1. Connecticut Regional Vocational-Technical School System Main Page The official web site of the Connecticut Regional vocationaltechnical school System pro-Tech program pro-Tech is the vocational technical school System's school-wide above average general and/or specific abilities in our schools. The pro-Tech program promotes http://www.cttech.org/central/academics/pro-tech.htm

Call 1-800-U-CAN-TECH (1-800-822-6832) for more information Pro-Tech Program Committed to school-wide enrichment, Pro-Tech integrates "high-end" learning throughout the school. Pro-Tech facilitators act as resources for team teaching, incorporating critical thinking/creative problem solving approaches across the academic and trade curricula. Classroom instructors are encouraged to provide differentiated curriculum opportunities for any students capable of accelerated learning. VTSS accepted definition: "The Three Ring Conception of Giftedness" Gifted behavior consists of behaviors that reflect an interaction among three basic clusters of human traits: above average general and/or specific abilities (capability), high levels of task commitment, and high levels of creativity. Individuals capable of developing gifted behavior are those possessing, or capable of developing, this composite set of traits and applying them to any potentially valuable area of human performance. These persons require a wide variety of educational opportunities and services that are not ordinarily provided through regular instructional programs. (Renzulli, 1978)

2. Autobody Pro: Minnesota Vocational Schools & Associations Search for vocational trade schools and other career colleges. Request a free brochure to learn more. http://www.autobodypro.com/edu/schools/mn.htm

Return to Vocational Schools Links Page MINNESOTA Dakota County Technical College Auto Body Collision Technology Program 1300 145th Street East (CR 42), Rosemount, MN 55068 Contact: Instructor - Larry Boser Tel. 651-423-8324 Email: larry.boser@dctc.mnscu.edu Dakota County Technical College General Motors Body Service Educational Program (BSEP) 1300 145th Street East (CR 42), Rosemount, MN 55068 Contact: Instructor - Ron Furchner Tel. 651-423-8660 Fax: 651-423-8547 Email: Ron.furchner@dctc.mnscu.edu Hennepin Technical College, Brooklyn Park Campus 9000 Brooklyn Boulevard, Brooklyn Park, MN 55445 Tel. 612-425-3800 Contact: John Vit, Autobody Dept. Hennepin Technical College, Eden Prairie Campus 9200 Flying Cloud Drive, Eden Prairie, MN 55347 Tel. 612-944-2222 Contact: Michael Netzinger, Autobody Dept. Kennedy High School 9701 Niccollet Ave. So., Bloomington, MN 55420

3. Vocational Education Resources Madison Park technical vocational High school. 75 New Dudley St and are employed through proTech. Students work on by the New England Association of schools and Colleges. http://pegasus.cc.ucf.edu/~sorg/vocation.html

The Vocational Education Resources page has been relocated to: http://reach.ucf.edu/~voced/mainresources.htm

4. AVTS Extraordinary Maintenance Account D. Each area vocationaltechnical school will be assessed a pro-rata to the totalgross area of all 26 schools. B. As a general rule the minimum project cost http://www.tbr.state.tn.us/text_only_version/policies_guidelines/TTC_guidelines/

Guideline No: TTC-030 SUBJECT: AVTS Extraordinary Maintenance Account The purpose of this guideline is to establish and set forth procedures for the operation of an Extraordinary Maintenance Account for the area vocational-technical schools governed by the Tennessee Board of Regents. The guideline provides for the participation of all area schools in the support and use of the account. The account represents a pooling of the individual schools' resources, to be used exclusively for extraordinary maintenance projects among the schools. I. AVTS Extraordinary Maintenance Account A. An AVTS Extraordinary Maintenance Account will be established and maintained in the Board Office. B. The amount of funds provided in the account at the beginning of each fiscal year shall be determined by the Board staff based on experience and judgment of anticipated emergency AVTS major maintenance requirements system-wide. The initial fund balance will be established at $150,000. C. A review of the balance in the fund will be made at the end of each fiscal year and will be supplemented as of July 1 each year as necessary to bring the total balance in the account to an amount determined to be sufficient per I.B. above. D. Each area vocational-technical school will be assessed a pro-rata amount to establish the fund and supplement the fund annually based on the percentage of gross area of each school in relation to the total gross area of all 26 schools.

5. JVTE V12n1: SWOT ANALYSIS: A MANAGEMENT TOOL FOR INITIATING NEW PROGRAMS IN VOCA vocational and technical vocational or specialty schools (Weber, 1989). Existing programs, and those planned for the future irrespective of the type of school, a general tool http://scholar.lib.vt.edu/ejournals/JVTE/v12n1/Balamuralikrishna.html

Journal of Vocational and Technical Education Editor: Kirk Swortzel kswortzel@ais.msstate.edu Volume 12, Number 1 Fall, 1995 DLA Ejournal Home JVTE Home Table of Contents for this issue Search JVTE and other ejournals SWOT ANALYSIS: A MANAGEMENT TOOL FOR INITIATING NEW PROGRAMS IN VOCATIONAL SCHOOLS Radha Balamuralikrishna and John C. Dugger Iowa State University ABSTRACT The SWOT ( S trengths, W eaknesses, O pportunities, and T hreats) analysis has been a useful tool for industry. This article proposes the application of the SWOT tool for use as a decision-making aid as new vocational programs are planned. The process of utilizing the SWOT approach requires an internal survey of strengths and weaknesses of the program and an external survey of threats and opportunities. Structured internal and external examinations are unique in the world of curriculum planning and development. Educational examples using the SWOT analysis are provided by the authors. It is a useful way of examining current environmnetal conditions around program offerings. An insight into the wide range of the potential applications of SWOT is also an intended outcome of this paper. SWOT ANALYSIS: A MANAGEMENT TOOL FOR INITIATING NEW PROGRAMS IN VOCATIONAL SCHOOLS The external environment has a profound impact on educational institutions. During this final decade of the twentieth century, America's institutions, economy, society, political structures, and even individual lifestyles are poised for new changes. Recent shifts from an industrial to an information-based society and from a manufacturing to a service-oriented economy has significantly impacted the demands made on vocational program offerings (

6. Schools educated in settings with their general education peers Using the High schools ThatWork model, Madison As a technicalvocational high school, we are committed http://boston.k12.ma.us/schools/rc657.asp

7. CHAPTER 26. VOCATIONAL SCHOOL Free Public schools. tax rate authorized by § 2601(a)(1) of this title, the SussexCounty vocational technical school District Board 3) The Controller general;. http://www.delcode.state.de.us/title14/chapter26.htm

TITLE 14 Education PART I Free Public Schools CHAPTER 26. VOCATIONAL SCHOOL (a) Any county vocational-technical high school district or county vocational-technical center district may, in addition to the amounts appropriated to it by the General Assembly, levy and collect additional taxes for school purposes upon the assessed value of real estate in such district, as determined and fixed for county taxation purposes: (1) The amount to be raised by taxation shall not exceed 19.71 cents on each $100 of value of real property in Sussex County for the tax year 1993 and all years thereafter. (2) The amount to be raised by taxation shall not exceed 14 cents on each $100 of value of real property in Kent County for the tax year 1993 and all years thereafter. (3) The amount to be raised by taxation shall not exceed 13 cents on each $100 of the value of real property in New Castle County for the tax year 1982 and shall not exceed 14 cents on each $100 of the value of real property in New Castle County for the tax year 1983 and all tax years thereafter. (4) Any county vocational-technical high school district, or county vocational-technical center district, shall not charge tuition to cover the cost of vocational-technical education for nonresident pupils and shall not, in formulating admission policy, give preference to any applicant for admission based on the residence of such applicant.

8. Tri-County Regional Vocational Technical High School TriCounty Regional vocational technical High school is located Tri-County is a school of choice that schools to eliminate or reduce the number of low-. level or general http://www.sreb.org/Programs/hstw/publications/case_studies/Tri-County_CaseStudy

9. Chapter 74 Vocational Program Non-Resident Process - Massachusetts Department Of scholarship aid under general Laws Chapter to remain in the vocational technical schooluntil completion vocational technical schools must prorate the tuition http://www.doe.mass.edu/cte/chapter74/0394policy.html

get things done agencies elected officials Select Program Area DOE HOME Advisory Councils Board of Education Career and Technical Education Charter Schools Compliance/Monitoring Curriculum Frameworks/Institutes Dual Enrollment Early Learning Services Education Reform Educational Technology Educator Licensure Tests (MTEL) Educator Licensure Employment Opportunities ETIS Family Literacy Forms Directory General Educational Development Grants: Information Information Services Health, Safety and Student Support Services MCAS MECC - (Career Center) "No Child Left Behind" Federal Education Law Nutrition Programs Reading Office School and District Accountability School and District Profiles/Directory School Councils School Finance School-to-Career Education Security Portal Special Education Spread the Word Title I Virtual Education Space - VES Videotapes News District/School Administration Educator Services Assessment/Accountability ... PK-16 Program Support Chapter 74 Vocational Program Non-Resident Process To School Superintendents and Superintendent-Directors From Robert V. Antonucci, Commissioner of Education

10. Giant Glossary School Finder Find a college, technical or vocational school training near Related Finders • GiantGlossary • schools. to excellence in education both general and career http://www.mikesart.net/giantglossarycom/Schools/

Schools Finder (References) You are here: Home References Directory Almanac ... Degree Based On Life Experience List of Merchant Sites for College • College ScholarShare, a new 529 college savings program is designed to help California families meet the increasing cost of college. Special offer if you enroll by April 15th, 2003. • Degrees Based On Life Experience Bachelors, Masters, MBA, Doctorate - Prestigious non accredited universities. Degrees based on life experience. No one is turned down! • Christian Leadership University Offering Bible-centered, Spirit-anointed higher education distance learning online, and continuing adult education correspondence courses, all leading to accredited external degrees. Convert your life experiences into an Associates, Bachelors, or Masters degree with our non-traditional distance learning program. • College Search - Peterson's Do a detailed search to find information about college and university programs, tuition, size, field of study, location, and majors. More like these..... • Related Finders Giant Glossary Schools Interior Design Topics Antonelli College Design Institute of San Diego.

11. L2L Project Page administration developed the general and specific The area vocationaltechnical school(AVTS) partners are 32 secondary vocational-technical schools in western http://www.voced.iup.edu/L2Lteachprep/project_summary.htm

The Center for Vocational Personnel Preparation at Indiana University of Pennsylvania (IUP) proposes to increase the proficiency of its pre-service teachers to use technology to improve teaching and learning. As a result of this initiative, by the spring semester of the year 2001 participating pre-service teachers will possess the following minimum technology competencies: Demonstrate Fundamental Computer Literacy Teachers will use computer systems to run software; to access, generate and manipulate data; and to publish results. They will also evaluate performance of hardware and software components of computer systems and apply basic troubleshooting strategies. Demonstrate Application of Productivity Tool Teachers will demonstrate the use of software commonly found in office suites to enhance their professional growth and productivity. The applications include software in word processing, spreadsheet, database, presentation and calendar/organization. Demonstrate Application of Internet and Telecommunications Tools Teachers will demonstrate Internet, World Wide Web and telecommunications tools for information access and retrieval and for collaboration with colleagues and mentors during professional development activities.

12. Oklahoma City Real Estate - To Buy, Sell, List Call Realtor Alice Dahlgren, REMA Great Place to Live general Information, Oklahoma for gifted high school students,is vocational/technical 9 vocational/technical schools enroll about 11,000 http://www.athomeokla.com/chamberc.htm

Oklahoma City . . .All About Us! Information Source: OKC Chamber of Commerce. Relocating Families Appreciate Oklahoma City Schools Economy Fun Things to Do Page End of Page When it comes to stretching the family housing dollar, Oklahoma City is the best place in all the U.S. to be! National news stories recently broke the welcome news to transferring families around the world. Alice says, "On average, those relocating to Oklahoma City will spend just 16.1% of their gross income for housing. The same family would spend 43% for a home in San Francisco." "Relocation has been very, very strong this spring and summer and everyone is delighted about moving here. It is wonderful to have such fine news for the family bank account. Add this to our friendly southwestern lifestyle and we're hard to beat." Alice credits the city's unusually diversified industrial base as the core economic element in the sound employment and housing markets. Many more Oklahoma City homes are on the market than last year. "Market value" average selling price is up four to five thousand. Mortgage interest rates are the lowest in years. A Great Place to Live - General Information, Oklahoma City Metro Area.

13. ¢¾.Senior Vocational School Education with 36.0% in public schools.The largest number Every senior vocational school providesapproximately 35 Chinese, English, mathematics general social sciences http://www.tve.edu.tw/B-english/pageVI.htm

¢¾.Senior Vocational School Education Goals To provide students with entry-level knowledge and to develop a workforce which possesses both good work ethics and a sound foundation of basic technical skills. Programs Most senior vocational programs are provided by senior vocational programs.To suit the varying requirements of students, six different kinds of programs are offered at this level. Daytime programs: these are for junior high school graduates and last forthree years. On completion of one of these programs, qualified students receive a diploma. Evening programs: also for junior high school graduates and lasting for four years. A diploma is given to qualified students on completion of one of these programs. Cooperative education programs: these are admi-nisterd by schools in cooperation with companies. To gain admission, junior high school graduates need to pass both an entrance examination and an interview given by a company.Programs usually last three years, with the schoolresponsible pro-viding theoretical courses while the company provides practical experience. Technical programs: these programs are designed to provide junior high school graduates who do not intend to contiue their formal education with an opportunity to learn marketable skills. Students register and attend one-year, two-year, or three-year programs, respectively. Certificates are issuedto qualified students at the end of each program, but students receive a certicate verifying completion of the course at the end of a three-year program.Those who complete a three-year program and pass a qualification exam receive a certificate equivalent to a senior vocational school diploma.

14. EPIT & KRWZ apply for admission to secondary, general or vocational, schools. is to upgrade thegeneral level of year specialized college or twoyear vocational school. http://www.epit-company.com/epit_dbgk/giap_giap_education.html

EDUCATION Education is compulsory for all children from 7 to 15 years of age, and there are general, vocational, and technical secondary schools. There are also colleges of engineering, agriculture, and economics. The oldest university in Poland is in Krakow, with others in Warsaw, Poznan, Lublin, Wroclaw, Torun, Lodz, and Katowice. There is also a Roman Catholic university in Lublin. Poland has made significant progress in education with the number of people with only primary education and below declining and the number of people with secondary education and above increasing. In 1970, Poles who had completed at most primary education constituted half of the population. This number decreased to about one-third in 1997 while the percentage of the population with higher education increased during that time from 2% to about 10%. Men and women differed in their choices, men improved their education largely through vocational training and women through general secondary education. As a result, 57% of workingwomen now have at least general secondary education while 43% of working men have basic technical education. Since 1989, the positive trends in education have accelerated, with net enrolment rates at the tertiary level virtually doubling between 1990 and 1997, increasing from 9.8% to 19.3%.

15. Old Colony Regional Vocational Technical High School - Rochester, MA cooperation between schools and other public and policy directions for vocationaltechnicaleducation. http://www.oldcolony.tec.ma.us/news/mava.htm

Old Colony Site Directory Academics Academic Calendar Alumni Page Applying to Old Colony Archives Automotive Technology Boys Basketball Boys Soccer Bulletin Board Cafeteria Menu Calendar Career Awareness Cheerleading Class Officers Computer Technology Contact Us Co-op Work Study Cosmetology Cougar's Den Culinary Arts Courses Drafting Directions Electrical Electronics Football General Information Girls Basketball Girls Soccer Golf Guidance Dept. Health Careers Home House and Mill Carpentry Instructional Media Center Machine Tool Technology MAVA News MCAS Services National Honor Society NCLB Report Card NEASC Focus Visit Offset Printing Parents' Newsletter Peer Leadership Peer Mediation Press Stories Resources (College) Resources (Crisis) Resources (Educational) Resources (Organizations) Resources (Search Engines) Resources (Teacher) Resources (Vocational) SADD Safe School Alliance School Committee School News Science SkillsUSA-VICA Soccer (Boys) Soccer (Girls) Social Studies Softball Spanish Staff (Alpha) Staff (Dept) Student Council Student Of Month Students' Page SuccessMaker Lab Tech Prep 2+2 Volleyball Web Team Welding/Metal Fabrication Yearbook Go Navigation Home Page About The School Applying Contact Us ... Nat. Honor Society

16. Policy - Licensing Of Private Trade, Vocational Or Technical Schools 8101-3 general requirements. Issued items may be disposed of by the student.(d) Private trade, vocational, or technical schools shall have a written http://lilinote.k12.hi.us/PUBLIC/WEB/dfr.NSF/85255a0a0010ae82852555340060479d/7f

17. PUBLIC ACT NO. 97-136 be members of regional vocationaltechnical school advisory committees 95j of thegeneral statutes is for regional vocational-technical schools; (2) Recruitment http://www.cga.state.ct.us/ps97/act/pa/pa-0136.htm

HOME SEARCH TOP HOME SEARCH Substitute Senate Bill No. 1096 PUBLIC ACT NO. 97-136 AN ACT CONCERNING SCHOOL CRAFT COMMITTEES AT REGIONAL VOCATIONAL-TECHNICAL SCHOOLS. Be it enacted by the Senate and House of Representatives in General Assembly convened: Section 1. Section 10-95h of the general statutes is repealed and the following is substituted in lieu thereof: There is established a state-wide advisory committee to recommend to the State Board of Education (1) how the regional vocational-technical schools may best meet the skill needs of employers; (2) HOW THE ROLE OF SCHOOL CRAFT COMMITTEES CAN BE STRENGTHENED AND EMPLOYER PARTICIPATION INCREASED; (3) HOW ALTERNATIVE TECHNICAL TRAINING MODELS FOR ELEVENTH AND TWELFTH GRADE STUDENTS, SUCH AS TECH-PREP, SHARED TIME, TRADE ACADEMIES AND PREAPPRENTICESHIP CAN BE EXPANDED, PARTICULARLY IN MANUFACTURING; and [to recommend] (4) new trade programs for such schools. The committee shall consist of twelve members appointed as follows: The Governor shall appoint one person representing the business community and one person representing the labor community, both of whom shall be members of regional vocational-technical school advisory committees; the president pro tempore of the Senate and the speaker of the House of Representatives shall each appoint one person representing the business community and one person representing the public; the minority leader of the House of Representatives shall appoint one person representing the labor community and one person representing the public; the minority leader of the Senate shall appoint one person who shall be a member of a local or regional board of education and one person representing the public; the majority leader of the House of Representatives shall appoint one person who shall be a member of a local or regional board of education; and the majority leader of the Senate shall appoint one person representing the labor community. The committee membership shall reflect the state's geographic, racial and ethnic diversity. Sec. 2. Section 10-95j of the general statutes is repealed and the following is substituted in lieu thereof: The State Board of Education shall include in the report required pursuant to section 10-95k, a summary of the following: (1) Admissions policies for regional vocational-technical schools; (2) Recruitment and retention of faculty; [and] (3) Efforts to strengthen consideration of the needs of and to develop greater public awareness of the regional vocational-technical schools; AND (4) EFFORTS TO STRENGTHEN THE ROLE OF SCHOOL CRAFT COMMITTEES AND INCREASE EMPLOYER PARTICIPATION. Approved June 13, 1997 TOP

18. TUI - Circular Letters general. for Career Breaks for Teachers/Lecturers in Regional technical Collegesand 23/97, Allowance for Teachers with 35 Years Service vocational schools. http://www.tui.ie/pages/circular_letters.asp

Circular Letters Appointments/Appeals EPT/Part-Time Examinations General ... Superannuation Appointments/Appeals Circular Letter 12/03 Contract Template for the Employment of Youthreach Co-Ordinators and Resource Persons Circular Letter PPT21/02 Circular Letter PPT15/02 Computation of Service for the Purposes of Apppointment to Assistant Principal and Special Duties Teacher Posts in Designated Greenfield Community Colleges Circular Letter PPT14/02 Computation of Service for the Purposes of Appointment to Assistant Principal and Special Duties Teacher Posts in Designed Community Colleges Established as a Result of Amalgamations of Two or More Second Level Schools Circular Letter PPT13/02 Revised Selection Procedures for the Appointment and Promotion of Teachers in Designated Community Colleges Circular Letter PPT07/02 Circular Letter PPT06/02 Revised arrangements for eligibility for promotion posts in Vocational Schools and Community Colleges to include certain non-permanent teaching service Circular Letter 46/00 Implementation of Post of Responsibility Structure under Circular Letter 46/00 Circular Letter 44/00 Computation of Service for the Purposes of Appointment to Assistant Principal and Special Duties Teacher Posts in Vocational Schools Circular Letter 43/00 Revised Selection Procedures for the Appointment and Promotion of Teachers in Vocational Schools Appointments to Assistant Principal and Special Duties Teacher Posts Circular Letter 22/00 Circular Letter 21/00 Irish Requirement for Appointment as a Teacher in 2nd Level Schools (VEC)

19. Registered Private Vocational Schools > Ministry Of Education / Ministry Of Trai Translate this page Elegance schools Inc Health Care vocational Centres – Toronto, 1315 Finch AvenueWest, Suite 312, Toronto, ON M3J 2G6, Tel./Tél Institute of technical Trades Ltd http://www.edu.gov.on.ca/eng/general/list/pvs01.html

What's New Elementary/Secondary Postsecondary Training/Jobs ... Related Sites Location : Home Postsecondary Education Registered Private Vocational Schools Registered Private Vocational Schools The following are registered schools under the Private Vocational Schools Act. If you are a student planning to attend any of these schools and are in need of student financial assistance, please refer to the Ontario Student Assistance Program (OSAP) web site or a list of which schools are OSAP eligible. A B C D ... Z October 2001 Schools under the Private Vocational Schools Act Address / Adresse 10-4 Driving Academy 399 Mooney Street, Thunder Bay, ON P7B 5L5 3P Computer Technology College 221 Broadview Avenue, Toronto, ON M4M 2G3 th Wheel Training Institute 536 Brazeau Boulevard, P.O. Box 1345, New Liskeard, ON P0J 1P0 A Plus Institute 390 Steeles Avenue West, Suite 201, Thornhill, ON L4J 6X2 A.P.R. Welding Academy 566 Second Line East, Sault Ste. Marie, ON P6B 4K1 Academie de Dessin de Mode Richard Robinson Academy of Fashion Design 447 Sussex Drive, Ottawa, ON K1N 6Z4

20. Nat'l Academies Press, Understanding Agriculture: (1988), 3. Vocational Agricult agriculture is most commonly found in general or compre Other programs are basedin vocational schools, including 2year postsecond- ary technical centers. http://www.nap.edu/books/0309039363/html/25.html

Understanding Agriculture: New Directions for Education Board on Agriculture ( BOA Related Books Openbook Linked Table of Contents Front Matter, pp. i-viii Contents, pp. ix-ix 1. Executive Summary, pp. 1-7 2. Agricultural Literacy, pp. 8-24 3. Vocational Agricultural Educatio..., pp. 25-47 Text References, pp. 48-50 Appendix A: The Changing Face of Am..., pp. 51-53 Appendix B: Agricultural Education ..., pp. 54-59 Appendix C: The Education Reform Mo..., pp. 60-62 Appendix References, pp. 63-64 Index, pp. 65-68 THIS PAGE You may want to explore these Related Books Openbook Linked Table of Contents Front Matter, pp. i-viii Contents, pp. ix-ix 1. Executive Summary, pp. 1-7 2. Agricultural Literacy, pp. 8-24 3. Vocational Agricultural Educatio..., pp. 25-47 Text References, pp. 48-50 Appendix A: The Changing Face of Am..., pp. 51-53 Appendix B: Agricultural Education ..., pp. 54-59 Appendix C: The Education Reform Mo..., pp. 60-62 Appendix References, pp. 63-64 Index, pp. 65-68 The Open Book page image presentation framework is not designed to replace printed books, nor emulate HTML. Rather, it is a free, browsable, nonproprietary, fully and deeply searchable version of the publication which we can inexpensively and quickly produce to make the material available worldwide. For most effective printing, use the "print" button available via the OpenBook tool block, above. The 300 x 150 dpi PDF linked to it is printable on your local printer. More information on the Open Book is available.

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