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Missouri Adult Education (MO-AEL) Professional Development Center |
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Indicator Analysis for ProNet Competencies for FY06
ProNet 2000 is a federally funded project operated the American Institute for Research (AIR). The project was initiated in order to provide high quality teacher competencies for Adult Education Teachers and resources for professional development. The MAEL PDC uses the Pro Net Competencies as a guide to develop all activities provided. Below are the 31 competencies and the areas they are designated. Each competency and its indicators are identified and the PDC activities that addressed each is indicated. The following show all competencies provided by ProNet and the indicators for each one. Below each indicator the activities that have addressed them are identified.
MAINTAINS KNOWLEDGE AND PURSUES OWN PROFESSIONALISM
1. Develops and maintains a knowledge base in adult learning and development Indicators: Identifies that adult learners are motivated by drawing on their experiences, providing opportunities for learner success to build self-esteem and targeting instruction based on learner goals Activities; ITW 01-03 04-05, ESLW 01, BTW 04-05
Identifies how adult learners (cognition) by using multiple instructional approaches, field dependent and independent learning and problem centered approaches to learning; providing multiple types of sensory experiences and stimulating learner reflection Activities; ITW(BTAP) 04-05
Articulates strategies and cites materials appropriate to diverse cultural, ethnic, racial, age, and social contexts and backgrounds, and recognizes that adults are at different stages of development Activities; ETW 02, ESLW01, ESLW02
2. Develops and maintains an in-depth knowledge base in own content area and other relevant areas Indicators: Has professional preparation and/or training in the primary content area Activities; ETW 01, ETW 02, ESLW 01, 02, 03, in-services 01, 02, 03
Participates in professional development related to own or relevant areas (reading professional journals, conducting inquiry research projects and attending professional meetings) Activities; BTW (PCW) 04-05, ITW(BTAP) 04-05, ETW 04-05 ESLW 04-05 I in-services 04-05
Describes how content area knowledge can be transferred to the instructional setting Activities; in-services 01, 02, 03,ITW(BTAP) 04-05
Articulates program’s goals and mission statement Activities; BTW, ITW, ETW 03, BTW(PCW) 04-05
3. Knows how to instruct and/or refer adults who have learning disabilities and other special needs
Indicators: Articulates strategies for identifying students who have special needs and for instructing this population Activities; BTW, ITW, in-service 02 LDRW 05
Suggests ways to accommodate students with special needs Activities; BTW, ITW, in-service 02 LDRW 05
Indicates how to refer students to other services or agencies in-house and external when appropriate Activities; LDRW 05
4. Knows and is sensitive to demands and responsibilities of adults as workers, family members, citizens, and community members
Indicators: Articulates that learners bring experiences from multiple life roles to the instructional setting Activities; ITW, ESLW01
Identifies materials and technology that reflect contexts of home, work, and community Activities; BTW(BTAP) 04-05, TW 04-05, TRW 05, Employability in-service 05
Identifies strategies that are flexible enough to accommodate adult scheduling and attendance needs Activities; BTW(BTAP) 04-05, Customer Satisfaction in-service 05
5. Knows how technological systems work and how to apply that knowledge to instructional and administrative functions
Indicators: Illustrates proficiency in using and selecting appropriate and current technology such as word processing, data management, presentations software, telecommunications, e-mail, and other means of accessing information Activities; Tech Resource in-service 05, TRW, 05
Designs and delivers instruction that incorporates technology in a meaningful way into the curriculum Activities; Technology trainings, ESLW02, GEDOW 05, TRW 05
Illustrates how technology can be used to monitor learning; track attendance, learner progress and outcomes; and communicate information to learners and program staff and other stakeholders Activities; ACES trainings 04-05, GEDOW 05, TRW 05
Participates in technological training to be prepared to explore, evaluate and use computer/technological resources Activities; Technology trainings 04-05, TRW 05
6. Knows about and/or knows how to access information about own organization, community resources and issues, relevant laws and regulations
Indicators: Identifies gaps in own knowledge and seeks to find information to address those gaps Activities; Community Resources in-service 05
Identifies own organization and community resources that can provide materials for instruction and shares information with other staff and students Activities; ESLW01, Community Resources in-service 05
Designs instructional units based upon learner needs, experiences, and interests; community resources and issues Activities; ESLW01
7. Assesses own need for professional growth and develops and monitors own professional development plan
Indicators: Reviews Adult Education Instructor Competencies
Reflects on instructional practice and program goals and initiatives individually, and with colleagues through practitioner research, study circles, sharing/networking, groups and with teams members
Works with colleagues and supervisors to select appropriate professional development approaches such as inquiry research, workshops, observation/feedback, and product development
Seeks administrative or collaborative support in developing an individual professional development plan that includes goals and objectives
Regularly reviews learner placement, diagnostic and outcome data to determine professional development needs
8. Engages in a variety of self-directed and collegial professional development activities and incorporates new skills and knowledge into learning environment to enhance the quality of instruction
Indicators: Participates in a variety of professional development activities such as workshops, institutes, observation/feedback, practitioner research (online and traditional research), study groups and professional associations such as local, state, and national based on individual and program needs Activities; BTW 04-05, ITW 04-05, all in-services 04-05, ETW 04-05, ESLW 04-05
Practices and integrates new instructional strategies Activities; ETW 02, ESLW02, ITW 04-05, ETW 04-05
Engages in reflective activities both individually and with others—mentors and supervisors
ORGANIZES AND DELIVERS INSTRUCTION
9. Plans instruction that is consistent with the program’s mission and goals
Indicators: Develops. selects, and evaluates instructional strategies and materials consistent with the mission and goals of the program Activities; ETW02, ESLW02, ITW 05
Develops lessons in sequence that focus on needed skills and information and that the needed skills and information and that meet the learning goals of the student and the objectives of the program Activities; ETW01, ETW02, in-services 01, 02, 03, ITW 05
10. Identifies and responds to learners’ individual and group needs, interests, and goals when developing instructional plans
Indicators: Conducts preliminary and ongoing student needs and academic assessments through student interviews, surveys, and unsolicited comments Activities; BTW, TABE in-service 04, BTW 04-05
Identifies instructional content and context based upon learner needs, interests, goals, and experiences, Activities; TABE in-service 04, BTW 04-05
Plans instructional activities that involve learners in the application of skills within the learning environment and to real life experiences. Activities; ITW 04-05
Designs instruction that incorporates technology Activities; GEDOW, 04-05, TRW 05, Tech Trainings, 03-05
11. Creates a physical and interpersonal climate that is conducive to learning by drawing on adult learning theory, and knowledge of learners’ cultures, and interpersonal dynamics.
Indicators: Organizes the physical environment for adults Activities; ITW 04-05, Societal Diversity in-service 06
Selects examples, materials, and grouping strategies appropriate for the diversity of learners including field dependent and field independent learning as well as inductive and deductive learning. Activities; ITW 04-05, Societal Diversity in-service, 06
Encourages learners to use their own experiences to illustrate and clarify learning Activities; BTW, ITW 04-05
Models cultural sensitivity related to gender differences, socio-economic status and group dynamics Activities; ETW02, Societal Diversity in-service 06
Establishes rapport through humor, enthusiasm, confidence, respect, and manner Activities; BTW 01-05, ITW 01-05, ETW 05
12. Instructor applies knowledge of teacher-directed and learner-centered instruction
Indicators: Demonstrates a variety of teaching strategies within the instructional setting Activities; ETW02, ESLW02, in-service 01, 02, 03, ITW 04-05, ESL in-services 05 ESLW 05, ETW 05
Serves as a ‘facilitator of learning’ and as a resource and communicator of information. Activities; ESLW01, ITW 04-05, Resources and Materials ESL in-service 05
Shares with learners appropriate decision making responsibilities. Activities; Decision Making/Problem Solving in-service 06
Links instruction to learners needs assessments Activities; In-service 04, BTW 04-05
Draws upon learner experiences when providing and delivering instruction. Activities; ITW 04-05
Incorporates instructional activities that actively involve learners in the application of skills Activities; ESLW01, 02, 02, inservices 02, 03, BTW 04-05, ITW 04-05
13. Models communication, negotiation, decision-making, and problem- solving skills for learners
Indicators: Communicates to learners the thinking process for problem solving and Meta-cognition and encourages classroom decision making by learners Activities; in-service 02, 03, Decision Making/Problem Solving in-service 06
Provides timely feedback to learners regarding their progress. Activities; BTW 04-05
Allows classroom time for group and individual processing and group problem solving Activities; ESL in-service 02, ETW02, Decision Making/Problem Solving in-service 06, Societal Diversity in-service 06
Exhibits several styles of communication: verbal, non-verbal, and written Activities; ITW 04-05, BTW 05, ITW 04-05
Organizes instruction and learning environment to enable students to participate in real life communications: verbal, non-verbal, and written Activities; BTW—ESL component, ITW—ESL component, Classroom Management ESL in-service 05, BTW/ESL 05, ITW/ESL 05, AEL/ITW 05
Organizes instruction and learning environment to enable students to participate in real life communication, negotiation, problem solving, and decision making Activities; ESLW02, inservice 03
14. Employs individual, group, and team learning
Indicators Uses individual, group, and team activities Activities; BTW—ESL, ITW—ESL, ESLW 02, ETW02, ESL inservice 01, BTW 05, ITW 05, Societal Diversity in-service 06
Organizes activities that enable learners to recognize the importance of group/team goals and individual contributions. Activities; BTW—ESL, ITW—ESL, ESLW 02, ETW02, ESL inservice 01, BTW 05, ITW 05, Societal Diversity in-service 06
Encourages learner reflection on both the process and results of activities.
Develops activities that encourage peer and self evaluation.
15. Sequences and paces lessons appropriately
Indicators: Is sensitive to learner cues regarding learning pace and depth of Understanding. Activities; ITW 05
Ensures that sequencing follows the logic of instructional objectives Activities; ETW02
16. Is sensitive to and accommodates diverse learning styles, abilities, cultures, and experiences including learners who have disabilities and other needs
Indicators: Recognizes and provides for the special needs of all learners utilizing program resources, counselors, referral agencies, and testing data. Activities; BTW 04-05, Community Resources in-service 05, Societal Diversity in-service 06
Uses a variety of teaching strategies that address several learning styles/modalities such as: visual/aural/oral, kinesthetic/tactile, left/right brain, and global/analytical and multiple intelligences. Activities; BTW, ITW 04-05, ETW03, inservice 01, 02, Societal Diversity in-service 06
Includes culturally diverse activities during instruction. Activities; ESLW01, 02, Societal Diversity in-service 06
17. Provides frequent and varied opportunities for students to apply their learning
Indicators: Provides for real-life and simulated applications of the activity. Activities; ESLW, ESL in-services, ITW 05, Societal Diversity in-service 06 Problem Solving/Decision Making in-service 06
Employs real-life scenarios during instruction. Activities; ESLW, ESL in-services, ITW 04-05
Provides opportunities for learners to share learning that occurs outside of the classroom Activities; ESLW, ESL in-services
18. Monitors and adjusts teaching strategies based upon student needs and performance
Indicators: Uses current student data to monitor and adjust instruction Activities; BTW 04-05, Multiple GED2002 in-services
Engages in formal and informal monitoring (tests, written surveys, Interviews, and observations) to identify learner needs. Activities; BTW 04-05
Demonstrates flexibility in responding to immediate learner needs and interests Activities; Teaching Moments 06 ITW 04-05
19. Effectively integrates current and appropriate media and technology as a tool for instruction
Indicators: Delivers instruction that incorporates technology (cassettes and video Recorders, overhead projectors, fax machines, computers, compressed video). Activities; WES/GEDC in-services 05, TRW 05, Tech Trainings 03-05
20. Integrates employment, family, and community-related activities into instruction
Indicators: Uses community resources such as speakers and field trips to extend the classroom into the community. Activities; ITW, ESL, ITW 04-05
Uses various learner roles (employee, family member, community member) in selecting materials and providing contextually-based instruction. Activities; ITW 04-05
MANAGES INSTRUCTIONAL RESOURCES (TIME, MATERIALS, SPACE, PEOPLE)
21. Selects and uses a variety of resources for the learning environment (print, human, and technological)
Indicators: Uses resources that are appropriate for adults (reflect adult needs, interests and experiences) at appropriate levels of instruction, and sensitive/respectful of racial, ethnic, cultural, and gender issues Activities; BTW, ITW 04-05, Societal Diversity in-service 06.
Uses resources that address a variety of learning modalities (visual, auditory, kinesthetic) and preferences (independent and group learning) Activities; BTW, ITW 04-05, ETW 03
Organizes and maintains resources and materials so that they are easily accessible to others for instruction and are user-friendly (includes directions on use).
Allocates, acquires, and utilizes resources such as people, time, budgets, technology, and physical environment
22. Acquires, accesses, and uses technology for effective adult learning
Indicators: Explores, evaluates, and uses computer/technology resources including applications, tools, educational software, and associated documentation Activities; Technology trainings, 01-05, TRW 05
Collaborates with community agencies to access technology resources.
Designs, delivers, and assesses student learning activities that integrate computers/technology for diverse student populations Activities; Technology Trainings 01-05, TRW 05
Practices responsible, ethical, and legal uses of technology, information, and software resources Activities; Technology Trainings 01-05, TRW 05
CONTINUALLY ASSESSES AND MONITORS LEARNING
instruction
Indicators: Conducts or facilitates continuous needs assessments with learners and uses information for providing guidance to learners about relevant programs within the organization or community and for referring learners to appropriate levels of instruction Activities; BTW, TABE in-service 04
Selects appropriate assessments/inventories (educational skills, personal strengths, aptitudes, interests, learning styles, vision/hearing screening, learning disabilities screening, career assessment screening, etc.) Activities; ITW 04-05
Develops and maintains alliances that facilitate referrals with other adult service providers. Activities; BTW 04-05
Encourages and supports student transfers to other classes, levels, programs
Indicators: Assists learners in developing individual educational plans, articulating goals, developing strategies for achievement of goals, and monitoring goal attainment Activities; BTW, TABE in-service 04
Links and incorporates data from assessments with instructional objectives and strategies and shares information with learners Activities; BTW, TABE in-service 04
Indicators: Uses questioning strategies at various cognitive levels (recall, inference, generalization, synthesis, and application) Activities; in-service 02, 03, ITW 04-05
Uses a variety of assessment procedures including paper and pencil measures as well as performance measures (portfolio, demonstration, and alternative assessments. Activities; ITW 04-05
Uses reading, writing, and numeracy assessments that require higher levels of thinking, including problem solving and decision making Activities; in-service 02, 03
Uses project-based learning to enable students to use critical thinking skills and demonstrate learning through both process and product Activities; ESL in-service 03, ITW 04-05
26. Structures and facilitates ways for learners and peers to evaluate and give feedback on their learning and performance through reflection and self assessment
Indicators: Uses journals, logs, and learner portfolios, presentations, and multi-media technology to foster reflection and self assessment
Assists learners in developing meta-cognitive strategies to help them understand how they learn best
MANAGES PROGRAM RESPONSIBILITIES AND ENHANCES PROGRAM ORGANIZATION
27. Guides learners in the development and ongoing review of their educational plan
Indicators: Links learner assessments closely to the content of instruction Activities; TABE In-service 04, BTW,
Shares assessment data results with learners to help them develop and update learning plans Activities; BTW, TABE in service 04
28. Collects and manages accurate data for program improvement and accountability
Indicators: Collects student input and other data that will yield information about the progress and success of individuals in their program Activities; TABE in-service 04, BTW 04-05
Uses assessment and evaluation data to support and improve accountability Activities; TABE in-service 04, BTW 04-05
Participates in the analysis of data for program improvement solicits feedback from students regarding instruction and the referral system Activities; TABE in-service 04
29. Suggests and/or collaborates in modifying the program organization and in developing program alternatives
Indicators: Collaborates with colleagues, administrators, and students in refining current programs and in developing new programs
Collaborates with community organizations to link program organization and instruction to relevant workplace needs, where appropriate
PROVIDES LEARNER GUIDANCE AND REFERRAL
30. Shares information with learners and colleagues about additional learning resources, educational opportunities, and options for |