How do you see yourself as a trainer? Are you occasionally extraordinary, or do you flail about a bit? Are you connected to a helpful community of other trainers, or are you just starting out and feeling isolated and alone in your job? Do your workshops end with thunderous applause, or do you have nightmares about participants gazing into the…

The emergency action plan (EAP) at physical education and sport venues is a necessity, no matter the level. Although medical emergencies are rare, an EAP helps to ensure a smooth response, necessary for positive outcomes. Many entities should be involved developing the EAP. All personnel who act in an emergency must be trained in first aid and…

How can we approach professional development in a thoughtful way, keep teachers motivated, and make the process worthwhile? It's a truth that school leaders can't deny: teachers tend to think of PD as a distraction from the "real work" of the classroom--as something to get through instead of an opportunity to engage, learn, and grow as…

This self-study guide provides state and local education agencies and schools with a tool to assess implementation of career readiness practices across a district or secondary school and to plan improvements. It is arranged by implementation areas that have been found to be important to career readiness efforts based on a review of the literature…

This paper presents a number of general principles and guidelines for the development of an emotional intelligence training program designed to foster emotional abilities in gifted students. The presented guidelines underscore the need for EI theory-driven program planning geared to the needs of gifted students; integrating activities into routine…

This "Guide" describes the macro need for [technical and vocational education and training] (TVET) reform in conformity with the Sustainable Development Goals, the Global Action Programme (GAP) on Education for Sustainable Development (ESD), and other United Nations, UNESCO and national initiatives. The "Guide" also provides…

This roadmap was designed to provide guidance to the New York City Department of Education (NYCDOE) school administrators in implementing blended learning programs in their own schools. Over the 2012-13 school year, the International Association for K-12 Online Learning (iNACOL) worked with 8 NYCDOE Lab Schools, each with its own blended learning…

The Council of Chief State School Officers' "Accommodations Manual: How to Select, Administer, and Evaluate the Use of Accommodations for Instruction and Assessment of Students with Disabilities" was first developed to establish guidelines for states to use for the selection, administration, and evaluation of accommodations for…

Developing a timetable for a college fund-raising campaign may be critical to success. Planning involves deciding what tasks to include, how to prioritize and schedule them, and how much time to allot, based on task requirements, institutional size/complexity, experience. Other factors include campus climate, board style, systems readiness, and…

Setting organizational or program objectives is seen as requiring three steps (brainstorming goals for the year, prioritizing them, and visualizing them as smaller, discrete tasks) and six principles (making goals group-specific, setting deadlines, being realistic and explicit, writing down goals, defining measurable steps, and creating…

Campus activities programers are encouraged to use creativity and to experiment in incorporating solo, or easily produced, acts into campus events. Ideas include using solo acts as openers or as part of larger special or traditional events. A sample campus survey, designed to discover campus preferences, is included. (MSE)

This book describes how to use adult learning strategies in planning faculty development. Chapter 1 addresses concerns about success, demonstrating how to use an adult learning model to help faculty developers succeed. Chapter 2 presents the Adult Learning Model for Faculty Development, which has four stages grounded in adult learning and program…

Fund-raising campaign experience at the University of Iowa Foundation suggests that attention to three planning areas (the intended audience, budget, and project requirements) and seven kinds of materials (campaign name and logo, case statement, letterhead, pledge form, return envelope, folder, and carrier envelope) facilitate program…

Suggestions for making the academic planning process at the higher education level more productive include being realistic about what can be accomplished; carefully reviewing past planning efforts; preparing others for change; structuring change over time; and tailoring the model to the circumstances of the changes to be made. Substantive…

The use of focus groups to assess existing college student leadership efforts and as a step in developing better programs is examined. Procedures include assembling a planning team, identifying information needs, determining the composition of focus groups, soliciting and training volunteers, and using focus group results to design a program. (MSE)