 |
| Inside this Issue |
2006 Great Virginia Teach-In
From the President
Director’s Notes
Meritorious New Teacher Candidates
Living the Journey with Region 6
AASPA Legal Seminar
SPED Highly Qualified
VASPA Membership Application
VDOE News
US Education News
2006 Education Conference Calendar
|
|
|
A
whole new way to look at your recruitment, hiring and business processes
WinOcular solutions
modernize and improve your districts’ hiring processes. Our solutions
automate and organize everything from Personnel Action Notices, to
On-line Employment Applications, Applicant Screening, Electronic Records
& Document Management, Hiring Approvals and Data Exchange with your
Finance System
Whether you implement
WinOcular products in stand-alone configurations or take full advantage
of their capabilities by integrating them into your entire office, the
features, design, and workflow options help you re-engineer and simplify
your daily operations.
Optimize and re-vitalize
your K-12 Human Resources department. In doing so, you will automate the
data gathering processes, tasks and details so that you have the time to
focus on the important things - like hiring the best new personnel and
managing your existing employees.
|
WinOcular Hiring Automation
Solutions |
-
Personnel Action
Notice Automation
-
On-line Employment
Applications
-
Automated Job
Posting
-
Applicant Assessment
/ Pre Screening
-
Document Management
-
Search Capabilities:
Simple & Advanced
-
Applicant Tracking /
Workflow
-
Data Exchange to
HRMS Systems
-
Powerful Query &
Reporting
-
Training and
Implementation
-
Dedicated Customer
Support
|
Learn how WinOcular can
help you!
Email:
Information@WinOcular.com
|
|
|
SPRING 2006
Download & Print
Virginia’s aggressive effort to recruit highly qualified teachers continues with the third Great Virginia Teach-in, which is scheduled for March 18 at the Greater Richmond Convention Center in Richmond. The teach-in will bring together more than 150 exhibitors and employers, including school divisions, teacher preparation programs, and state-approved “career switcher” programs to prepare qualified professionals for second careers as classroom teachers.
“The Great Virginia Teach-In showcases the benefits of teaching in Virginia and the quality of life enjoyed by our citizens,” said Acting Superintendent of Public Instruction Patrica Wright. “The teach-in also provides access to hundreds of qualified candidates that many of our smaller school divisions might otherwise never see.”
Virginia is targeting advertising and outreach for the 2006 Great Virginia Teach-In to 23 states based on geographic proximity and recent employment trends. The states include Alabama, Arkansas, Florida, Georgia, Illinois, Kentucky, Louisiana, Maryland, Michigan, Minnesota, Mississippi, Missouri, New Jersey, New York, North Carolina, Ohio, Oklahoma, Pennsylvania, South Carolina, Tennessee, Texas, West Virginia, and Wisconsin.
About 300 members of high school's Teachers for Tomorrow programs are expected to attend a pre-teach-in conference at the convention center on Friday, March 17. More than 60 Virginia high schools now offer Teachers for Tomorrow programs. Participating students learn about teaching as they are guided through the history of education and the functions of schools and school divisions. The students also experience the classroom as they serve internships under the direction of experienced teachers. The internships culminate with students developing and carrying out lesson plans.
Although teacher preparation programs graduate many new teachers each year in Virginia, retirement and attrition rates are increasing. During recent years, Virginia school divisions have had to fill more vacancies than the number of new teachers graduating from the commonwealth’s 37 approved teacher preparation programs.
The 2006 great Virginia Teach-In and other teacher retention and support programs are funded through a $13.5 million federal Teacher Quality Enhancement Grant that Virginia received in September 2002. The grant also funds structured mentoring programs in 4 school divisions with hard-to-staff schools, and access for all school divisions to s statewide electron job bank.
(For more information, please go to www.doe.virginia.gov)
POST YOUR JOBS ON VASPA's WEBSITE
|
In its continuing effort to expand
services for members, VASPA
now provides the opportunity to
post job vacancies on its Website.
This initiative is part of an ongoing
effort to increase the utilization of
VASPA.org for the delivery of services.
The new job posting feature enables advertising of vacancies to our Website visitors through an attractive and informative posting system designed to extend your recruitment reach.
Click here for more information.
|
Click here to view a job posting on VASPA ’s Website.
|
|
|
|
| VASPA Leadership |
2005-2006 OFFICERS
EXECUTIVE COMMITTEE
Eddie Antoine
President
Newport News City
Eric Cunningham
Vice President
Spotsylvania County
Harold Fitrer, Ed.D.
Immediate Past-President
Richmond City
Okema Harper-Evans
Secretary
Hampton City
Michael Heard, Ed.D.
Treasurer
Charlottesville City
Steve Sailer, Ed.D.
Ex Officio
Amelia County
Click here to view all of VASPA's leaders.
|
|
|
 |
|
Colleagues,
It’s hard to believe that we are more than halfway through the school year. For me, it seems like just yesterday that we welcomed new teachers, conducted the summer employee orientation, adjusted staffing based on our 10-day count, attended our annual conference, and received my copy of the state Superintendent’s Memo on the submission of this year’s version of the Instructional Data Personnel Report…complete with the added requirement to report on the highly qualified status of our teachers of special education.
Needless to say, our profession provides us the opportunity to “Excel on a minute-to-minute basis’, and based on the results of the January VASPA membership survey, your message was loud and clear—you want more information and workshops on licensure and more involvement in VDOE studies and decision-making.
The Executive Committee will be making arrangements for scheduling a one-day Drive-In on licensure for the Spring We welcome and need your help, however, in fulfilling your second request. More active regions and regional meetings are needed where issues of interest are identified. Also, having these issues conveyed to us would help in the development of position papers, if appropriate, for communication with VDOE leaders and, ultimately, speaking at public hearings.
Please join me in thanking Eric Cunningham and the Conference Planning Committee, and Phyllis Lewter and the Recruitment Fair team for their superb efforts at our Fall Conference. Also, continue to make your needs and concerns known to members of the Executive Committee whose email addresses and phone numbers are listed on www.vaspa.org under the “About Us” dropdown homepage table of contents.
Best wishes,
Eddie Antoine
President
|
|
|
|
By Dr. Steve Sailer
Executive Director
COURAGE and the NCLB HR Professional
A “must read” book for all who toil in the academic vineyards is, The Courage to Teach, by Parker Palmer. Its focus is the teacher, not the teaching. It builds on this simple premise: good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.”We teach who we are”. And throughout its vivid and compelling pages it insistently asks us to recognize that our capacity to do good work springs from our recognition of who we are.
While reading this elegant and inspiring book, I wondered if Palmer would write a sequel for HR professionals entitled something like, The Courage to be an HR Professional in the NCLB Era of Education. Not quite the catchy title as his first book, but , perhaps, just as necessary because for the first time in our country’s history, every state in our nation is now accountable for the education of all children—regardless of race, ethnicity, geography or other factors. A daunting challenge, but one that is less about knowing what to do and more about having the courage to do it. Margaret Spellings, in her first public address as Secretary of Education, identified “improving teacher quality” as one of the four core principles, one of the four pillars of the NCLB Act. (The other three principles/pillars are: ensuring students are learning; making school systems accountable; and ensuring information is available and parents have options.) As a result, she instantly raised the stature of and the stakes for HR professionals.
The Act and her official recognition of the crucial importance of the work of HR professionals in its administration have provided us with a golden opportunity that comes along once in a generation. But in addition to the opportunity, we now have the assigned responsibility to take our rightful place in moving student achievement forward by leading in the development of sophisticated tools, procedures, and expertise in recruiting, training and retaining high quality teachers. To accomplish this will depend on many things, but it will depend mostly on courage-- courage to:
- embrace accountability and student learning as the fundamental measure of performance
- insist that quality-conscious personnel be in charge of the hiring process
- eliminate excessive paperwork and lengthy delays that deter good candidates
- pursue the opportunities and fulfill the responsibilities of modern education management and obtain the tools and experience to address this changing world
HR administrators must anticipate the fall-out that NCLB’s Adequate Yearly Progress requirements will have for them and their relationships with superintendents and staff. Bold, coordinated and non-traditional actions need to be initiated by HR professionals to survive the perils of innovation and risk-taking demanded by the Act. The better we are at what we currently do, however, the harder it is to see and accept doing something new and different. It’s usually the outsider who creates the “new and improved” or, but much less frequently, the insider with courage.
None of what we learned in college, or since, means anything without the courage to use it in our work. Be not afraid. It is the simple directive found in both the Old and New Testaments. This is because, according to C.S. Lewis, it is truly the secret of life. “Courage is not simply one of the virtues but the form of every virtue at the testing point.” Anna Quindlen (best-selling author and columnist for Newsweek) in a recent commencement address at Barnard College where she serves as board chair, made
these observations about fear and courage: “We live in a world (aka, perhaps, your HR office) in which the simple, the enjoyable, and above all the “simply yourself” seems as out of reach as the moon. Do not be fooled. This is not because anyone has found a better way in the millennia since the Tao was written. It is because too often we are people shadowed by fear. The ultimate act of courage does not take place on the battlefield. It takes place in your heart, when you have the courage to honor your character, your intellect, your inclinations, your common sense and yes, your soul by listening to its clean, clear voice of direction instead of following the muddled messages of a timid world.”
So, if you haven’t taken the plunge and, when and before you decide to take that leap of faith and fearlessness into you (, i.e., “you teach who you are”; you lead, you administer who you are) to face, foursquare, the challenges of NCLB, take a moment to “listen” to the clean, clear voice of direction cited below. It should provide a laser focus, and, if necessary, the motivation for your courage.
We will not successfully restructure schools to be effective until we stop seeing diversity in students as a problem. Our challenge is not one of getting `special` students to better adjust to the usual schoolwork, the usual teacher pace, or the usual test. The challenge of schooling remains what it has been since the modern era began two centuries ago ensuring that all students receive their entitlement. They have the right to thought-provoking and enabling school work, so that they might use their minds well and discover the joy therein to willingly push themselves farther. They have the right to instruction that obligates the teacher, like the doctor, to change tactics when progress fails to occur. They have the right to assessment that provides students and teachers with insight into real-world standards, useable feedback, the opportunity to self-assess, and the chance to have dialogue with , or even to challenge, the assessor-also a right in a democratic culture. Until such time, we will have no insight into human potential. Until the challenge is met, schools will continue to reward the lucky or the already –equipped and weed out the poor performers.”
Grant Wiggins (author/educator)
|
|
|
By Susannah Patton
American Association of Colleges of Teacher Education
|
MERITORIOUS NEW TEACHER CANDIDATES
Exceptional new teachers in Delaware, the District of Columbia, Maryland, and Virginia have the opportunity to receive a special designation – the Meritorious New Teacher Candidate (MNTC) – that makes them eligible to teach in any of the four states without having to meet any additional state requirements. The MNTC is awarded to teacher candidates who meet rigorous criteria that demonstrate strong verbal skills, a high level of mastery of their subject matter, and excellence in their professional program.
This spring, the mid-Atlantic States launched a new on-line “Pre-Candidate” application process to identify and celebrate these outstanding new teachers as they are entering the spring job market. (The address is http://www.aacte.org/mntc.) The Mid-Atlantic Regional Teachers Project (MARTP), housed at AACTE, initiated the MNTC Pre-Candidate Certificate for those students who have not yet graduated but who know that they have met the criteria within nine months of graduation. Deans and institutional certification officers received an email invitation to send to all of their candidates, encouraging them to apply for this special designation quickly. Once their institution verifies that they have met the high MNTC criteria, these candidates will receive a Pre-Candidate certificate to use with their resume when they begin applying for their first teaching job. In addition, with their permission MARTP will send their name, qualifications and e-mail address to Personnel Directors in school districts throughout the region.
The MNTC is an optional designation that is noted on the initial license of highly qualified teachers. Similar to the Merit Scholar designation or Distinguished Diploma for high school students, the MNTC signals the accomplishment of dedicated teacher candidates who excel at every phase of preparation and demonstrate a deep commitment to high expectations for all children. It is not a new certificate and will not be used as a requirement for employment or licensure.
(For comments or questions about this article,
please contact Susannah at spatton@aacte.org)
|
| Tidbits & Tips |
- Take into account that great achievements involve great
risks.
- Follow the three Rs:
Respect for self;
Respect for others; and
Responsibility for all of your actions
- Remember that not getting what you want is sometimes
a wonderful stroke of luck.
- When you realize you made a mistake, take immediate
steps to correct it.
- As a professional educator and HR leader, you can never
do less than you best.
- Live a good, honorable life. Then when you get older
and think back, you'll be able to enjoy it a second time.
|
|
|
|
By Dr. Sanita Frazier-Savage
Region 6 Representative
AASPA Executive Board Member
In the summer of 2005, the Executive Board of AASPA began a journey and created the foundational strategic plan of the organization. To support this plan and its vision, three areas of focus were adopted for the 2005-2006 year: (1) increasing membership; (2) providing professional development opportunities for HR professionals; and (3) developing a national voice. By working together, we are already seeing measurable and significant progress in our areas of focus. For example, AASPA has exceeded projected levels of membership. Our membership has surpassed our annual goal and, presently is at an all-time high. Further, we have expanded the reach of high quality professional development opportunities with recent seminars for office professionals and legal seminars. Additionally, we are achieving national and international presence with AASPA covering the U.S. and Canada, and now extending to Egypt and other foreign countries. Nevertheless, some key questions still linger for me: What will this visionary journey mean for AASPA and its members, and what should be the role of Region 6 along this journey?
Keep in mind that too often in education we speak of vision and mission and spend great amounts of time crafting statements, creating sound bites, and developing plans that result in a nice document that seldom guides the work of the organization. This cannot be true of AASPA. The educational futures of the children in our charge depend on how well we, as human resource professionals, do our job to recruit, retain, support, and train educators. Without an understanding and support for our role in the success of students, our public schools will not be able to reach the lofty visions of NCLB or of our own strategic plan.
So, we need to take our roles very seriously. The journey has begun and will, like any other journey, have twists and turns, highs and lows, storms and sunshine, detours and delays. We cannot sit this one out. We must be active, fully-vested participants. We cannot just map out the plan for others to follow. We cannot observe from a distance, getting periodic updates of the progress from afar. We must be packed, ready to go, and present! As the regional representative for Region 6, I ask that all of you come aboard and live the journey. Under the auspices of AASPA, living the journey involves at least three actions on your part: (1) to unite; (2) to inspire greatness; and (3) to share and foster leadership in our states.
Unite: As HR professionals, we have, at a minimum, the commonalities of experience, a heart for service, a love of people, and boundless creativity. AASPA is the only
national and international organization dedicated to the work of public school personnel officers. The existence of geographically-defined regions within AASPA provides us
opportunities to share commonly understood ideas, problems, solutions, and dreams. At the same time, unity in the region provides a unique and safe forum for the diversity of thought and approaches that also exist among us and should not be ignored. For while we have many commonalities as HR professionals, we each have unique communities and cultures in which we must work and live.
The Leadership Council of Region 6 is united and serves as your voice for the states and affiliates. Together we are crafting that unifying message and direction that will help blaze new paths along the journey.
Inspire to greatness: Greatness exists among us. There are great programs, professionals, products, and ideas in Region 6. Our expertise, professionalism and high standards rival any other HR professionals— private sector, nationally, or internationally. Within our region, we must share stories, readings, and experiences that are motivational and that inspire others to greatness in all that we do.
Our regional and state newsletters provide outlets to share what or who has inspired us. We are even contemplating a show case of “the best of Region 6”, including the best authors and the best presenters. What an inspiration that could be!
AASPA also provides opportunities for writing articles, presenting at seminars and conferences, and participating in webinars as ways to share the greatness.
Share and foster leadership: Leadership at all levels of the organization must be filled with professionals who are well-trained, highly qualified, and courageous enough to make the journey. Beyond the rhetoric of leadership development, we must take every opportunity to identify, train, and support leaders for our public school systems.
AASPA and Region 6 have started a dialogue and a journey of leadership that will indeed blaze a new path. Region 6 must actively participate in the dialogue and must seek results- oriented solutions for the problems that we face in the HR public school arena. Shortages of teacher and administrative candidates, teacher pay based on student performance, professional licensure or certification, and other challenges will confront us on the journey. It is only through sharing and fostering leadership that sound solutions will result.
As Regional 6 representative, I am honored to be a part of HR professionals who are ready, willing, and able. The Virginia state-affiliate is a leader in every respect—from the quality of your professional development offerings to the quality of your newsletter and publications to the visionary members who are a part of your organization. I commend you for what you have done and commend you for joining in the journey.
(For comments or questions about this article,
please contact Sanita at sfrazier@richlandone.org)
|
|
American Association of School Personnel Administrators’ Legal Seminar:
“Legal Essentials for School Personnel Professionals”
Join AASPA for a two-day workshop covering the most important legal issues to school personnel today.
Topics will include:
- 403B Regulation Update
- ADA
- Contract Negotiations
- Employee Dismissals
- FLSA
- FMLA
- HIPAA & Medical Privacy Issues
- Investigations
- Personal & Professional Liability
- Record-keeping & Documentation
March 23-24, 2006
Omni William Penn Hotel
Pittsburgh, PA
Click here for this seminar's registration form.
|
|
An Integrity Check
By Paul Joseph
President
Joseph’s Educational
Consulting Services (JECS)
DOE announced an extension from March 1 to March 15 for the submission of this year’s Instructional Personnel and Licensure Report (IPAL). This was done to allow school divisions time to review those special education teachers who are “Not Highly Qualified” in their current setting and schedule them to complete training by July 1, 2006. If the teachers can get the training done by that date then school divisions can change the rating of these teachers on the IPAL from NHQ to HQ. This is important to all school divisions as the special education percentage of highly qualified teachers will be included with the overall core percentage this year. So many school divisions were facing a possible drop of their overall HQ rating, a discouraging turn after three years of steady upward progress.
Having assisted 23 school divisions in reviewing the status of their teachers, I know that those I worked with are taking a close look at the requirements and are adhering to the spirit as well as the letter of the law. However, this latest change by the Department of Education really leaves the door open for school divisions to be tempted to simply leave the IPAL rating in the default HQ position for its SPED teachers.
Many school divisions were able to get local institutes in place or schedule their teachers for outside institutes or testing early on. But many others, realizing the difficulty of scheduling during the school year, looked toward this summer to have their teachers pursue completing the required training so that at the start of the school year, they would be HQ in their setting. This is where a school division worried about its rating and given the latitude to project training completion may choose to ‘bet on the come” rather than accurately report the training completed by its teachers.
It is understood that school divisions did not have an extensive amount of time to react to this new requirement for its special education teachers. But everyone’s focus really should be on the quality of the content training. However, by announcing this change, there may be a mad scramble to see how many teachers can get highly qualified by July 1 rather than focus on quality training.
As you know, this HQ process for special education teachers is not a one time shot. It is an ongoing process, as we know that school divisions will have many new teachers added to their rolls next year who will have to meet the requirements. Then there will be many special education teachers whose assignment may change requiring additional training.
-2-
As DOE has pointed out, you will still be able to get a license for your special education teachers and, at the moment, there is no penalty for not being HQ. Just be sure that your teachers have options open to them to become HQ. At the same time, you and your special education coordinators must work with them to ensure they participate in that training. Students with disabilities deserve quality content instruction. Let’s not shortchange them in a race to meet the Highly Qualified requirements.
(For comments or questions about this article,
please contact Paul at PFJoseph@comcast.net)
|
|
|
|
|
|
|
 |
|
| 2006 EDUCATION CONFERENCE CALENDAR |
| March 20-24, 2006 |
Society for Information
Technology and Teacher Education International
Conference
Doubletree Hotel at Universal
Orlando
Orlando, Florida
http://www.aace.org/conf/site/default.htm
|
| March 22-24, 2006 |
Florida Educational
Technology Conference 2006
Orange County
Convention Center
North/South Complex
Orlando,
Florida
(850) 219-9600
http://www.fetc.org/
|
| March 22-26, 2006 |
2004 National Art
Education Association Convention
Chicago,
Illinois
(703) 860-8000
http://www.naea-reston.org/
|
| March 23-25, 2006 |
International Technology
Education Association (ITEA) 68th Annual
Conference
Baltimore, Maryland
(703)
860-2100
http://www.iteawww.org/
|
| April 2006 |
National Association of
Elementary School Principals 85th Annual
Convention
(800) 386-2377
http://www.naesp.org/
|
| April 2006 |
Magnet Schools of America
24th National Conference on Magnet
Schools
(202) 824-0672
http://www.magnet.edu/
|
| April 2006 |
National Alliance for
Partnerships in Equity (NAPE) Professional Development
Institute
Radisson Barcelo Hotel
Washington,
D.C.
(610) 345-9246
http://www.napequity.org/
|
| April 1-3, 2006 |
Association for
Supervision and Curriculum Development 61th Annual
Conference
Lakeside Center at McCormick
Place
Chicago, Illinois
(800) 933-ASCD
http://www.ascd.org/
|
| April 5-8, 2006 |
Council for Exceptional
Children 2004 Annual Convention and Expo
Salt
Lake City, Utah
http://www.cec.sped.org/
|
| April 6-9, 2006 |
National Science Teachers
Association (NSTA) 2004 National
Convention
Anaheim, California
(703)
312-9221
http://www.nsta.org/
|
| April 8-11, 2005 |
National School Boards
Association 65th Annual Conference &
Expo
New Orleans, Louisiana
(703)
838-6722
http://www.nsba.org/
|
| April 8-12, 2006 |
American Education
Research Association 85th Annual AERA
Conference
San Francisco, California
(202)
223-9485
http://www.aera.net/
- A complete list of CCT presenters as well as access to
associated materials will be posted just prior to the
conference in our AERA 2006 Virtual Press Kit
|
| April 12-15, 2006 |
Association for Childhood
Education International 2004 Annual International Conference
& Exhibition
Hyatt Regency San Antonio
San
Antonio, Texas
(800) 423-3563
http://www.acei.org/
|
| April 26-29, 2006 |
National Council of
Teachers of Mathematics (NCTM) 84th Annual
Meeting
St Louis, Missouri
(800)
235-7566
http://www.nctm.org/
|
| April or May, 2006 |
Education Writers
Association 2006 National Seminar
(202)
452-9830
http://www.ewa.org/
|
| April or May 2006 |
National Head Start
Association (NHSA) 33rd Annual Training
Conference
(703) 739-0875
http://www.nhsa.org/
|
| May Date TBA |
Virginia Association of School Personnel Administrators Spring Drive-In
http://www.vaspa.org/
|
| May 2006 |
International Reading
Association 51th Annual Convention
(302)
731-1600
http://www.reading.org/
|
| June 2006 |
15th Annual CTCNet
Conference
202.462.1200
http://www.ctcnet.org/
|
| June 2006 |
National Media Education
Conference 2006
(828) 262-2270
http://www.amlainfo.org/conference/index.php
|
| June 9-11, 2005 |
National Forum to
Accelerate Middle-Grades Reform Annual
Conference
Marriott Crystal Gateway
Hotel
Arlington, Virginia
(800) 528-6672
http://www.mgforum.org/
|
| June 22-28, 2006 |
American Library
Association ALA Annual Conference
New Orleans,
Louisiana
(800) 545-2433; Ext. 3223
http://www.ala.org/
|
| June 30-July 5, 2006 |
National Education
Association (NEA) 2006 Annual Meeting and
Expo
Orange County Convention Center
Orlando,
Florida
(202) 833-4000
http://www.nea.org/
|
| July 2006 |
Education Commission of
the States National Forum on Education
Policy
(303) 299-3600
http://www.ecs.org/
|
| July 4-7, 2006 |
International Society for
Technology in Education National Educational Computing
Conference (NECC) 2006
San Diego,
California
(800) 336-5191
http://www.neccsite.org/
|
| October 2006 |
Closing the Gap
Conference
Sheraton Bloomington
Hotel
Sofitel
Minneapolis, Minnesota
(507) 248-3294
http://www.closingthegap.org/
|
| October 2006 |
National Association of
State Boards of Education 45th Annual
Conference
(703) 684-4000
http://www.nasbe.org/
|
| October 2006 |
National Association of
State Directors of Special Education (NASDSE) 69th Annual
Conference
(703) 519-3800
http://www.nasdse.org/
|
| October or November 2006 |
National Association for
Multicultural Education 15th Annual NAME International
Conference
(202) 628-6263
http://www.nameorg.org/
|
| November 2006 |
American Evaluation
Association 21st Annual AEA Conference
Hilton
Towers
Portland, Oregon
(888) 232-2275
http://www.eval.org/
|
| November 2006 |
TASH-Disability Advocacy
Worldwide 2006 Conference
(410)
828-8274
http://www.tash.org/
|
| November 2-4, 2006 |
National Middle School
Association (NMSA) Annual Conference & Exhibit
2006
Nashville, Tennesseee
(800)
528-6672
http://www.nmsa.org/
|
| November or December 2006 |
National Association for
the Education of Young Children (NAEYC) 2006 Annual Conference
and Expo
(202) 323-8777
http://www.naeyc.org/
|
| December 6-8, 2006 |
Virginia Association of School Personnel Administrators 2006 Annual Job Fair and Conference
DoubleTree Hotel
Charlottesville, Virginia
http://www.vaspa.org/
|
|
|
|
|
|
