ccording to Buckminster Fuller, creator of the “Knowledge Doubling Curve”; until 1900 human knowledge doubled approximately every century, by the end of World War II knowledge was doubling every 25 years, and today, on average, human knowledge is doubling every 13 months.
What does this have to do with professional development? Expectations for student outcomes and teacher inputs are at an all-time high. We know that effective professional learning occurs when teachers regularly collaborate to improve their practice and implement strategies that meet student’s needs and bolster their achievement.
The Professional Learning feature of ENGAGE will assist you on this journey. We fully understand the challenges you face, and moving forward, our aim is to:
“True education does not ignore the value of scientific knowledge or literary acquirements; but above information it values power; above power, goodness; above intellectual acquirements, character” (Ellen G. White, Education, p.225).
REACH Inclusion Initiative
The NAD REACH (Reaching to Educate All Children for Heaven) Inclusion Initiative provides support and resources for teachers and educational leaders with research-based practices and strategies. It not only informs learning needs for most students, but the unique needs of students with disabilities.
We are here to support you! Please visit our website for information, resources, a downloadable copy of the revised REACH Manual, and so much more! The website address is http://reach.adventisteducation.org/. Visit often as we will be updating the site with webinars and additional training materials.
The Lifelong Learner
“...man will run to and fro and knowledge will be increased...” ~ Daniel 12:4
Dr. Daventia Lea
Director of Early Childhood Education
From the moment she began her first part-time job as a teacher’s assistant in a church operated daycare center, Davenia knew that she had a passion to work with young children. That job led her on a journey to study early childhood special education as an undergraduate at the University of Maryland, College Park and then to work as an early interventionist, working with children, birth-age three, who had varying disabilities for Prince Georges County Public Schools (MD). There she coordinated parent support groups, toddler groups, assessed children, made home visits and assisted to transition children into school-based programs. She "absolutely loved" empowering the families of young children and working to assist each child to meet developmentally appropriate milestones. She also loved working directly with the children and their families and as a mentor for new teachers and pre-service teachers.