Maryland Sframework

ProfessionalStandardsforTeachersinAdultEducation

Maryland’sFramework

Larry Hogan

Governor

Boyd K. Rutherford

LieutenantGovernor

Kelly M. Schulz

Secretary

Revised 11/2015

AdministratorsInstructionalSpecialists

JudyConwayCarolDonovan

VirginiaCooperJuanitaHayes

BeverlyDeanAmySines

GayleMcAllisterPeggySkaggs

MarkMechlinskiJohnWilletts

MarkPettis

ValerieRobinsonESLSpecialists

WayneWhartonBarbaraR.Denman

StephanieShultz

Teachers

JoanneBaillieEgan

AdultEducationandLiteracyServicesStaff

DebbieGordonRichardConroy

LoriLoveMichelleFrazier

BarbaraRothKathyIra

PeggyStanfordJohnLeMaster

StephanieWilliamsSandyBoyd

KarenLischGianninoto

Consultant–KathyPolis,StrategicTrainingandResources,Inc.

MarylandDepartmentofLabor,LicensingandRegulation

MarylandAdultLiteracyResourceCenter

ThispublicationwasdevelopedwithfundsfromtheOfficeofVocationalandAdultEducation,U.S.DepartmentofEducation.Thecontentsofthispublicationdonotnecessarilyrepresentthepositionorpoliciesofthefederalgovernment.

Maryland’sOfficeofAdultEducationandLiteracyServicesrecognizesthecriticalrelationshipbetweenlearneroutcomesandeffectiveclassroompractice.Whilethereislimitedresearchshowingdirectcorrelationsbetweenspecificinstructionalproceduresandadultlearning,thereareanumberofinstructionalpracticesandteachercompetenciesrecognizedasbroadlyeffectivebypractitioners,administrators,and learners(Galbraith &Gilley, 1986;U.S.Departmentof Labor,1991; U.S.DepartmentofEducation,1992).

AdultEducationandLiteracyServicesconvenedastatewideProfessionalDevelopmentSymposiumonJuly13and14,2005,tobeginchartinganewcourseforthestatewideprofessionaldevelopmentsystem,tomeettheneedsofthe21stcentury.Adiverserepresentationofall34AdultEducationandLiteracy

Servicesgranteestookpartinthesymposium,whichwasfacilitatedbypresentersfromtheNationalAdultEducationProfessionalDevelopmentConsortiumandStrategicTrainingandResources,Inc.

Atthesymposium,granteesfieldexaminedresearch,reviewedprofessionaldevelopmentmodelsandmaderecommendationsonneededenhancements.Participantsoverwhelminglyvoicedsupportandinterestintheadoptionofteacherstandardsasoneofthefirststepsinimprovinginstructionandstrengtheningtheprofessionaldevelopmentsystem.Thestandardswereviewedasanopportunitytoclarifytheskillsandknowledgethatleadtolearnerachievementandqualityinstructionintheadulteducationclassroom.Standardswouldalsofosteracloseralignmentbetweenteachers’needsandprofessionaldevelopmentactivities.

Thisdocumentprovidesbackgroundonthedevelopmentoftheteacherstandardsframework.

InJanuary2006,AdultEducationandLiteracyServicesinitiatedapractitionerworkgrouptobeginthetaskof reviewing,adapting,andrecommendingasetofteacherstandards.Comprisedofteachers,localprogramadministrators,EnglishasaSecondLanguagespecialists,correctionaleducationrepresentatives,andinstructionalspecialists,andadulteducationandliteracyservicesstaff,theworkgroupbeganbyreviewingthenationalPRO-NETadulteducationteachercompetencies.PRO-NET,aprojectfundedbytheUnitedStatesDepartmentofEducation,DivisionofAdultEducationandLiteracy,engagedinamulti-yearprocesstodevelopteachercompetenciesandperformanceindicatorsforadulteducationprograms.Inaddition,theworkgroupexaminedMaryland’sK-12ProfessionalDevelopmentStandardsandteacherstandardsfromfiveotherstateadulteducationprograms:Pennsylvania,Ohio,Kentucky,Coloradonotingthesimilaritiesanddifferencesamongthestandards.

Followingthereviewprocess,theworkgroupcustomizedadraftsetofteacherstandards,competencies,andevidenceindicatorsthatreflectedthecoreknowledgeandskillsthatMaryland’sadulteducationteachersneedtoknowandbeabletodemonstrate.Toensurethatthestandardswouldserveasausefultoolforteachers,theworkgroupalsodesignedaself-assessmentinstrumentthatpractitionerscouldusetoidentifytheirownprofessionalgrowthneeds.

Publicengagementactivitieswereconductedtosolicitinputontheteacherstandards.

• Focusgroupswereheldwithpractitionerstovalidatetheappropriatenessandrelevancyofthedraftstandardsandcompetencies.
• StudentfocusgroupsfromBaltimoreCityCommunityCollege,DorchesterCountyPublicSchools,GreaterHomewoodCommunityCorporation,HagerstownCommunityCollege,SouthBaltimoreLearningCenter,andWicomicoCountyPublicSchoolsprovidedinputfromadultlearners.
• ThedocumentwaspostedontheMarylandAdultLiteracyResourceCenterwebsiteforpubliccommentfromthefieldandinterestedparties.
• Inputwassoughtfromkeystakeholders,suchastheCenterforAppliedLinguistics.

Recommendations were incorporatedinto thisdraftdocument and approved bythe Department ofLabor,LicensingandRegulation.

Thestandardsframeworkconsistsofthreecomponents:

• Sixstandards -thebroaddescriptorsofknowledge,skills,andabilitiesrelatedtoeffectiveadulteducationinstruction
• Aseriesofcompetencies-thespecificskillsassociatedwitheachstandard,and
• Evidenceofcompetencystatements–samplebehaviorsorpracticesthatdemonstratetheexistenceofthecompetency

Asanadjuncttotheframework,aself-assessmenttool(aseparatedocumententitled,ProfessionalStandardsforTeachersSelf-Assessment)willassistteachersinexaminingtheircurrentknowledgeandskillsanddeterminingappropriateprofessionaldevelopmentneeds.

Thestandardsframeworkcanbeusedbyadministratorsandteacherstoassesstheirownperformanceinprovidingqualityinstructionandservicestoadultlearners.Thestandardsprovideprogramadministratorswitharubricforwhatadulteducationteachersshouldknowandbeabletodo.Bycompletingtheself-assessment,teacherscanidentifytheirstrengthsaswellasareasneedingimprovement.Theself-assessmentcanhelpteachersbetterunderstandtheskillsandknowledgethattheymaywanttoseekoutthroughprofessionaldevelopmentactivitiesandpersonalexploration.Thisprocesswillhelptoensurewell-qualifiedteacherswhoarecapableofmeetingthediverseneedsofadultlearners.

Theself-assessmentisdesignedasanon-threatening,confidentialtoolforteacheruse.Theresultsoftheself-assessmentareusedtocompletetheProfessionalDevelopmentPlanningChartthattheteachersubmits to thelocal administrator.Thischart isan importantelement in planningindividual andprogram-wideprofessionaldevelopmentactivitiesthatrespondtoteacherneeds.

Localprogramscandeterminethemostappropriatetimesforteacherstocompletetheself-assessmentandsubmitthePlanningChart.Forexample,programsmayaskteacherstocompletetheself-assessmentintheearlyspringsothattheycanadequatelyplanforprofessionaldevelopmentneedsforthefollowingfiscalyear.Whileitisnotrecommendedthatnewteachersbeaskedtocompletetheself-assessmentuntiltheyhavespentsufficienttimeintheclassroom,programsshouldintroducenewteacherstothestandardsandcompetenciesduringorientation.

MarylandAdultEducationTeacherStandards

Theadulteducationteachershouldbeableto:

Standard1:Helpestablishandsupportprogramgoalsandresponsibilities.Practitionersconducttheirworkwithinthecontextoftheprogram’smission,goals,andpriorities.Assuch,theabilitytocollaborateandcommunicateeffectivelywithadministratorsandinstructionalcolleaguesisimportant.Thecompetenciesforthisstandardfocusoncollecting,managing,andsharingdataandideastoimproveinstructionandprogramquality.Theroleoftheteacherinworkingwithprogramstafftoincreasestudentretentionisalsoaddressed.

Standard2:Provideapositiveadulteducation-learningenvironmentandpromotelifelonglearning.

Providingalearningenvironmentthatisconducivetoqualityinstructionaswellassupportiveoflifelonglearningiscriticaltothesuccessofadultstudents.Thecompetenciesinthisstandardfocusonthedevelopmentofalearningcommunitythatfacilitatesandencouragesinteractionandlifelonglearning,demonstratessensitivitytotheneedsofadultstudents,andbuildspositiveattitudestowardself-directedlearningandachievement.Theimportanceoffosteringlearnerpersistenceisalsoaddressed.

Standard3:Plan,design,anddeliverlearner-centeredinstruction.

Planning,designing,anddeliveringinstructionisattheheartofthelearningprocess.Competenciesforthisstandardincludethedevelopmentofinstructionalplans,sequencingandpacingofclassroomactivities,andlinkinginstructiontolearnerneedsandabilities.Thecompetenciesencompassthedeliveryofappropriatelyplannedlessonsthatutilizeevidence-basedandcontextualizedinstruction,provideampletimeforstudentstopracticeandapplytheirlearning,andemployavarietyofstrategies,resources,andmaterials.

Standard4:Assesslearningandmonitorprogress.

Assessinglearnerneeds,monitoringprogress,andprovidingfeedbackareessentialcomponentsoftheinstructionalprocess.Competenciesforthisstandardfocusoncollectingandsharinginformationaboutlearnercharacteristics,needs,andprogressthroughbothformalandinformalassessmentsandthenusingtheinformationtoplanappropriateinstruction.

Standard5:Implementtechnology.

Theuseandintegrationoftechnologycangreatlyenhancetheinstructionalprocess.CompetenciesforthisstandardarederivedfromtheMarylandAdultEducationTechnologyStandards,andthecompetenciesencompasstheunderstandingandintegrationoftechnologyresourcesintoinstruction.

Standard6:Maintainknowledgeandpursueprofessionaldevelopment.

Instructorsaretheprimaryfacilitatorsofstudentlearningandmusthavetherequisiteskillsandcontentknowledgetoguidetheinstructionalprocess.Competenciesforthisstandardemphasizedevelopmentofacoreknowledgebaserelatedtoadultlearningaswellascontentmatterandinstruction,includinglanguageacquisition,readingandnumeracydevelopment,andstrategiesforworkingwithEnglishlanguagelearners,andlow-skilledindividuals.Thecompetenciesforthisstandardfocusontheacquisitionofknowledgethroughanassessmentofprofessionalgrowthneedsandparticipationinprofessionaldevelopmentactivities,followedbythetransferoflearningintoinstructionalpractice.

Standard1:Helpestablishandsupportprogramgoalsandresponsibilities.
Anadulteducationteacher:
Competencies: / SampleEvidenceofCompetency:
1.1 Demonstratesanunderstandingoftheprogram’smission,goals,andpriorities / 1.1.1 Followsprogram’sproceduresandguidelines
1.2Maintainsaccuracyandconfidentialityoflearnerinformationandrecords / 1.2.1Followstheprogramaccountabilityplanthatincludesasystemforsecurerecordkeepingandreporting
1.2.2Followsprogramrequirementsforconfidentialityandreleaseofinformation
1.3 Collectsandreportsaccuratedataforprogramimprovementandaccountability / 1.3.1Collects,records,andreportsLiteracyWorksInformationSystem(LWIS)dataaccuratelyinaccordancewithprogram’sprocedures
1.3.2Collectsexamplesoflearnerworkperiodicallytodocumentstudentcompetenciesinportfolio
1.3.3Solicitsfeedbackfromlearnersregardinginstructionandprogramimprovementinamannerthatisconsiderateofthelearners’cultureandlanguageskills
1.3.4Submitsrequireddocumentsintheprogram’sassignedtimeperiod
1.4 Followsprogramguidelinestoimprovelearnerpersistence / 1.4.1Collaborateswithcolleaguestoaddresslearners’barrierstoparticipation
1.4.2Encouragesandsupportslearnertransferswithinprograms(e.g.,ESLtoABE,ABEtoGEDorEDP).
1.4.3Utilizesstrategiesthatpromotelearnerpersistence
1.4.4Analyzesstudentattendanceandachievementdatatoidentifyandaddresspossiblepersistenceissuessuchasearlyleavers(studentswithlessthan12hoursofinstruction)orcommoncharacteristicsofnon-completers
1.4.5UtilizesstrategiesthatpromotelearnerpersistenceasoutlinedinCompetency2.5
1.5 Followsprogram’sproceduresandguidelinesforthemaintenanceandsecurityofmaterialsandequipment / 1.5.1Counts,tracks,andstoresallassessmentinstrumentsinasecurelocationafteruse
1.5.2Returnsallequipmenttotheproperlocationafteruse
1.5.3Followsprotocolsfortestintegrity
1.6 Makessuggestionsforinstructionalmaterialsandprogramimprovement / 1.6.1ReviewsandsuggestsappropriateinstructionalmaterialsforadultlearnerswhichincludesthespecificneedsofEnglishlanguagelearners,low-skilledlearnersandlearnerswithspecialneedssuchasvisual,auditory,physical,learningdisabilities,AttentionDeficitDisorderandothers
1.6.2Participatesinprogramimprovementactivities
1.6.3ParticipatesindevelopingcurriculumthatreflectsthespecialneedsandprovidesaccommodationsforAdultBasicSkills(ABE),AdultSecondaryEducation(ASE)andEnglishlanguagelearners(ELL)
1.6.4Seeksprofessionaldevelopmentopportunitiestoenhanceskillsandpractices
Standard2:Provideapositiveadulteducation-learningenvironmentandpromotelifelonglearning.
Anadulteducationteacher:
Competencies: / SampleEvidenceofCompetency:
2.1Designsactivitiesforandencouragesindependentstudyskills / 2.1.1Encourageslearnerstoidentifytheirowneducationalneedsusingappropriatetechniquesforthestudents’languageandskillabilities
2.1.2Helpslearnerstoseteducationalandpersonalgoalsbasedontheirneedsandfeedbackfromothers
2.1.3Encourageslearnerstousedailylifeexperiencesasopportunitiesforlearning
2.2 Facilitatesandencourageslearnerinteractiontopromotethedevelopmentofalearningcommunity / 2.2.1Modelsthesharingofknowledgeandskills
2.2.2Encourageslearnerstosharetheirknowledge,culture,skills,andopinionstoenhancelearningcommunity
2.2.3Acknowledgesandutilizestheknowledgethattheadultlearnersbringtotheclassroomsetting
2.2.4Promotesrespectfulandappropriatecommunicationwithandamongadultlearners
2.2.5Createsanenvironmentconducivetolearnerparticipationbyusingappropriateclassroommanagementstrategiesandskills
2.2.6Implementsfair,consistentclassroompractices
2.2.7Demonstratesthebeliefthatalllearnscangainknowledgeandskills
2.3 Demonstratesunderstandingofadultlearners’responsibilitiesasworkers,familymembersandcommunitymembers / 2.3.1Demonstratesculturalawarenessandsensitivity
2.3.2Guideslearnerstodefinetheirgoalsasfamilymembers,workers,andcommunitymembersusingappropriatetechniquesforthestudents’languageandskillabilitieswhileexploringcross-culturalissues
2.3.3Accommodatesindividuallearnerneeds
2.3.4Refersadultlearnerswithchallenginglifeissuestotheappropriateresources
2.3.5Helpslearnersunderstandthelanguagelearningprocessasitrelatestotheirgoals
2.4 Demonstratespositiveattitudeandreinforcespositivelearners’attitudestowardpotentialforsuccess / 2.4.1Holdshighexpectationsforlearnerachievement
2.4.2Meetslearnerswheretheyareandfosterstheirpotentialforchangeandgrowth.
2.4.3Challengeslearnerstogobeyondtheirperceptionoftheirownlimitations
2.4.4Encouragesadultlearnerstopracticeself-evaluationusingappropriatetechniquesforthestudents’languageandskillabilitiesandstriveforcontinualimprovement
2.4.5Helpslearnersidentifybarrierstotheirlearningandformulatepossiblesolutions
2.5 Employsspecificstrategiesfordevelopingandenhancinglearnerpersistence / 2.5.1Engageslearnersinproblemsolvingactivitiesusingappropriatetechniquesforthestudents’languageandskillabilitiesthathelpthemmanagebarrierstoparticipation
2.5.2Providesactivitiesusingappropriatetechniquesforthestudents’languageandskillabilitiesthathelplearnersbelievetheycanbesuccessfulintheireducationalgoals
2.5.3Helpslearnersinsettingclearandrealisticgoalsusingappropriatetechniquesforthestudents’languageandskillabilitiesandthenprovidesinstructionthatrelatestothosegoals
2.5.4Usesavarietyofassessmentstrategiesthatenablelearnerstoseeprogresstowardtheirgoals
2.5.5Providesinstructionalactivitiestokeeplearnersconnectedtotheprogramandhelplearnersfindopportunitiesforlearningoutsideoftheprogramiftheyareforcedtoleavetemporarily
2.5.6Provideslearningactivitiesthatdevelopthelanguagenecessaryforstudentstoaccesshigherlevelthoughtprocesses
Standard3:Plan,design,anddeliverlearner-centeredinstruction.
Anadulteducationteacher:
Competencies: / SampleEvidenceofCompetency:
3.1Plansinstructionthatisconsistentwiththeprogram’smission,andgoals / 3.1.1Developslearner-centeredinstructionalstrategiesconsistentwiththemissionandgoalsoftheprogram
3.1.2Developslessonsthatfocusonneededskillsandinformation,thegoalsoflearner;andtheprogramobjectives
3.1.3Implementslessonsthatalignwithstatestandards
3.2Identifiesandrespondstolearners’individualandgroupneeds,interests,andgoalswhendevelopinganddeliveringlessons / 3.2.1Accessesavarietyoflearnerneedsassessmentresources,suchasstudentquestionnaires,goalsettingchecklistsandinterviews
3.2.2Collaborateswithlearnertodetermineinstructionalcontentbaseduponassessmentsandlearnerneeds,goalsandexperiences.
3.2.3Demonstratesflexibilityinrespondingtoimmediatelearnerneedsandinterests(teachablemoments)
3.2.4Integratesthelanguageskillstoemphasistheholisticnatureoflanguage
3.2.5Providesinstructionalactivitiesthatincorporategroupingstrategiesandinteractivetasksthatfacilitateauthenticcommunication
3.3Recognizesand
accommodatesdiverselearningstyles,multipleintelligences,skilllevels,languageabilities,culture,experiences,disabilities,andotherspecialneeds / 3.3.1Effectivelymanagesmulti-levelclassroominstruction
3.3.2Planslessonsandactivitiesthataccommodateavarietyoflearningstylesandlearners’groupingpreferences
3.3.3Recognizes,accommodates,andshowsrespectforculturaldifferencesinlanguage,communication,andcustoms
3.3.4AdaptsinstructionalresourcestoaccommodatelearnerswithdifferentEnglishproficiencylevelsandspecialneeds
3.3.5Organizesthephysicalenvironmenttoaccommodatedisabilitiesandotherspecialneeds
3.3.6Differentiateslearningactivitiesbyprocess,content,andproduct.
3.3.7Createstieredlessons
3.3.8Includesculturallydiverselessons
3.4Appliesknowledgeofthebasicprinciplesofadultlearning,andteaching,andknowsanddemonstratescontentknowledge / 3.4.1Servesasafacilitator,guidingadultstotheirownlearning
3.4.2Connectslearningtolifeexperiencesandpriorknowledge
3.4.3Demonstratesflexibilityinaccommodatingadultschedulingandattendanceneeds
3.4.4Providesfeedbackandhonorsachievement
3.4.5Createsopportunitiesforlearnerstoreflectontheirlearning,programandinstructionalpracticesandprovideinputonprogramimprovement
3.4.6Usesmultipleinstructionalapproaches,explicitandinquiry-basedlearningfielddependentandindependentlearning,andproblemcenteredapproachestolearning;providesmultipletypesofsensoryexperiences
3.4.7Presentscontentknowledgethatissequencedandspiraledappropriatelytothelearner’slevelandlanguageability
3.4.8Presentscontentinclear,meaningfulways
3.5Providesevidence-basedandcontextualizedinstructioninbasicandlifeskills. / 3.5.1Providesinstructionthatisconsistentwithresearchandprofessionalwisdomonadultlearningand/oradultlanguageacquisition
3.5.2Ensuresthatinstructionincorporatestasksthataremeaningfultolearnersinthecontextsoftheirdailylives
3.5.3Providesappropriatebalancebetweenlifeskillandbasicskilldevelopmentintheclassroom,basedonlearnerneeds
3.6Employsavarietyofstrategies,resourcesandmaterialstofacilitateinstructionandpromotelearnerinteraction / 3.6.1Selectsmaterialsandresourcesthatareappropriateforadultsattheassessedlevelsofinstructionandthataresensitive/respectfulofrace,ethnicity,culture,andgender
3.6.2Integratesreal-lifetasksandauthenticmaterialsintoinstruction
3.6.3Incorporatesavarietyoftechnologyandmultimediaresourcesintoinstruction
3.6.4Integratesemploymentfamilyandcommunityresourcesandeventsintoinstruction
3.6.5Usescommunityresourcessuchasspeakersandfieldtripstoextendtheclassroomintothecommunity
3.6.6Usesgraphicorganizers(outlines,flowcharts,diagrams,maps,webs)andmnemonicdevicestofacilitatelearningandmemory
3.6.7Employsavarietyoftechniquestostimulatecriticalthinkingandcheckcomprehensionandmastery
Standard3:Plan,design,anddeliverlearner-centeredinstruction.
Anadulteducationteacher:
Competencies: / SampleEvidenceofCompetency:
3.6.8Usesmodelinganddemonstrationstoclarifylearning
3.6.9Usesindividual,group,andteamactivities
3.6.10Usesinteractivetechniquessuchasrole-playing,discussion,andcollaborativelearning
3.6.11Usesgamesorotheractivity-basedformatstoprovidesystematicreviews
3.6.12ProvidesactivitiesthatintegratelanguageandculturesolearnerscanunderstandandfunctionwithinthediversecultureoftheUnitedStates
3.7Sequencesandpaceslessonsappropriately / 3.7.1Organizesasequentialplanthatsupportstheinstructionalobjectives
3.7.2Adjustscontent,pace,anddurationofactivityaccordingtolearners’cues
3.8Providesfrequentandvariedopportunitiesforlearnerstopracticeandapplytheirlearning / 3.8.1Providescontrolledpracticeandreal-lifepractice(application)ofnewmaterial
3.8.2Incorporatespracticeincommunication,negotiation,decision-making,problemsolving,andcriticalthinkingskillsintoclassroomactivities
3.8.3Providesopportunitiesforlearnerstosharelearningthatoccursoutsideoftheclassroom
Standard4:Assesslearningandmonitorprogress.
Anadulteducationteacher:
Competencies: / SampleEvidenceofCompetency:
4.1AdministersappropriatestandardizedassessmentsaccordingtoguidelinesestablishedbythetestpublisherandtheMarylandDepartmentofLabor,LicensingandRegulation / 4.1.1Attendsrequiredtrainingpriortoadministeringstandardizedtests
4.1.2Followsguidelinesforappropriatetestadministration,scoring,andreporting
4.1.3FollowsproceduresasindicatedinMarylandAssessmentPolicyandGuidelines
4.2 Collaborateswithlearnerstoidentifytheirneeds,strengthsandgoals,andadvisesthemorrefersthemtotheappropriatelevelofinstruction / 4.2.1Usesappropriateneedsassessmentstodeterminelearnerstrengths,needs,andgoalsuponentryintotheprogram
4.2.2Conductson-goingneedsassessmentstoprovidereferralsandtosupportlearnertransferswithinoroutsideoftheprogram
4.3 Interpretsformalandinformalassessmentresults,reviewstheresultswithlearners,anddevelopsappropriateeducationalplans / 4.3.1Usesassessmentresultstodevelopindividualizedandgroupeducationalplansincollaborationwiththelearners
4.3.2 Providesopportunitiesforlearnersandpeerstoevaluateandgivefeedbackontheirlearningandperformancethroughreflectionandselfassessment
4.4 Usesavarietyofformalandinformalassessmentstodevelopcurricula,planlessons,monitorlearnerprogress,andprovidefeedbacktolearners / 4.4.1Conductsformalandinformalskillassessmentsonaregularbasisandutilizestheresultstomodifymethodsandcurriculaforlearners.
4.4.2 Completesitemanalysistoguideinstruction
4.4.3Maintainsarecordofassessmentoutcomestomonitorprogress
4.4.4Sharesassessmentresultswithlearnersasappropriate
4.5 Identifiesthoselearnersneedingspecialassessment / 4.5.1.Accessesappropriatetools,informationandtrainingneededtoidentifythoselearners
4.5.2.Useslearnerdataandclassroomobservationstoidentifythoselearnersrequiringspecialassessments
4.5.3.Conferswithsupervisorandcolleaguesifspecialassessmentisrequired
4.5.4.Referslearnersrequiringspecialassessmentaccordingtoprogramguidelines
4.5.5.Knowalternativesforreferralsandwhattodoifreferralisnotaviableoption
Standard5:Implementtechnology.
Anadulteducationteacher:
Competencies: / SampleEvidenceofCompetency:
5.1 Demonstratesanunderstandingoftechnologyconceptsandeffectivelyutilizesavarietyoftechnologies / 5.1.1Demonstratesknowledgeofcommonusesofcomputersandtechnologyinbusiness,industryandsociety
5.1.2Usesterminologyrelatedtocomputersandtechnologyappropriatelyinwrittenandoralcommunication
5.1.3Operatescomputers,peripherals,andavarietyofavailabletechnologies
5.1.4Appliesbasictroubleshootingstrategiesandaccesseshelporsupportresourceswhennecessary
5.2 Explores,evaluatesandusestechnologyresourcesincludingapplications,tools,educationalsoftware,andelectronicresources / 5.2.1Usesbasiccomputeroperationssuchasediting,filemanagement,andprinting
5.2.2Understandstheconceptofnetworksandhowtoaccessthem
5.2.3UsesavarietyofavailablesoftwareandInternetapplicationssuchasWebbrowsersandsearchengines
5.2.4Evaluatesandselectstechnologythatismostusefulforthespecificpurposeandcontext
5.2.5Evaluatessoftwareandelectronicresourceinformationcriticallyandcompetently
5.3 Usestechnologytocommunicateinformationinavarietyofformats / 5.3.1Usesavarietyofcurrentlyavailabletechnologytointeractelectronically
5.3.2UsesInternetapplicationssuchaslistservs,newsgroupsandE-mail
5.3.3Usesproductivitytoolstopublishinformation
5.4 Demonstratesandappliesknowledgeofthelegal,social,ethical,andsafetyissuesrelatedtotechnology / 5.4.1Respectscurrentcopyrightlaws,fairuse,rightsandresponsibilities
5.4.2Designslearningactivitiesthatfosterequitable,ethical,andlegaluseoftechnologybylearners
5.4.3Developsandadherestoappropriateusepoliciesastheyapplytochatrooms,Websites,etc.
5.4.4MakeslearnersawareofthedangersofsomeInternetresourcestothemselvesandtheirfamilies
5.5 Effectivelyintegratestechnologyintoinstruction / 5.5.1Demonstratesknowledgeofanduseslearnertechnologystandards.
5.5.2Plans,develops,assesses,andimplementsinstruction-utilizingtechnologybasedonlearnerneeds
5.5.3Minimizestheapprehensionandintimidationlearnersmayexperiencewhenfirstexposedtocomputers
5.5.4Usesmultimediaandtelecommunicationsasavailabletosupportinstruction
5.5.5Usestechnologytodevelop/enhancehigherorderthinkingskillsincludingproblemsolving,criticalthinking,informeddecision-making,andknowledgeconstruction
5.6 Demonstratesandappliesknowledgeoftheuseofassistivetechnologytoenhancelearning / 5.6.1Identifiesavailableassistivetechnologyresources(e.g.,magnifiers,screenreaders,voicerecognitionsoftware)thataccommodateindividuallearningneeds
5.6.2Usesavailableassistivetechnologyininstruction,asneeded
5.7 Participatesinactivitiesandusesresourcestosupportongoingprofessionalgrowthrelatedtotechnology / 5.7.1Identifiesanduseseducationaltechnologystandards
5.7.2Usesavailabletechnologyresourcestoengageinongoingprofessionaldevelopment
5.7.3Pursuesopportunitiestodevelopstrategiesforutilizingtechnologytoenhancelearning
Standard6:Maintainknowledgebaseandpursueprofessionaldevelopment.
Anadulteducationteacher:
Competencies: / SampleEvidenceofCompetency:
6.1 Developsandmaintainsaknowledgebaseinadultlearningtheory / 6.1.1Participatesinrelevantprofessionaldevelopmentin-services,workshops,courses,andconferencesthatrelatetoappropriateinstructionalapproaches,content,andadultlearningtheory
6.1.2Identifieshowadultslearnbyusingmultipleinstructionalapproaches,fielddependentandindependentlearning,problem-centeredapproachestolearning,multipletypesofsensoryexperiences,andlearnerreflection
6.1.3Articulatesstrategiesandcitesmaterialsappropriatetodiversecultural,ethnic,racial,age,languageandsocialcontextsandbackgroundsrecognizesthatadultsareatdifferentstagesoflearning
6.2 Developsandmaintainsin-depthknowledgeof
relevantcontentareasandrelatedteachingmethods / 6.21Hasprofessionalpreparationand/ortraininginrelevantcontentareas(e.g.reading,math,English,U.S.historyandgovernmentetc)
6.2.2Participatesinprofessionaldevelopmentrelatedtocontentareasbeingtaughtorotherrelevantareasincludinglanguageandliteracylearning
6.2.3Demonstratescontentareaknowledgeintheinstructionalsetting
6.3 Developsandmaintainsknowledgeofinstructionaltechniquesandreferralproceduresforlearnerswhohavespecialneeds / 6.3.1Demonstratesstrategiesfor(1)screeningandidentifyinglearnerswhohavespecialneedsand(2)instructingthispopulation
6.3.2Implementsappropriateaccommodationsforlearnerswithspeciallanguageandlearningneeds.
6.3.3Demonstratesknowledgeofprogramprocedurestoreferlearnerstootherservicesoragencieswhenappropriate
6.4 Pursuesknowledgeoftechnologicalsystemsasitrelatestoinstructionalandadministrativefunctions / 6.4.1Demonstratesproficiencyinusingcurrenttechnology,suchaswordprocessing,email,internet,andothermeansofcommunicatingandaccessinginformationelectronically
6.4.2Designsanddeliversinstructionthatincorporatestechnologyintothecurriculumandrequiresstudentstodemonstrateproficiencybyintegratingtechnologyininstructionalactivities
6.4.3Demonstrateshowtechnologycanbeusedtomonitorlearning;trackattendance,learnerprogressandoutcomes;andcommunicateinformationtolearners,programstaff,andotherstakeholders(e.g.,legislators)
6.4.4Participatesintechnologytraininginordertoexplore,evaluate,andusecomputer/technologicalresources
6.5Demonstratesknowledgeofownorganization,communityresourcesandissues,relevantlawsandregulations / 6.5.1Followspoliciesandproceduresincompliancewithlocal,state,andfederalregulations
6.5.2Identifiesorganizationandcommunityresourcesthatcanprovidematerialsforinstructionandsharesinformationwithstaffandlearners
6.5.3Designsinstructionalunitsbaseduponlearnerneeds,goals,andinterests;incorporatescommunityresourcesandissues
6.6 Assessespersonalneedsforprofessionalgrowthandparticipatesinprofessionaldevelopmentactivities / 6.6.1ReviewsMarylandAdultEducationTeacherStandards,CompetenciesandEvidenceofCompetencies
6.6.2Reflectsindividuallyandwithcolleaguesoninstructionalpractice,programgoals,andinitiatives(e.g.,throughpractitionerresearch,studycircles,sharing/networkinggroups)
6.6.3Workswithcolleaguesandsupervisorstoselectappropriateprofessionaldevelopmentapproaches(e.g.inquiryresearch,workshops,observation/feedback,productdevelopment,partnering,mentoring)
6.6.4Seeksadministrativeorcollaborativesupportindevelopinganindividualprofessionaldevelopmentplanthatincludesgoalsandobjectives
6.6.5Regularlyreviewslearnerplacement,diagnosticandoutcomedatatodetermineprofessionaldevelopmentneeds
6.7 Incorporatesnewskillsandknowledgegainedthroughprofessionaldevelopmentintothelearningenvironmenttoenhancethequalityofinstruction / 6.7.1Integratesnewskillsandinformationgainedthroughprofessionaldevelopmenttoenhancethelearningenvironment
6.7.2Practicesandintegratesnewinstructionalstrategies