DEP OPENS NOMINATION PERIOD FOR 2019 GOVERNOR’S ENVIRONMENTAL EXCELLENCE AWARDS PROGRAM
(19/P068) TRENTON –The New Jersey Department of Environmental Protection invites those on the front lines of protecting New Jersey’s environment to nominate individuals, businesses or organizations in the public and private sectors for consideration of a 2019 Governor’s Environmental Excellence Award, Commissioner Catherine R. McCabe announced today.
The annual awards recognize outstanding environmental performance, programs and projects by businesses, communities, educators, individuals, institutions, organizations and youth from around New Jersey. Since its establishment in 2000, the program has honored 179 winners for their environmental achievements.
“New Jersey is proud to honor those who work hard every day and set a strong example of what it means to protect the environment,” Commissioner McCabe said. “Past winners of Governor’s Environmental Excellence Awards have shown dedication to environmental protection in a variety of sectors, including working to reduce the harmful effects of climate change, increasing sustainable practices or repairing water infrastructure. I look forward to congratulating this year’s winners for their outstanding commitment to our environment.”
Nominations may be submitted through Friday, Oct. 4 in the categories of Climate Change and Clean Air, Water Resources, Health Ecosystems and Habitats, Land Conservation, Healthy and Sustainable Communities, Healthy and Sustainable Businesses, and two categories in Environmental Education: Educator-Led and Student-Led Projects.
The excellence awards program is sponsored by the DEP, New Jersey Infrastructure Bank (I-Bank) and the New Jersey Corporation for Advanced Technology. Award winners will be honored at a luncheon in December.
“Those who safeguard New Jersey’s environment are deserving of special recognition,” said David Zimmer, Executive Director of the New Jersey Infrastructure Bank. “The Governor’s Environmental Excellence Awards are always an exciting event as they provide us the opportunity to hear about the many projects across the state that are nominated for both their innovation and success in conservation and environmental protection.”
The I-Bank also partners with the New Jersey Department of Transportation to make low-interest-rate loans to government entities for local transportation infrastructure projects.
Completed applications for the 2019 awards program must be received by the DEP by 5 p.m. Friday, Oct. 4.
For a 2019 nominating application and other awards information, visit www.nj.gov/dep/awards/.
To learn more about the program, call DEP employee Tanya Oznowich at (609) 984-9802 or email Tanya.Oznowich@dep.nj.gov.
Follow the DEP on Twitter @NewJerseyDEP
COLTS NECK TOWNSHIP SCHOOLS
COLTS NECK, NEW JERSEY 07722
NOTICE OF VACANCY
2019-20 SCHOOL YEAR
SEARCH REOPENED – PREVIOUS APPLICANTS NEED NOT APPLY
LOCATION: Cedar Drive Middle School
QUALIFICATIONS: Valid New Jersey teaching certification as a content specific science
teacher (K-12) authorized to teach general science OR Elementary School Teacher in Grades K-6 WITH Middle School Endorsement (6-8) in Science OR Elementary School Teacher (N-8), highly qualified in science.
Position available September 1, 2019. Mail cover letter, resume, copy of certification(s) and 3 letters of reference to Mr. Colin Rigby, Principal, Cedar Drive Middle School, 73 Cedar Drive, Colts Neck, NJ 07722 no later than August 15, 2019 or email to email@example.com. EOE
Administration Building 8/07/19
Cedar Drive School 8/07/19
Conover Road Elementary School 8/07/19
Conover Road Primary School 8/07/19
(1) Webinar: How Do You Measure Equity in a Science Classroom?
Achieve hosted a webinar in July for the 50 State Science Network about how we can use data (beyond state assessments) to move toward more equitable science classrooms. Dr. Deb Morrison of the University of Washington shared her work on Practical Measures, which provide a way to measure both activity in the classroom and how students experience that activity. This allows teachers and leaders to gather data about some of the more difficult-to-measure indicators laid out in NASEM's recent report, Monitoring Educational Equity. These student surveys can provide actionable data about student engagement with learning phenomena, connections to science practices, perceptions of science, and frequency of particular actions in the science classroom. Parallel teacher surveys can also be distributed to see potential differences in perception of activities and experiences in the science classroom. STEM Teaching Tools will soon be releasing an Implementation Guide for Practical Measures.
(2) Upcoming Webinar: Using the NGSS to Change Worlds
Join Achieve's Matt Krehbiel and the National Association of Geoscience Teachers for a webinar - Using the NGSS to Change Worlds - on Thursday, September 12 at 4 p.m. ET. Matt will discuss how the NGSS and similar standards based on the research of the Framework for K-12 Science Education provide a unique opportunity for science educators to change their world and the worlds that their students perceive. He will also share resources that Achieve has developed in the past year as part of ongoing efforts to support educators in their efforts to bring three-dimensional science education to their students. You can register for the free webinar here.
(3) Summer Slow Book Chat on Twitter
TJ McKenna of the University of Connecticut and ngssphenomena.com is hosting a slow book chat on twitter this summer about How We Teach Science, a book by John Rudolph, which examines the history of science education, what's changed, and why it matters. Join the hashtag #HowWeTeachScience twice a month on Twitter to follow the conversation or participate in the online book club. If you're interested in another book study targeted to science educators, check out this opportunity to read and discuss How Climate Change Comes to Matter.
(4) Blog Post: Modeling How Students Can Share Ideas and Make Sense of Phenomena
Aaron Mueller, a science educator in Naperville, Illinois and member of Achieve's Science Peer Review Panel, writes on the NSTA Blog about the importance of building student confidence in sensemaking in the beginning of the year in a science classroom. He emphasizes creating an atmosphere where students feel comfortable sharing their ideas, are unafraid of saying the "wrong" thing, actively engage in discourse, and have ownership in their own science learning.
(5) Equitable Access to Science Education in California
The California Science Teacher Association released a paper that details the challenges of bringing equitable access to science education to all California students. The paper includes information about student needs and barriers to equitable access, teachers' needs to improve practice in support of underrepresented students, why district and school leaders must make equitable access to science education a top priority, and ends with providing recommendations for school district administrators and principals to move their science programs toward providing equitable access to all students.
(6) Back to School: Resources Reminder
As we gear up to begin another school year, don't forget about these great resources that are freely available to support high-quality, three-dimensional science learning!
(7) From Education Week: Don't 'Steal the Aha' From Science Instruction
Check out the response from Linda Tolladay, a 30-year secondary science teacher from California, to Larry Ferlazzo's question of the week: What are the biggest mistakes made in science instruction and what should teachers use instead?
"Teachers need to create lesson sequences in which students first connect with a phenomenon and then are provided with opportunities to explore and explain pieces which lead to a coherent understanding of that phenomenon. This is vastly different from the world of science lectures followed by a confirming lab that epitomized the science learning experiences for many of us currently teaching science. But it is a shift that makes all the difference for students."
Are you experienced with the NGSS? Are you committed to quality instructional materials? If so, APPLY TODAY for an opportunity to share your expertise and review instructional materials with EdReports.
Who is EdReports looking for? EdReports is a by educator, for educator organization. Currently, classroom educators, district specialists, state specialists, non-formal educators, retired educators, and those pursuing advanced science education degrees participate in review.
What are the requirements? The profile of a science reviewer includes expertise in the NGSS and a commitment to quality instructional materials.
What can I expect if selected to be a reviewer? K-5 reviews will have two teams dedicated to each program (K-2 and 3-5 teams), with five reviewers per team. Reviewers can expect the following:
Who is EdReports? EdReports is a non-profit organization with a mission to empower educators with independent, credible, evidence-rich information about instructional materials to ensure students have what they need to be college and career-ready. Visit https://www.edreports.org/ to learn more about EdReports and its mission.
How do I apply? Visit the EdReports website to learn more about becoming a reviewer and complete an application.
Once you apply, an application task will be sent requesting demonstration of your NGSS knowledge. Following receipt of a satisfactory application task, EdReports will schedule a 30 minute interview to learn more about you and share more about the upcoming review.
Spots are limited and new teams are forming soon!
Thank you for your consideration.