Developing Quality Adult Education Teachers

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Developing Quality Adult Education Teachers

• A Guide for
• Adult Education Administrators

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Agenda

• Welcome and Introductions
• Presentation of Power-point
• Developing Quality Adult Education Teachers
• Evaluation
• Adjourn

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Prepared by Floridas Department of Education
Adult EducationPractitioners Task Force for
GED, Adult High School, and VPI2006
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Acknowledgments

• Written by
• Sharron L. Albrecht, Orange County Public Schools
• Verna Mason, Indian River Community College

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Reviewed by

• Lynne Voltaggio, Orange County Public Schools
• Carol Charvet, Brevard County Public Schools

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Objectives of Training

• To assist administrators in identifying resources
  for hiring adult education teachers
• To provide adult education teachers with the
  knowledge needed to understand the needs of their
  students, to correctly use resources, and to
  properly document student progress

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What is Adult Education?

• Organized public educational programs, other than
  regular full-time and summer elementary and
  secondary day school, that provide opportunities
  for adults and out-of-school-youth who have not
  graduated to further their education
• www.usoe.k12.ut.us/data/glossary.htm
• A course (via lectures or correspondence) for
  adults who are not otherwise engaged in formal
  study
• www.wordnet.princeton.edu/pert/webwn
• Adult education is the practice of teaching and
  educating adults. This is often done in the
  workplace, or through extension or continuing
  education courses at secondary schools, or at a
  College or University. The practice is also
  often referred to as Training and Development.
  It has also been referred to as andragogy ( to
  distinguish it from pedagogy).
• www.en.wikipedia.org/wiki/Adult_Education(song)

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Marketing/Promoting Adult Education Programs

• http//www.cewca.org/
• The focus of this article is on the development
  of adult learner friendly practices in
  post-secondary education, and, in particular, the
  development of prior learning assessments and
  recognition systems.
• http//acrchon.educ.ketn.edu/Oasis/Pubs/0200-17.ht
  ml
• The purpose of this article is to present
  information on marketing and how it may be used
  to achieve the goals of adult literacy programs.
  In addition, recommendations that have
  implications for policy changes are provided.
• The above information and more can be found on
  www.floridatechnet.org.

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What is an Adult Ed Teacher?

• A certified instructor holding a state license or
  community college board of trustees certification
• A person dedicated to assisting adults in
  achieving their goals
• Pass the GED
• Earn the High School Diploma
• VPI Certificate
• Learn to speak English
• Pursue other immediate or long range educational
• objectives

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Recruiting Teachers

• K-12 Resources
• Contact principals at local schools for potential
  candidates
• Check substitute teacher rosters
• Locate recently retired educators who may desire
  part time work.

• Community College Resources
• --Respond to Human
• Resources applications
• --Request referrals from
• colleagues
• --Advertise in local
• newspapers
• --Post job openings on college
• website
• --Network with associates

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Expectations

• Full time program teachers
• Part time program teachers

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Classroom Expectations for all teachers--
Instruction

• Set academic standards with expectations of high
  achievement
• Provide learner-centered curriculum with the
  teacher as a facilitator of learning
• Use applied technology in the learners work
• Incorporate active hands-on learning activities
  in the classroom
• Infuse multicultural perspectives
• Expand resources to include local and global
  communities
• Use technology software to support instruction,
  but not to replace it
• Relate classroom learning to the skills students
  will need to function successfully in the
  workforce and in society
• (from Preparing All Learners for
  Tomorrows Work Force, Floridas Applied
  Technology Sunshine State Standards)

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Funding and the Sources

• FTE
• Literacy Completion Points (LCPs)
• Grants
• What does the mean to the teacher?
• The amount of money generated by the teacher in
  FTE and LCPs determines the amount available for
  the program. Each institution sets the number of
  students and performances needed to continue the
  program and the teacher allocation.

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Understanding the AdultEducation Student
Population

• Older vs. Younger students
• Todays classes are usually dominated by young
  people, ages 16-21, who have left high school for
  various reasons.
• The older (30 and up) student will often need
  different assistance and less classroom
  management and monitoring.
• Understanding the student information available
• Check the admittance records to look for
  assessment scores and other information that will
  assist the teacher in meeting the students needs.
• Look for any codes that denote disabilities in
  learning.

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Understanding the Adult Education Student
Population

• Personally -- as it applies to their learning
  goals
• Each student comes with personal needs and a set
  of goals. It is the teachers responsibility to
  meet with the student and to understand the what
  and why of these goals.
• Assistance can be found on www.floridatechnet.org/
  lib-goals.asp.

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Understanding Your Student Population

• Learning styles
• An Explanation of Learning Styles and Multiple
  Intelligences (MI)Click here to take the
  learning styles test.
• Information about learning stylesand Multiple
  Intelligences (MI). This is useful to the
  student and the teacher.www.ldpride.net/learnings
  tyles.MI.htm - 25k - Cached - Similar pages

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Roadmap to Resources for Adult Education Teachers

• The Florida Department of Education sponsors the
  TechNet Web site. Almost everything a teacher
  could possibly need to begin teaching in adult
  education is listed there.
• For curriculum, training manuals, testing
  correlations and more, go to
• www.technet.org/marketplace.html

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Staff Development for Teacher

• Full Time Teachers
• Use the IPDP (individual professional development
  plan) to guide teacher in improving their skills.
• Concentrate on using technology in the classroom

• Part Time Teachers
• Build into the budget paid non-teaching hours for
  teachers to receive needed training.
• Utilize district/college resource personnel to
  assist teachers in building skills.
• Provide specific training in the use of
  technology in the classroom.

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Using the Web for Staff Development for Adult
Education Teachers

• Use the DOE supported web service, TechNet.
  Trainings in all areas of adult education are
  available.
• Go to www.floridatechnet.org.
• Click on Web Based Training.
• Also, go to bottom of the home page and click on
  Region II or Region III training opportunities.

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Staff Development Assistance from Adult
Secondary, GED VPI Taskforce

• The taskforce assists teachers by
• Providing curriculum for adult education programs
  on topics such as reading, math, and FCAT
  instruction
• Publishing quarterly Connections newsletters with
  an expanded scope which includes all task force
  committees
• Supporting the summer symposium for adult
  educators
• For more information contact
• John C. Wigley, Facilitator
• 321-633-1000 ext. 375
• www.wigleyj_at_brevard.k12.fl.us

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Intake Assessments for Students

• TABE (Test of Adult Basic Education) - This is
  the state approved test for adult students. It is
  usually given at the time of enrollment to
  determine the students learning level. Go to
  www.technet.org/marketplace/html and scroll to
  Assessments. Then, click the E beside
  TABE-guidelines for testing.
• CASAS The assessment used for AEL (Adult
  English Literacy) students can also be found at
  the above web site. Scroll to CASAS and click on
  training.

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Tests Students Take

• All students are required to take a TABE
• (Test of Adult Basic Education) or another
  state board approved test within six (6) weeks of
  beginning an adult education program.
• Most schools test the student prior to starting
  school to determine his/her level of competency
  and correct placement.

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TABE TESTING

• Available in 2 forms
• computer
• paper/pencil
• The 4 Ws
• What do the scores actually mean?
• What is the diagnostic?
• When/why used
• When to retest a student.

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TABE Group Activity on Understanding the Test and
the Diagnostic

• Divide the class into working groups and go over
  the TABE and peruse the review manuals that are
  available.
• Have each group generate questions/answers based
  on items from previous slide and write them on
  poster.
• Have the entire class discuss the correct answers.

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Documentation

• No job is complete until the paperwork is done!
• What do I do about it?
• Record attendance
• Document LCPs
• Send students to take the GED
• Record high school credits
• Award the high school diploma

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Helpful Handouts

• Sample TABE test page
• Sample TABE diagnostic page
• Instructor Orientation Checklist
• Employee Safety Orientation
• Employee information sheet for part-time
  personnel at off-campus sites
• Learning Process reminder paper

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References

• TechNet
• http//www.floridatechnet.org/wrk-skill.aspinstru
  ctor
• http//www.floridatechnet.org/library.htm
• Technical assistance papers
• Preparing All Learners for Tomorrows Work Force,
  Florida Department of Education Sunshine State
  Standards Grades 13, 14, and Adult

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Index of Materials

• Sample TABE page
• Sample TABE diagnostic page
• Instructor Orientation Checklist
• Employee Safety Orientation
• Employee information sheet for part time
  personnel at off-campus sites
• Learning Process reminder paper

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Insert Current Sample TABE Page
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Insert Current Sample TABE Diagnostic Page
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