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Adult Ed Teacher Competencies

Are you familiar with our LINCS resource, "Adult Teacher Competencies"? You'll find it at https://lincs.ed.gov/publications/te/competencies.pdf. "The Adult Education Teacher Competencies are part of the evidence-based Adult Education Beginning Teacher Induction Toolkit (http://lincs.ed.gov/programs/teachereffectiveness), which is designed to promote high-quality instruction that leads to student achievement." 

As I read through each section of the resource, I found lots of ground for reflection, consideration, debate, and implementation, as well as grist for the professional-development mill. What do you think?

Let's start with the Four Domains: 

1. Monitors and manages student learning and performance through data
2. Plans and delivers high-quality, evidence-based instruction
3. Effectively communicates to motivate and engage learners
4. Pursues professionalism and continually builds knowledge and skills

As you consider reading and writing, or any other instruction among adults, would you add anything to those? Expand on them? Reduce them? Which is the most important in your view?

Once you have had a chance to reflect and comment on those,  we'll start discussing the 17 competencies related to those domains, so keep coming back to comment more! Leecy

Comments

Di Baycich's picture

In response to your question about which domain I think is the most important - My brain cycled into a chicken/egg loop. At first I thought that domain 2 would be the most important but then realized you can't deliver high quality instruction without the other three domains. As I looked closer, I saw that for any domain to have  an effect on students, the other 3 domains had to be involved. 

As I read through the competencies for each domain, I thought they would make a great framework for developing a PD system around. Wonder if any states have considered this or have used the competencies to inform a PD system they are revamping or building. Anyone know?

Leecy's picture

Thanks for your comment, Di. I hope we have others join us here for a good dialogue on several issues in this publication that invite a lot of reflection!

You are right that the domains are somewhat interwoven. Still, my choice would be #3, eliminating "motivate" from the statement since I don't believe anyone motivates anyone else. Teachers need to be relieved of that burden!

Nicholas Hobar's picture

Di,

Over the years LearningFront has developed professional development standards for all teachers that focus on what a professional is expected to do to improve student learning. You can view them here:

https://www.learningfront.com/Media/LF_Standards.pdf

I was interested in comparing them with the Adult Education Teacher Competencies. It appears they cross walk in many ways. The self-assessment and uses of these competencies are impressive.

We typically design and deliver PD programs to help professionals to acquire new and extend their professional skills through blended online programs that use “Pull” PD strategies focused on the PD standards related to their job expectations, school improvement plans, and high stakes accountability measures.

I’m interested in learning more about the PD strategies that have the most influence on helping adult educators acquire these competencies and using them as a framework for PD as you mentioned.

Nick

Leecy's picture

Within the 4 domains of activity listed in the Adult Education Teacher Competencies, 17 individual, observable competencies represent the knowledge, skills, and abilities that an adult education instructor should possess to be effective within that domain. Under the first domain, "Monitors and manages student learning and performance through data," four competencies are listed. Each of those is matched to different Performance Indicators in column 2 and Sample Illustrations in column 3. The Competencies in the first domain are as follow (pp 6-8):

1.1. Assesses learners’ prior knowledge, learning needs, and college and career readiness goals
1.2. Sets learning goals and a course of study
1.3. Monitors learning through summative and formative assessment data
1.4. Adapts instruction based on formative and summative student assessment data

After reading the Performance Indicators in column 2 and Sample Illustrations in column 3 for each competency, what is your reaction? Are they too demanding? Are the examples real in your classrooms? Would you rephrase, add, or eliminate any of the statements?