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Our scales are designed to assess process quality in an early childhood or school age care group. Process quality consists of the various interactions that go on in a classroom between staff and children, staff, parents, and other adults, among the children themselves, and the interactions children have with the many materials and activities in the environment, as well as those features, such as space, schedule and materials that support these interactions. Process quality is assessed primarily through observation and has been found to be more predictive of child outcomes than structural indicators such as staff to child ratio, group size, cost of care, and even type of care, for example child care center or family child care home (Whitebook, Howes & Phillips, 1995).

HighScope Educational Research Foundation is an independent nonprofit research, development, training, and public outreach organization with headquarters in Ypsilanti, Michigan. HighScope's mission is to lift lives through HighScope Headquarters - Hutchinson House January 2008education. We envision a world in which all educational settings use active participatory learning so everyone has a chance to succeed in life and contribute to society. HighScope activities include - Training preschool and elementary teachers and administrators Conducting research projects on the effectiveness of educational programs Developing curricula for infant/toddler, preschool, elementary, youth development, and movement and music programs Developing early literacy curricula and assessment materials and conducting related research Presenting an annual International HighScope Conference for teachers and teacher-trainers Publishing books, videos, curriculum materials, and assessment tools for educators and researchers Operating a Demonstration Preschool in Ypsilanti, Michigan, that serves children in the local community and provides a model of "HighScope in action" for visiting educators Operating the HighScope Retreat and Meeting Center in Clinton, Michigan

Established in 2001, the Oregon Resiliency Project (ORP) is a research, training, and outreach effort aimed at social and emotional learning, mental health promotion, and social-emotional assessment and intervention practices in schools. ORP is directed by Dr. Ken Merrell, professor of school psychology at the University of Oregon. The ORP team includes Dr. Merrell, graduate students from the University of Oregon's College of Education, and our partners in public schools and mental health agencies. Since the inception of ORP in 2001, more than 35 graduate students have participated on the ORP team, and are now "alums" of the project. Alumni of ORP are in positions of influence nationally: in school systems, universities, state departments of education, children's hospitals, community mental health centers, and research institutes, where they are continuing their work related to the aims of the project. ORP currently has two primary efforts. We are are continuing to research and refine our innovative Strong Kids social-emotional learning curricula, which include the Strong Start, Strong Kids, and Strong Teens programs. These evidence-based programs are designed to teach essential life skills that will result in greater emotional and social resiliency and coping, and better mental health. We are also currently working on research and development efforts related to an innovative new strength-based social-emotional assessment system, the Social-Emotional Assets and Resiliency Scales (SEARS). Click on the "Current Projects" link to learn more. Use the links on the left side of this web page to learn more about ORP. We welcome your interest in the Oregon Resiliency Project!

This form can help you determine which intelligences are strongest for you. If you're a teacher or tutor, you can also use it to find out which intelligences your learner uses most often. Many thanks to Dr. Terry Armstrong for graciously allowing us to use his questionnaire.

"We call on educators, policymakers, business leaders, families, and community members to work together on a whole child approach to education. What will prepare each young person to work in careers that have not yet been invented; to think both critically and creatively; and to evaluate massive amounts of information, solve complex problems, and communicate well? Research, practice, and common sense confirm that a whole child approach to education will develop and prepare students for the challenges and opportunities of today and tomorrow. Every school, community, classroom, educator, student, and family has unique challenges and strengths, and has a role to play in ensuring that each student is healthy, safe, engaged, supported, and challenged. Collectively we have the knowledge, skill, and ability to meet these challenges and share these strengths. Join us and our whole child partners as we change the conversation about education and move from a vision for educating the whole child to action that results in successful, well-rounded young people. Explore resources and opportunities for action here and on ASCD.org, and together we'll change the face of education policy and practice. Taken together across all five tenets and the central necessities of collaboration, coordination, and integration, our indicators related to each whole child tenet may serve as a needs assessment, set of strategic goals and outcomes, framework for decision making, or the definition of what a whole child approach to education truly requires."

The Council of Chief State School Officers (CCSSO), through its Interstate Teacher Assessment and Support Consortium (InTASC), is pleased to offer this set of model core teaching standards that outline what teachers should know and be able to do to ensure every K-12 student reaches the goal of being ready to enter college or the workforce in today's world. These standards outline the common principles and foundations of teaching practice that cut across all subject areas and grade levels and that are necessary to improve student achievement.

The Academic Standards division is responsible for the development and implementation of the statewide expectations for educational achievement known as the Minnesota K-12 Academic Standards. The state standards identify the knowledge and skills that are to be mastered by all students by the end of a grade level or grade band, help define the requirements for course credit and graduation from high school, and guide educators in the adoption and design of curricula. Student mastery of the standards is measured through state and local assessments.

What makes a proficient teacher? What measures can be used to guide new teachers as they work to become proficient educators in the teaching profession? The Minnesota Standards of Effective Practice for Teachers are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) teaching standards. The INTASC is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers. In Minnesota the INTASC standards were used as a resource to develop the Minnesota Standards for Effective Practice for Teachers.