Insight Education Group Appoints Don Rescigno President of Insight ADVANCE

Award-winning publishing and ed tech industry veteran will lead the human capital management division

 

Insight Education Group, a national leader in educational consulting and ed tech with a mission to support the growth of teacher and school leaders, today announces the hiring of Don Rescigno as President of Insight ADVANCE.

 

Launched in 2014 with a focus on ADVANCEfeedback™, Insight ADVANCE is a three-product human capital management system that accelerates educator growth. Through live or video-based observations, ADVANCEfeedback enables observers to provide meaningful feedback, to identify and share specific examples of great teaching, and to organize support resources to promote educators’ practices. In 2015, the platform won Tech & Learning magazine’s Award of Excellence and was a finalist for EdTech Digest’s Cool Tool Award.

“We’re thrilled to welcome Don to the Insight ADVANCE team,” said Dr. Michael Moody, the founder of Insight Education Group. “His extensive experience and track record of success in creating and promoting education products for more than 16 years will be key to growing the division. We’re eager to continue expanding our impact on the field, and know Don will lead us in our mission to provide educators with the best support and tools they need for professional growth.”

 

Rescigno is an experienced marketing and business-development executive and product innovator. He has created, marketed, and sold award-winning products recognized by Google, SxSW, District Administration magazine, Tech & Learning magazine, and others. He is widely known for being the creator of StrataLogica™, a product used in schools around the world. Don also served for 15 years as Vice President of Marketing and Product Development for Herff Jones | Nystrom, where he took a 100-year-old, print-based social studies publisher and helped navigate market shifts like NCLB and CCSS, while converting the product line to digital. Don was recently a featured speaker at the annual EdNET Conference, the education business industry’s premier networking event.

 

“I couldn’t be more excited to join Insight ADVANCE as President,” said Rescigno. “Our team has created a high-impact suite of products that are making a difference for educators and administrators. ADVANCE can truly empower teachers to improve and help enhance the quality of feedback, moving districts and schools to the next level of teaching and learning. I look forward to working with the entire Insight team to serve our customers and grow the business.”

 

About Insight Education Group

Insight Education Group is a national educational consulting and ed tech company that supports the growth of teachers and school leaders. Since 2000, it has specialized in developing deep partnerships with school leaders to understand their unique challenges and work together to design and implement large-scale educator-effectiveness solutions that drive lasting change. For more information, visit http://www.insighteducationgroup.com.

 

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CEV Multimedia and Texas Tech University Collaborate on Fashion Design Curriculum

Course intends to provide students with knowledge and insight into the process of fashion design, as well as expose students to the diverse career opportunities in the fashion industry

LUBBOCK, Texas (Dec. 9, 2015) – When most people hear “fashion design,” images of high-end, celebrity clothing lines come to mind. But fashion design encompasses a much broader scope. To help students understand and pursue these design careers, CEV Multimedia is collaborating with Texas Tech University on a specialized fashion design curriculum. Currently in production, the course will be released via online platform iCEV in early 2016.

After discussions about creating a fashion design curriculum with Linda Hoover, Dean of the College of Human Services at Texas Tech University, CEV Multimedia collaborated with Anderson to develop content for videos and classroom materials on iCEV. The finalized curriculum and multimedia content will contain interviews that cover topics relevant for class lectures, as well as demonstrations on different fashion design techniques like sewing and construction, pattern making and draping on the dress form, and fashion illustration.

To learn more about the certification visit, www.icevonline/fashion.

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myON Named a “Reader’s Choice Top Product” by District Administration Readers

Nominations from top K-12 leaders led to the selection of products that enhance learning across the country.

(Minneapolis, MN) December 8, 2015 — myON, a business of Capstone and leading provider of personalized literacy solutions in the K-12 marketplace, has been recognized for making a positive difference in education by K-12 leaders who named it to District Administration magazine’s “Readers’ Choice Top Products for 2015.”

The winners were compiled from 2,100-plus nominations from the magazine’s readers over the past year. The Readers’ Choice Top Products have been announced online and in the December 2015 issue of District Administration.

District Administration’s Readers’ Choice Top Products awards program informs superintendents and other senior school district leaders about products their colleagues around the country are using to help their districts excel in a variety of areas, such as technology, sustainability, and curriculum instruction.

“It is a tremendous honor to be recognized by our District Administration as a top-ranked tool to help students increase literacy, and we extend gratitude to our loyal educators and administrators who took the time to share their myON stories,” said Todd Brekhus, president of myON. “With millions of students reading on myON, we are proud to help foster a love for reading and promote literacy. We are proud of the work we do, and this award is a true testament of the nationwide commitment our myON and our district partners have made to improve literacy. This award is for them, and we cannot thank them enough.”

“It was inspiring to learn about the products being used in today’s schools and classrooms that are helping districts succeed,” said JD Solomon, District Administration’s editorial director. “All of our 2015 honorees should be very proud of this achievement.”

About myON

myON, a business unit of Capstone, is a personalized digital literacy platform that creates collaborative learning opportunities. myON expands the classroom for teachers and students by providing unlimited access to a collection of more than 10,000 enhanced digital books with multimedia supports, real-time assessments, and close reading tools. myON empowers students and teachers with real-time, actionable data—number and type of books opened and read, time spent reading, results of regular benchmark assessments, and more—based on embedded Lexile® assessments that measure student reading growth. With myON, every student experiences the benefits of personalized literacy instruction. For more information, please visit www.myON.com.

 

About District Administration

District Administration provides K-12 leaders with critical news and information for school district management, through its monthly magazine, website, e-newsletters and the District Administration Leadership Institute Superintendent Summits. For more information, visit www.DistrictAdministration.com.

 

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Campus Technology Conference Redesigned for Hands-On Experience

DENVER As technological innovations continue to reshape the administrative, financial and pedagogical dimensions of higher education, so too must learning opportunities and professional development events evolve in order to keep up. That’s why Campus Technology Forum has been redesigned to become Transformational Technology in Higher Education (TTHIED).

The newly branded TTHIED will take place March 24 – 25, 2016, at the Grand Hyatt Denver where hundreds of higher education technology decision makers – including chief information officers and campus IT directors and administrators from across the country – will explore the latest digital solutions and best practices being employed on campus.

“What will make TTHIED unique is the intimate session structure,” said Daniel Gephart, Higher Education Events Manager, LRP Conferences, coordinator of the conference. “Each session is limited in size, allowing for more peer-to-peer networking and engaging conversations with key industry leaders.”

With access to IT professionals from more than 100 colleges and universities, industry suppliers and classroom solutions that characterized Campus Technology Forum, the redesigned TTHIED now offers even more collaborative learning and networking opportunities, says Gephart. Attendees will take part in hands-on, give-and-take discussions to help create a sustainable vision for effectively managing resources, building seamless networks and conceptualizing the educational models of the future.

“The renamed and redesigned conference will provide attendees with the tools and technologies to drive student success and institutional advancement,” said Gephart. “We look forward to seeing the innovation and insight that will grow out of TTHIED’s tight-knit community.”

TTHIED will include a variety of general keynote sessions, classroom-style sessions and Expo Hall technology classroom sessions where attendees can delve into new technology solutions. The complete speaker agenda will be announced in January.

To register for TTHIED 2016 and get information on sessions, presenters, exhibitors, workshops and registration, please visit www.TTHIED.com or call toll free 1-800-287-0257. Join the conversation by following @TTHIED on Twitter and using and searching #TTHIED. For even more TTHIED 2016 updates, “like” Transformational Technology in Higher Ed on Facebook, and join the Transformational Technology in Higher Ed LinkedIn group.

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About Transformational Technology in Higher Education     

Transformational Technology in Higher Education Conference, formerly Campus Technology Forum, is a redesigned event for higher education IT executives and professionals to receive a more personalized conference experience. With more than 100 colleges and universities from across the nation represented, attendees have the opportunity to network with peers from a wide array of institutions and become a part of a larger community continuously seeking to advance the technological pedagogy of their campuses.

Attendees will learn from industry experts and be exposed to the latest trends, tools and resources during collaborative and educational sessions. In an environment where finding solutions to technological challenges is the priority, attendees also have access to a variety of consultative vendors in the Expo Hall.

About LRP Conferences, LLC

LRP Conferences, LLC, an affiliate of LRP Publications, produces more than a dozen professional conferences and trade shows annually, including: Campus Technology Conference, Transformational Technology in Higher Ed Conference, Ergonomics Conference & ErgoExpo, Future of Education Technology Conference (FETC), HR in Hospitality Conference, HR Technology® Conference & Exposition, Recruiting Trends Conference, and National Workers’ Compensation and Disability Conference® & Expo.

About LRP Publications

LRP Publications, headquartered in Palm Beach Gardens, Fla., is known as educators’ most trusted source for practical and legal education administration guidance and produces newsletters (Education Daily®), books, pamphlets, DVDs, audio conferences, eLearning courses, online services (Title1admin.com, EducationDaily.com and Special Ed Connection.com) and training tools to help educators implement sound programs and avoid compliance errors related to Title I, autism, discipline and more. LRP also produces professional education conferences including: National Institute on Legal Issues of Educating Individuals with Disabilities® and Special Education School Attorneys Conference. For a complete list of LRP products, eCourses and conferences, please visit www.lrp.com.

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NCTQ’S YEARBOOK FINDS STATE POLICIES TO SUPPORT TEACHER EFFECTIVENESS NO LONGER THE EXCEPTION IN THE U.S.

Average State Teacher Policy Grade C- for 2015; NCTQ Predicts a Tipping Point Has Been Reached as 44 States Have Improved Overall Grades Since 2009

December 8, 2015 (Washington, DC) — The National Council on Teacher Quality (NCTQ) today released its ninth annual State Teacher Policy Yearbook, a 52 volume, 360-degree analysis of every state law, rule and regulation that shapes the teaching profession, from teacher preparation, licensing and evaluation to compensation, professional development and dismissal policy.

Across the 50 states and the District of Columbia, states average a C- for their teacher policies in 2015, up from an overall grade of D in 2009. The average state grade has held steady since NCTQ’s last comprehensive report card in 2013, despite the bar being raised on several key topics, including aligning teacher licensing policies with the expectations of college- and career-readiness standards adopted by many states.

Florida earned the highest overall teacher policy grade in the nation, a B+. Indiana, Louisiana, New York and Tennessee earned a strong grade of B for 2015. Eight other states received a B- for their efforts to adopt policies to promote effective teaching and improved student achievement. New Mexico is the most improved state on the 2015 teacher report card by earning a grade of C this year, improving on the D+ it received in every Yearbook since 2009.

At the other end of the spectrum, a handful of states remain stubbornly out of step with important teacher reform trends across the nation. Montana has consistently earned an F in the Yearbook for its record of inaction. Alaska, South Dakota and Vermont earned a D- for 2015, and California, Iowa, Nebraska, New Hampshire, North Dakota, Oregon, Wisconsin and Wyoming all earned Ds overall.

NCTQ Senior Vice President for State and District Policy Sandi Jacobs said, “Most states still have much room for improvement, but on the whole, the glass is really starting to look half full on states’ efforts to drive teacher effectiveness through smarter policy. Evaluations of teacher effectiveness, policies tying tenure and dismissal to teacher performance, and a higher bar for teacher preparation are no longer the exception across the states.”

Key Yearbook Findings
Some licensing requirements are becoming more in step with teacher effectiveness.

  • Just six years ago, not a single state required elementary teacher candidates to demonstrate adequate knowledge in all core subjects as a condition of licensing. Twenty-two states now require that elementary teachers demonstrate content knowledge by obtaining passing scores on academic content tests in each core subject.
  • For the first time ever, a majority of states (26) adequately measures new elementary teachers’ knowledge of math. Up until 2011, NCTQ recognized only Massachusetts for its preparation of teachers in mathematics.
  • The majority of states (26) also now require all middle school teachers to pass a test in each and every core subject they will teach
Many states have raised teacher preparation admission requirements.
  • Twenty-four states set a high academic bar for admission to teacher prep programs, through either GPA and/or test requirements, a major advance in policy compared to 2009 when 36 states did not require even a basic skills test for admission into teacher preparation programs.
The vast majority of states now have laws on the books requiring teacher evaluations to include objective measures of student achievement.
  • Twenty-seven states require annual evaluations for all teachers in 2015, compared to just 15 states in 2009, and 45 states now require annual evaluations for all new, probationary teachers.
  • Forty-three states require teacher evaluations that include measures of student achievement.
  • Sixteen states include student achievement and growth as the preponderant criterion in teacher evaluations, up from only four states in 2009. An additional 19 states include growth measures as a “significant” criterion in teacher evaluations.
  • In 2015, there remain just five states in the nation – California, Iowa, Montana, Nebraska and Vermont – that still have no formal state policy requiring that teacher evaluations take objective measures of student achievement into account in evaluating teacher effectiveness
  • In 2009, not a single state tied evidence of teacher effectiveness to decisions of consequence. In 2015, 23 states now require that tenure decisions are tied to teacher performance.
  • In nine states – Colorado, Connecticut, Delaware, Florida, Hawaii, Louisiana, New York, Oklahoma and Tennessee – evidence of teacher performance is required to be the most significant criterion for granting teachers tenure or teacher contracts.
State policy increasingly recognizes the need to provide teachers with professional support.
  • Twenty-three states now require that districts provide teachers with strong induction programs and a majority of states (32) require mentoring for all new teachers.
  • In light of state efforts to improve teacher evaluations, NCTQ has tracked the extent states are connecting teacher evaluation results and findings to improving classroom practice. In 2011 NCTQ identified 24 states requiring teachers receive feedback on their evaluation results. That number rose to 31 states in 2013 and 38 states in 2015.
  • Thirty-one states specifically require in state policy that teacher evaluation results be used to inform and shape professional development for all teachers, up from 12 states in 2011
The majority of states now recognize that evaluations of teacher effectiveness can help inform dismissal and layoff policies.
  • Twenty-eight states now articulate that ineffective teaching is grounds for teacher dismissal. This is not only a majority of states but a large shift in state policy since 2009 when only 11 states specified that teachers with multiple unsatisfactory evaluations should be eligible for dismissal.
  • Nineteen states that explicitly require performance to be considered in making layoff decisions. An even more promising 22 states prevent seniority from being the sole factor determining which teachers are laid off if cutbacks must be made.
On several critical fronts there are still only a precious few state leaders paving the way forward on teacher effectiveness.
  • Early childhood. In 38 states, teachers can teach in elementary school grades on an early childhood license. However, only 7 require early childhood teachers to pass a content test with separate scores for reading and mathematics among other subjects.
  • Secondary licensing. Just five of the 42 states that generally require secondary teachers to demonstrate their knowledge of the subjects they will teach — Indiana, Minnesota, Missouri, South Dakota and Tennessee–do so without loopholes around general science and social studies.
  • Special education. 21 states still allow special education teachers to earn a generic special education license to teach any special education students in any grade, K-12; 16 other states offer K-12 licenses as an option. Just 14 states require elementary special education teachers to know their subject-matter, and only Missouri, New York and Wisconsin require secondary level special education teachers to pass a test in every subject they are licensed to teach.
  • Accountability for preparing effective teachers: While 37 states now collect meaningful objective data on teacher preparation programs that reflect program effectiveness, only 10 use the data to set minimum standards for program performance.
  • Alternate routes: NCTQ identifies just six states in 2015 that can be said to provide real and genuine alternative pathways to certification for the non-traditional teaching candidate – Arkansas, Connecticut, Delaware, Florida, New Jersey and Rhode Island.
  • Teacher compensation: Just seven states – Florida, Hawaii, Indiana, Louisiana, Michigan, Nevada and Utah – directly tie teacher compensation to teacher evaluation results.
State Yearbook Dashboard
The NCTQ Yearbook website provides free download of the national and state-specific Yearbookreports for 2015, as well as a new and improved dashboard that provides searchable access to the entire Yearbook dataset, including topical pages with up-to-date data on state teacher policy, a customized search tool and user-friendly options for generating graphic results that can be exported and shared.

Funding for the Yearbook
The State Teacher Policy Yearbook is funded by private foundations across the United States, including the Bill and Melinda Gates Foundation, The Joyce Foundation and The Walton Family Foundation. NCTQ accepts no funding from the federal government.

About the National Council on Teacher Quality
The National Council on Teacher Quality is a nonpartisan research and policy group committed to modernizing the teaching profession based on the belief that all children deserve effective teachers. We recognize that it is not teachers who bear responsibility for their profession’s many challenges, but the institutions with the greatest authority and influence over teachers. To that end we work to achieve fundamental changes in the policy and practices of teacher preparation programs, school districts, state governments, and teachers unions. More information about NCTQ can be found on our website, www.nctq.org.

 

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Robotics Company Sphero Partners with CWIST to Launch Online Educational Community

 

Community facilitates communication, creation and project sharing for educators

 

Annapolis, MD – Dec. 8, 2015 – Sphero, leaders in connected play, is partnering with CWIST, a web platform supporting learning projects for students from 3 to 103,  to power Sphero’s online learning community, SPRK Lightning Lab. The new partnership is the latest one to bring the CWIST platform to  educators in the maker space. CWIST partners with educational companies to help them deliver incentivized hands-on lessons to classrooms via the CWIST platform. To learn more about the new platform, go towww.cwist.com/platform.

 

Sphero makes app-enabled, teachable robots. SPRK Lightning Lab hub uses CWIST’s online platform to offer a free virtual community that allows educators, students, makers and parents to communicate about their projects. To get started users download the mobile app to program their robot. They can then log into the website and browse a library of activities and share programs with the community. Activities include learning how to program Sphero robots to simulate the atomic composition of liquids and solids, the motion of orbiting planets, and over 75 other activities built by Sphero and educators around the world. Educators can set up virtual classrooms, create lessons, assign activities, view progress in real-time and review student work.

“Chris and his team [CWIST] have been a paramount partner in building our community platform for SPRK,” said Bill Cullen, Sphero Product Manager. “It’s going to take our business to the next level for interactivity, community participation and collaboration, scalability and down-right fun for our users.”

CWIST is a leader in providing content and an online platform for the maker movement. CWIST’s platform brings maker-inspired products to students, schools and consumers, nationwide.  The partnership with Sphero is the latest example of how CWIST is working with leading making manufacturers to expand its reach to educators. CWIST’s platform packages partners’ content into custom, engaging learning experiences that continually drive fresh content and value to educators and consumers.

 

“CWIST’s goal is to support the maker movement nationwide by supplying fun, engaging, educational activities and by providing a way for educators, parents, students, children and businesses to connect with each other,” said CWIST Founder Chris Sleat. “Sphero’s programmable robots and SPRK Lightning Lab offer exciting, fun, educational experiences. The new web platform with its activity sharing, authoring and classroom management capabilities provide true value to educators and consumers.”

 

CWIST also offers maker projects that help students create amazing things while supporting parent and teacher goals. An interactive library of maker, doer, and get-moving challenges called cwists that are created by cwist, its partners, and the cwist community. Examples include learning geometry, physics, and coding, all while shooting a robot off a ramp.

 

About CWIST

CWIST’s learning platform turns partner content into custom interactive learning challenges that reward users, driving sustained engagement and extending a partner’s education community. The original installation, CWIST.com, is an award-winning, free maker education website. The site offers projects help to help students make something amazing while supporting parent and teacher goals. CWIST keeps kids engaged, excited and part of a community where they can add or find great new ideas every day.

About Sphero

Sphero creates robots injected with humanity and personality. That’s what we know, what we love, and who we are. Unlike traditional toys, our robots and software are changing the way people play, learn, and explore by fusing emerging technology with the latest innovations in robotics. As the industry leader in Connected Toys, we are defining the future of fun. Playtime just got real.

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