with the resource lists for teachers and students.
There were no statistically significant variations according to the grade levels or subject areas in which Fellows taught. Although all sites attracted similar ratios of more experienced and less experienced teachers, Philadelphia and, particularly, National Fellows were somewhat more likely to have less than 10 years teaching experience. In practice, researchers were only able to document teacher retention and attendance and student performances on standardized tests and course grades.44 These results were examined both at the level of individual teachers and students and at the school level. The study cannot rule out the possibility that teachers who choose to participate in the Institute are more likely to continue teaching in New Haven for reasons other than Institute participation. Because more effective teachers may also grade more strictly, it was also not clear that even enhanced student interest and performance in courses led by Institute Fellows would be associated with higher grades in relation to students of non-Fellows. In regard to teachers, there was no statistically significant relationship between participation as a Fellow and teacher attendance.
The data show that these efforts succeeded and that the Institute was at least as attractive to these racial minority teachers as to whites.
It underlines the need for future evaluations to use data more closely tied to the goals of the curriculum units written in Institute seminars, and the need for the accumulation of much more extensive data on student outcomes.
The New Haven quantitative study indicates that Institute seminars attract a broad range of teachers from every observable demographic category and that those who choose to be Fellows are much more likely to continue teaching in the district than those who do not. If resources permit, Institutes might also survey students on their experiences of units used in their classrooms; and they might seek to use pre-unit and post-unit student tests to determine the extent of student learning. It would also be useful to assess systematically at every site whether experiences as Fellows are associated with heightened teacher retention and with the promotion of teachers to positions of academic leadership within their districts and beyond.
Even so, if students of teachers at schools randomly assigned for recruitment appeared over time to perform better on appropriate measures than those from the same pool of schools whose teachers were not eligible for Institute participation, the results would provide additional reasons for confidence in the value of the distinctive Teachers Institute form of professional development. Browne Distinguished Professor of Political Science at the University of Pennsylvania, with the assistance of Dr.
L., "Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement," Issues and Answers Report, REL 2007-No.
Because the overall completion rate for these surveys was over 98%, percentages of all Fellows surveyed, whether or not they responded to a particular question, are only slightly smaller.
Though teachers in the physical sciences rated their seminar experiences highly, their ratings were slightly less positive than those provided by teachers in the humanities, social sciences, and other areas. Another reported that students showed detailed knowledge of a unit involving films a year and half after it was taught. Science is particularly prone for projects with broad participation of students and staff." Another reported that "we have formed a number of teams, often involving teachers who never were Fellows. Many teachers were reclassified as K-8 school teachers, leading to an apparent decline in elementary school teacher participation.
The association’s mission is to provide professional and personal resources while uplifting and empowering women entrepreneurs through collaboration, education, mentoring, spiritual and peer support, leadership and networking. SML showed the successful deployment of mobile speed displays attached to police units and the use of Jamara€™s Radar Recorder as successful means of controlling community speeds. SML will show its new PowerPoint presentation highlighting what officers need to know and say by Court precedent when they are on the stand.
As SML teaches at various Texas law enforcement agencies, it sought more information on the individual departmenta€™s enforcement of the law. SML also presented documents from the manufacturer of meeting performance standards.A  The officer testified he had tested the device for accuracy consistent with the Operatora€™s Manual before and after the speeding citations.
The Main Lobster Roll came on a New England style roll stuffed with fresh lobster with garlic butter drizzled on top.
I went with a party of five and we got a dozen and a half order that included every type of oyster they had from both the East and West coasts, and I still could have eaten more.
So, you can imagine my disappointment when I found out one of my go-to places, Moondance Diner in Westmont, had closed.
My coffee mug was never empty before I was offered a refill and the food came out hot quickly after it was ordered.
The others being located on Fullerton Avenue in Lincoln Park and on Aurora Avenue in Naperville. The wait staff is accommodating, friendly and eager to offer any recommendations on food and beer. If you are stopping in during the lunch or dinner hour and are not planning on shopping, definitely take advantage of the valet parking services as parking in that area is tight. The kids love the racing games and games that award tickets so they can pick out a toy when the family leaves. A good rule of thumb is to design for the mobile size first and add as you get to larger desktop views. Our all-in-one iPad app ordering management system makes it simple and easy for your employees to manage to-go and delivery orders. From easy-peasy in-app reservations to no-nonsense in-app ordering, a MojoBistro app offers your diners a non-stop, 24-hour connection to your restaurant. With Lift, you can track your habit-forming activities as an added motivator to keep you going. The menu is filled with traditional breakfast favorites included loaded omelets, fluffy pancakes and over sized waffles. They are more than happy to refill any side dishes and are attentive without being intrusive. Incorporating seasonal touches and holiday decorations adds a fresh quality to the dining experience and is a great way to set the festive mood for your customers and staff.
Focus on greeting and thanking your customers rather than sharing your other promotional messages. Maybe it is a free slice of peppermint pie with an order over a certain dollar amount or discounted sales of a creative seasonal menu item.
From a food drive to donating a percentage of sales to a local charity, your good deed is sure to create some buzz and drum up warm feelings. From Yule logs and pumpkin cakes to eggnog cheesecake and sugar cookie milkshakes, these holiday desserts are sure to win rave reviews with your fans. Teachers Institutes offer five to seven seminars each year meeting weekly over roughly three months, led by university or college faculty members, on topics that teachers have selected to increase their mastery of what they teach.
This expected result underlines the need for evaluations focused on the specific outcomes Institutes seek to achieve, including heightened student interest and attendance and improved student content knowledge in curricular areas featured in local district standards and goals. Much remains unsettled, but some features contributing to effective teachers and successful professional development are clear. The seminars sometimes include teams of participants from a single school, but most also combine teachers from different schools teaching different subjects at different grade levels, who all wish to learn more about topics in history, literature, politics, chemistry, biology, art, or other areas, in order to improve their teaching. They contain a narrative describing the unit's goals and strategies and several sample lesson plans.
The seminars are of substantial duration, involving a minimum of 26 hours in session, while Fellows also meet with seminar leaders, research seminar topics, and write their units over many more hours. But through dissemination of their units, Institutes can impact far more teachers than they enroll; and over time, significant percentages of teachers in particular schools and regions can be direct participants. Over 97% of the teachers using the units praised them highly for their quality and the positive responses they invoked in students.
These surveys were analyzed in a 2004 study sponsored by the Institute, "To Motivate My Students," the precursor to this report.
The Santa Ana Teachers Institute relied solely on state funding instead of the recommended diversified funding base, while the Albuquerque Teachers Institute reported to a dean, not a President or Provost. Since 2005, the National Initiative has conducted National Seminars in New Haven for teachers from cities contemplating starting Institutes, as well as for Fellows from existing sites. Only 3% of the respondents said the program was useful only to a small extent, with the remainder non-responses.
But whereas during that Project science teachers were slightly more likely than other teachers to list their seminar experiences as "moderately" rather than "greatly" useful, in these surveys teachers currently teaching or planning to teach in the humanities, social sciences, or the sciences showed no consistent variations across the sites in their program evaluations.34 All rated their seminar experiences very highly. They also stressed writing exercises and activities designed to strengthen speaking, listening, vocabulary and reasoning skills, much more than test taking. Roughly 75% of teachers also compared the units favorably to commercially available curriculum in terms of sample lessons and activities, teaching strategies, resources and other features.
Both Philadelphia and National Fellows were also more likely to be high-school teachers, though in Philadelphia this pattern arose as a condition of one of the Institute's grants. Kisker of Twin Peaks Partners and executed with the aid of graduate student research assistants from the Yale-New Haven Teachers Institute and the University of Pennsylvania Graduate School of Education.42 It used data compiled by the Yale-New Haven Teachers Institute and by the Department of Research, Assessment, and Student Information in the New Haven Public Schools. It was also hypothesized that Institute participation might be positively but weakly associated with teacher attendance (an outcome affected by many factors, including release time for professional development and service).
Still, in the aggregate, improved student interest and learning should be associated with better test scores and better grades. But the hypothesis that Fellows are roughly demographically representative of New Haven teachers as a whole was supported by the data. Overall, over 50% of those teaching in New Haven in 2000-2001 had stopped being New Haven teachers by 2004-2005, a turnover rate consistent with national averages, especially for urban districts.46 That turnover percentage was substantially less for those who had been Fellows.
If the impact on standardized test scores and grades is, as hypothesized, positive but highly indirect, those relationships will only be discernible when a great deal of reliable data can be analyzed.
Institutes should also seek to work with school districts to gather more data on student outcomes that are more closely tied than standardized tests to the content and goals of units written for Institute seminars and used in classrooms. Researchers who stress the importance of pedagogy acknowledge the comparable importance of content knowledge. 245-247; Bill and Melinda Gates Foundation Staff, "Challenges to Teaching Capacity in New and Redesigned Schools," Gates Foundation, 2006, 4. These teams have allowed Institute material to benefit many, many children other than those in classes taught by Institute teachers." A third stated, "My school has become a strong YNHTI center school with a Fellow involvement of at least 40% of the faculty. Students are also required to take a 100 question pre-instruction examination based on the 200 page Instruction Manual, Understanding Police Traffic Radar And Laser, Library of Congress #98-87615, to determine their review of the subject matter and experience with radar and laser speed assessment systems. LTI has offered police agencies that had purchased the TruCam an alternative replacing the TruCam with the LTI S a binocular laser system. SML provided to the Court and the defense the Operatora€™s Manual of the ProLaser III for their consideration.A  Copies of the citations were presented to the Court and the defense noting that none of the citations were written past 1,000 feet invalidating the beam divergence argument affirmed by previous court decisions.
The rolls were served with a side of garlic mayo dipping sauce along with traditional soy sauce.
The oysters take a while to come to your table as they are freshly shucked in the kitchen, so I recommend ordering them when you order your drinks to get them as soon as possible.
Multiple flat screen TVs, indoors and out, make this a desirable destination to watch a good game accompanied by an even better beer. Sweet Baby Ray's is the perfect choice for the dad who loves to BBQ but wants to relax on his big day even without a special buffet. Once you have downloaded the app, you can write your own habits, draw on suggested habits from the community or even join a group of people who are working toward the same goal. Everest encourages you to take your goal and break it down into more manageable, bite-sized bits. If you are looking for something besides your usual breakfast menu, Uptown Cafe also offers a wide range of standard diner fare including wraps, burgers and soup. This is the perfect way to make customers feel special and entice them to keep you in mind when planning their holiday celebrations. Spread the news of your fundraiser by reaching out to the local media and posting on social media. Roughly 60% of all participants rated student motivation and attention as higher during these units, producing substantially greater content mastery. Programs that contribute to teacher quality, as well as promising strategies for ongoing program evaluations, can be identified with confidence. In Pittsburgh, 65 schools serve 28,000 students, 68% financially eligible for school lunch aid.
By presenting their units in progress to their fellow teachers, seminar participants receive useful pedagogical feedback as they also improve their oral communication skills. Commissioner of Education, who wrote in 1981 that the Institute was a "dramatic exception" to a pattern of unsuccessful school-college collaborations; Theodore R.
The study found that teachers at all sites rated the Institute programs higher than other professional development programs in developing the knowledge, skills, enthusiasm, high expectations of students, and capacities to motivate students that most studies indicate to be central to successful teaching.
After the completion of the National Demonstration Project, these departures from the Institute approach appear to have contributed to financial difficulties that forced the suspension of operations in Santa Ana, and to substantial changes in the forms of professional development offered by the Albuquerque Teachers Institute.
These seminars provide teachers with experiences comparable to those in local Institutes in a more compressed time frame. About a fifth of the teachers used units to develop math skills, largely but not exclusively teachers in the physical sciences. In these comparisons, teachers in the physical sciences rated the units as high as or higher than their counterparts in other subject areas. Due to their very low numbers, the responses from Fellows using other Fellows' units, as well as from non-Fellows using units, must be interpreted with caution.
In comparison with other sorts of curriculum they had used, Fellows found the Institute-prepared units received strikingly superior student responses. At all Institutes, teachers in the humanities were the most frequent participants, though the varying, often interdisciplinary responsibilities of teachers make these categorizations difficult, and for Pittsburgh they are not fully available.
Women were found to be slightly more likely than men to become Fellows, but the difference was not statistically significant.
Ellen Kisker has designed a technical research guide that can assist Institutes and school districts in preparing programs for continuing evaluation.48 It describes alternative means that may be appropriate in different settings. As one Houston teacher put it, "My experience with most professional development is that I dread it. The Attorney Generala€™s cited section 542.2035 of the Texas Transportation Code in his published Opinion. All participating officers had in excess of three years experience in radar and laser systems. All six laser cases were affirmed by the Court and the Court issued judicial notice for the use of laser in future jurisdictional trials.
I would love to go back soon for their happy hour to try some of the other rolls they offer. Your delivery folks will love our in-app map systems with geo-fence to verify that the order is placed with your delivery zone. In Institute seminars teachers gain more sophisticated content knowledge, and they also enhance their skills by preparing curriculum units adapting the themes of the seminars for their students. Section V describes a quantitative study of the impact of participating in Institute seminars on New Haven teachers and students from the 2000-2001 through the 2004-2005 academic years. They need ongoing, job-embedded professional development."22 These needs cannot be met through forms of professional development that feature brief workshops for passive audiences of large numbers of teachers. Roughly half of each seminar's time is devoted to improving teachers' content knowledge, half to developing effective teaching strategies for their students.
The seminars involve a mix of collective and individual forms of teacher participation, though they are weighted toward individual participation.24 And each site engages in continuing evaluation, though for reasons discussed below, chiefly through means of teacher surveys and qualitative studies, not randomized controlled trials or quasi-experiments.
Researchers hope that, apart from this treatment, all other characteristics will be randomly distributed among the two groups, so that differences in their subsequent performance can confidently be attributed to the study's causal variable.
Sizer, Founding Director of the Annenberg Institute for School Reform, who termed the program "remarkable" for its "clear and useful focus" and "constructive collegiality"; and Norman C. Wilder of the Education Policy Research Division of the Educational Testing Service assisted the Institute in refining the questionnaires for seminar participants, crafting the format that New Haven and the other Institutes continue to use, with only minor modifications.
Still, these responses were essentially indistinguishable from those of Fellows teaching their own units.
The different grade levels and subject matters in which Fellows taught produced only minor variations, although again science teachers rated units somewhat less highly.
New Haven, Philadelphia, and National Fellows were more likely to have advanced degrees, Master's or PhD's, than those in Houston and Pittsburgh.
The research also included demographic and performance data for those teachers, schools, and students.
But in light of the high percentages of New Haven teachers who become Fellows, it is reasonable to view this correlation between participation as a Fellow and teacher retention in the district as substantively, as well as statistically, significant.
Less direct but still pertinent evidence of the impact of having had Fellows as teachers might also come in students' relative success in winning academic awards and in graduating.
Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest, October 2007, 5; Blank, R.
Laser guns will be evaluated for maximum range from the front and rear of the vehicle including cars and 18 wheelers.
They give each kid a little gift bag that has an activity sheet – connect the dots game, etc. The app will plot your check-ins on a calendar and highlight when it becomes a regular occurrence. From pumpkin pancakes in the fall to the fruit festooned waffles in the spring, make sure you give them a try.
Most teachers are enthusiastic about the seminars and the opportunity to teach the units they have written.
The Teachers Institute of Pittsburgh has drawn participants from most schools in the district.23 In Houston, the nation's seventh largest school district includes over 300 schools and serves 202,000 students, 58% Hispanic, 30% African American, many with limited English proficiency, with 78% of all students eligible for meal assistance. Both faculty and teachers are paid stipends, in recognition that all are giving time and expertise to improve teaching and curriculum. Francis, President of Xavier University, who stressed the "absolute need for" and "inestimable value" of the Institute's example.
She wrote at that time that the surveys showed New Haven Fellows to be representative of the larger population of New Haven teachers in terms of subjects and grades taught, and that all teachers rated their seminar experiences highly with remarkable consistency. Where possible, these indicators should be supplemented by observational research on the teaching of units or material derived from units, both by Fellows and non-Fellows, in actual classrooms.
Catherine McCaslin, Director of Research, Assessment, and Student Information of the New Haven Public Schools, and her staff for generous, skilled, and invaluable assistance.
The Houston Teachers Institute has Representatives in roughly 30 schools and draws extensively from those schools, though all Houston public school teachers are eligible to participate. In 1991, Wilder helped develop a "Progress Report" that analyzed the accumulated data from the annual questionnaires and the surveys on unit use. Analyses of in-depth interviews with the Fellows and students in those classes would also be desirable.
Tim Caradine was given SMLa€™s Top Gun as the top student in the class with a final score of 397.4 of a possible 400.
In Philadelphia, where 281 schools serve over 167,000 students, with 80% eligible for meal assistance and the same percentage either African American or Hispanic, the Teachers Institute of Philadelphia targets 25 schools in the South and West Regions, representing over 18,000 students. On average, teachers who were Fellows during the study period had 1.87 fewer years of experience than non-Fellows, a difference that was not statistically significant. Ideally, these should be accompanied by comparable observations and interviews with teachers and students not directly affected by Institute experiences. See also Odden and Kelly, "Strategic Management of Human Capital in Public Education," 5, 20.
But the most fun Dan says is when he makes handcuffs and tells the kids they can’t escape from him. Each Institute makes the curriculum units written by the teachers who participate in its seminars, designated "Fellows," available to all interested teachers in their districts and beyond, in electronic and print formats.
In short, the seminars attracted both new and experienced teachers, so that over time, experienced teachers were more likely to have been Fellows in one year or another. As anticipated, holding all else equal, teachers in higher grades were also more likely to be Fellows than teachers in lower grades. Students were also required to check the accuracy of radar guns per the manufacturer Instruction Manual.
Wenglinsky, "How Schools Matter: The Link Between Teacher Classroom Practices and Student Academic Performance," Educational Policy Analysis Archives 10, no.



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