/ Adult Education
Tutor
Teacher
Training System
Dr. Lennox L. McLendon Kathi Polis
l p
2005

The Professional Development Matrix for Tutors and Teachers

“I teach five subjects at twelve grade levels to fifteen students, half of whom have a learning disability and each of whom has her/his reason for attending which means each has an individual learning plan that we mutually develop to imbed the basic skills he/she needs into a context that is useful to meeting his/her goal. I create these miracles from 7:00 to 10:00 pm on Tuesday and Thursday nights in a borrowed classroom where I am not allowed to leave any of my resources.”

Teaching adults is a complex set of tasks. Even though this diatribe is from an ABE teacher, a variety of adult education teachers and tutors could rave on with similarly complex descriptions of their work.

The Professional Development Matrix for Tutors and Teachers is not a fixed instrument. It is a framework that engages state and local practitioners in the design and delivery of training that ensure that tutors and teachers have all of the resources necessary to help adults learn.

The Components are listed below and are followed by a planning outline from which the staff and practitioners will design the preferred delivery system for each component.

Program Components

1. New Teacher Orientation acquaints new instructional staff members with the history and philosophy of adult instruction; an understanding of how adults learn and how it differs from children’s learning, skills in helping a learner develop, monitor and evaluate an individual learning plan; an introduction to state accountability requirements including assessment, data collection and reporting, and other state procedures; and some basic teaching strategies.

2. Core training is a two part series that provides the tutor and teacher with the essential knowledge, skills, and abilities to manage, lead, and evaluate an adult education instructional program. All tutors and teachers are encouraged to complete the core training. The series consists of training in system-wide policies and procedures and quality instruction.

Systems training includes policies and procedures that all teachers need to integrate state initiatives and successfully comply with assessment, data management, and student follow-up requirements. These are procedures that all practitioners need to perform in the same way.

Quality instruction provides tools, processes, and options for instructors in the basic principles of providing learner-centered instruction to adults. Content areas might include: 1) teaching reading to adults, 2) teaching math to adults, 3) teaching writing to adults, 4) accommodating adults with learning disabilities, 5) using technology in the classroom, and 6) integrating research into practice. Included in each session is the development of a standard procedure (structure and resources) for pilot testing promising alternatives and smoothly integrating them into the instructional repertoire (Going to Scale).

3. Responsive training and resources responds to the individualinstructional needs of each instructor. The ever changing student population requires instructors to respond in ways they have not had to before. These unanticipated needs are answered by responsive training activities and resources. Responsive training can be delivered through face-to-face sessions throughout the year, online courses, study groups, college coursework, mentoring partnerships, or other individualized professional growth opportunities. Responsive resources can be delivered through state or national websites with customized resources for adult literacy instruction.

To assist in identifying teachers’ responsive needs, it is recommended that states adopt teacher competencies (to be adapted from the ProNet Teacher Competencies). These competencies, which deal with the major program instructional functions, allow teachers to assess their proficiency level in each. Training sessions and resources can then be designed to respond to common needs.

4. Program expansion training provides the skills that teachers need to customize instruction, curriculum, and evaluation to reach specific target populations (e.g., family literacy, workplace education, welfare to work, correctional education) or to utilize non-traditional delivery methods (e.g., distance learning).

Planning Chart

The Professional Development Matrix for Tutors and Teachers

The State staff and tutors and teachers will determine 1) the preferred delivery method for tutors and teachers to access the training and accomplish the training objectives (e.g., one-day face-to-face training, face-to-face training with six month follow-up, online training tutorials, online training with projects to be completed, training institute, project learning); 2) what support and incentives the state will provide to encourage and support participation and acquisition of those skills; and 3) what participants are expected to do as a result of the training and how those expectations will be documented (Is participation good enough?).

Sample Training Components / Sample Training Objectives:
Program participants will: / Access:
Teachers and tutors can access training via these delivery systems: / Support/Incentives:
These incentives support teacher and tutor participation: / Fulfillment:
As a result of the training, participants will do the following:
1. New Teacher Orientation / Initial Orientation Session Objectives
Participants will:
  • Understand the basic tenants of adult learning theory (andragogy);
  • Identify the different types of adult education programs, e.g., GED, ABE, ESL/ESOL, ASE;
  • Identify basic learning styles and methods of teaching to each specific style;
  • Administer identified assessment tools and apply the data to develop grade-level appropriate lesson plans to assist students in increasing their skills;
  • Understand the process for recruitment and retention of students, as well as reporting progress information;
  • Plan, develop, implement, and evaluate an engaging lesson;
  • Implement proactive classroom management strategies; and
  • Identify resources needed for the specific area that is being taught.

2. Core Training
2A. Systems Training / Participants will demonstrate a working knowledge of the:
  • State assessment policies and procedures;
  • State data entry policies and procedures;
  • State data reporting policies and procedures; and
  • Ability to analyze state and program reports and use that analysis for program improvement

2B. Quality Instruction
2B1. Adult Reading Strategies / Participants will:
  • Identify best practices in reading based on research;
  • Understand the basic components of reading – alphabetics (print component), including phonemic awareness, phonics, word recognition, spelling, reading rate, and reading fluency and meaning skills, including word meaning (vocabulary), background knowledge, and reading comprehension;
  • Use strategies to help students increase strength in each of the basic components; and
  • Identify a variety of reading resources and match those resources with student learning styles and needs.

2B2. Adult Math Strategies / Participants will:
  • Define the ten NCTM Standards and how to apply such standards to the adult education setting;
  • Identify content knowledge needed by students in four basic areas of math: number operations and number sense, measurement and geometry, data, statistics, and probability, and algebra, functions and patterns;
  • Apply strategies and hands-on activities in each of the content areas to assist students in increasing their mathematical literacy skills;
  • Define and apply problem-solving techniques across the curriculum in order that students can break down the process, decode word problems, use various strategies, and put the strategies to work in real-life scenarios; and
  • Identify best practices in mathematics based on research.

2B2. Adult Writing Strategies / Participants will:
  • Identify error patterns in students’ writing samples through analytical scoring techniques;
  • Define appropriate strategies for instruction relative to error patterns;
  • Compare and contrast the differences between editing and revising a written work;
  • Holistically score GED-like essays using a four point rubric;
  • Implement strategies for improving the writing process of the adult learner and knowledge; and
  • Identify best practices in the writing craft based on research.

2B3. Adult Technology Strategies / Participants will:
  • Develop basic computer navigation skills;
  • Apply computer skills to word processing and graphic use;
  • Use basic email skills in their organization;
  • Access the World Wide Web in order to complete searches regarding research and information for use in the educational setting; and
  • Identify and apply different uses of technology in the classroom, e.g. distance learning, in-class mini-lab, multi-media productions, web-quests, and computer-assisted instruction.

2B4. Adults with Special Learning Needs / Participants will:
  • Identify the different types of learning styles and learning needs of students;
  • Understand the basic legislation regarding students with learning needs;
  • Define the different categories related to adults with disabilities;
  • Use basic screening techniques to help understand what types of problems students are having;
  • Define and apply information and strategies to help students who have reading, writing, and math learning disabilities;
  • Understand the process for requesting accommodations on the GED Tests, including those that don’t require approval from the GED Testing Service;
  • Identify materials and resources that can help the learning disabled student or student with special learning needs to improve his/her academic achievement; and
  • Develop skills in accessing the latest research information on special needs in the adult learner.

2B5. Integrating Research Findings / Participants will:
  • Develop skills in reviewing the latest research findings;
  • Explore a process for accessing, understanding, judging, and integrating research;
  • Gain a familiarity with current adult education research;
  • Practice in reviewing research to determine implications for instructional delivery; and
  • Develop an action plan for a program improvement project that integrates research findings into practice.

3. Responsive / To be determined by state, local program directors, and teachers and tutors.
Sample topics might include “Managing the Mulit-Subject, Multi-Level Classroom,” Using Project-based Learning in the Adult Education Classroom,” or “Strategies for Building Student Leadership”
4. Program Expansion / Priorities to be determined by state and local program directors.

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McLendon/Polis, 2005