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Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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Developing Quality Adult Education Teachers A Guide for Adult Education Administrators
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Page 1: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

Developing Quality Adult Education Teachers

A Guide for

Adult Education Administrators

Page 2: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

Agenda

• Welcome and Introductions

• Presentation of Power-point – “Developing Quality

Adult Education Teachers”

• Evaluation• Adjourn

Page 3: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

Prepared by Florida’s Department of

Education Adult EducationPractitioner’s Task Force

for GED, Adult High School,

and VPI2006

Page 4: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

Acknowledgments

• Written by– Sharron L. Albrecht, Orange County Public

Schools– Verna Mason, Indian River Community

College

Page 5: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

Reviewed by

• Lynne Voltaggio, Orange County Public Schools

• Carol Charvet, Brevard County Public Schools

Page 6: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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

Page 7: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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)

Page 8: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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.html• 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.

Page 9: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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

Page 10: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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

Page 11: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

Expectations

• Full time program teachers

• Part time program teachers

Page 12: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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 learner’s 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 Tomorrow’s Work Force,”

Florida’s Applied Technology Sunshine State Standards)

Page 13: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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.

Page 14: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

Understanding the AdultEducation Student Population– Older vs. Younger students

• Today’s 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.

Page 15: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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 teacher’s 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.

Page 16: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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/learningstyles.MI.htm - 25k - Cached - Similar pages

Page 17: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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

Roadmap to Resources for Adult Education Teachers

Page 18: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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.

Page 19: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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.

Page 20: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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• [email protected]

Page 21: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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 student’s 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.’

Page 22: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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.

Page 23: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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.

Page 24: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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.

Page 25: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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

Page 26: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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

Page 27: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

References

• TechNet – http://www.floridatechnet.org/wrk-skill.asp#instructor– http://www.floridatechnet.org/library.htm

• Technical assistance papers– Preparing All Learners for Tomorrow’s Work Force,

Florida Department of Education Sunshine State Standards – Grades 13, 14, and Adult

Page 28: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

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

Page 29: Developing Quality Adult Education Teachers A Guide for Adult Education Administrators.

Insert Current Sample TABE Page

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Insert Current Sample TABE Diagnostic Page

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