Selfassessment Packet 092318

092318
Revised for the Oregon Leadership Academies
Dr. Lennox McLendon and Kathi McLendon-- Revised 9/17/2018

Table of Contents
1. Program Self Assessments ................................................................................................................. 2
NCSALL’s Evidence-Based Practices Self-Assessment ............................................................................ 3
Arizona Self-Assessment ......................................................................................................................... 7
The Super Duper Self-Assessment ................................................................................................... 13
Sample Electronic Self-Assessment ...................................................................................................... 22
College Transitions Self-Assessment .................................................................................................... 27
2. Teacher Self-Assessments ...................................................................................................................... 29
US Dept. of Education’s Adult Education Teacher Competency Self-Assessment ........................... 30
Kentucky’s Teacher Self-Assessment.................................................................................................... 34
Pennsylvania’s Teacher Self-Assessment ............................................................................................. 41
North Carolina’s Teacher Self-Assessment: Levels 1 & 2 .................................................................. 51
North Carolina’s Teacher Self-Assessment: Levels 3 & 4 .................................................................. 60
Maryland’s Teacher Self-Assessment .............................................................................................. 68
Sample Individual Professional Development Plans ......................................................................... 83
3. Local Manager’s Self Assessments ......................................................................................................... 87
ProNet Management Competencies Self-Assessment ........................................................................ 88
Pennsylvania’s Administrator Self-Assessment ................................................................................... 98
4. Student Assessment .......................................................................................................................103
Focus Groups and Student Surveys .................................................................................................... 104
Sample Student Survey .................................................................................................................. 107
Student Focus Groups ................................................................................................................... 109
5. Partner Assessments ......................................................................................................................111
Sample Partner’s Survey ................................................................................................................ 112
Career Pathways Partner’s Needs Assessment .................................................................................. 115
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1
Program
Self-Assessments
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NCSALL’s Evidence-Based Program Self-Assessment
Using Stakeholder Assessments 2009
Research, theory and professional wisdom on program quality indicate that the following principles1 of best practice
should guide program design and delivery.
PROGRAM PROGRAMS WE NEED WE HAVE

COMPONENT SHOULD PRINCIPLES OF BEST PRACTICE HELP WITH THIS OR
HAVE: THIS DON’T NEED
HELP WITH
THIS
A clear statement of mission, philosophy, and goals that guides all aspects
Well-defined of program services and that is designed with attention to the needs of the
mission, program’s community as well as the policies of its state and national
Program Quality philosophy and funding agencies.
Support goals
A governing body, such as an advisory board or board of directors, that

System for oversees program activities, meets regularly, and represents the local
planning, community.
evaluation and
governance A regular planning and evaluation process that involves multiple
stakeholders, including staff and students, and serves the dual purposes
of program development and accountability.
Adequate management of the program’s finances, including maintaining

financial records, establishing and monitoring a budget, and engaging in
fundraising from multiple sources.
A clear process for recruiting and hiring instructional and support staff.
System to A clear policy or standards for determining what constitutes qualified staff
manage human that has the skills, knowledge, and life experiences to address the needs
resources of adult students.
A professional development plan that takes into account the needs of the
Program Quality program and its staff and provides staff opportunities to receive training,
Support practice new skills, and receive constructive feedback.
Treatment of staff as professionals (including pay and benefits) and
1
(From Comings, J., Soricone, L., & Santos, M. (2006) An Evidence-based Adult Education Program Model Appropriate for Research. NCSALL Reports. Boston, MA:
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HELP WITH
THIS
working conditions that support student progress and staff improvement.
Instructional services that are provided at hours and locations convenient

Adult student- to adult students.
centered
environment for A physical environment that supports adult learning and is safe and
learning comfortable for students and staff.
A psychologically safe environment that protects the confidentiality of

students and staff and demonstrates respect for the cultures of students
and staff.
Learning materials that are designed for use by adults, including written
materials and technology.
Participation in networks and development of partnerships with other
Organized education and training providers, businesses and community
Entering a student organizations.
Program recruitment
process A variety of recruitment strategies (e.g., community needs assessment,
media, and personal contact) that are suited to the target population and
reflect their languages, cultures, and interests and that are clear about the
nature of the program and its requirements.
Use of data on recruitment success and feedback from students in order

to improve recruiting practices.
Assessment of each student’s goals, skill level, and support needs.

Organized
approach to A presentation to each student of a realistic assessment of skill levels and
intake and the time and effort required for achieving his or her goals.
Entering a student
Program orientation An individual learning plan for reaching the student’s goals that includes
proactive ways to address support needs and ensure persistence.
Information about students’ rights and program expectations of students.
Process to familiarize new students with the program’s staff, services and
facilities.
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HELP WITH
THIS
Clear policy on when the student is considered officially enrolled in the
program.
Procedures to accommodate students who are placed on a waitlist, which

may include provision of limited services; opportunities for self-study; and
referral to other education programs.
Appropriate staff-to-student ratios that are informed by the instructional

Effective goals and characteristics of the student population.
approach to
classroom Intensity and duration of instruction sufficient for meeting the learning
management needs of students.
Managed enrollment (rather than open enrollment that allows new

students to enter class frequently and in ways that disrupt the class
Participating in continuity).
a Program
A mix of group and individual work that promotes peer learning and
accommodates individual learning needs.
Class levels (e.g., beginning, intermediate, advanced) based on a clear

understanding of students’ abilities and needs, avoiding as much as
possible the practice of multi-level classes in which students have
profound skill differences.
Strategies to create a non-threatening learning environment that reduces

Effective the anxiety of adult students and encourages them to take risks in their
approach to learning.
instruction
Instructional activities that promote active learning, that is, activities that
involve students in “doing things and thinking about the things they are
doing” (Bonwell & Eison, 1991, p. 2).
An organized curriculum, i.e. a master plan for selecting content and

organizing learning experiences that is a result of a clear process for
making curriculum decisions and that addresses the needs and goals of
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HELP WITH
THIS
adult students.
A range of instructional approaches appropriate to students’ skill levels,
goals, and learning preferences.
Instructional activities that are relevant and meaningful to adult students’

life contexts and draw on their strengths.
Participating in
a Program A comprehensive approach for assessing and placing students, evaluating
their progress, and determining their achievement, with this information
clearly explained and shared with students to the extent possible.
A system for monitoring student persistence, e.g. length and intensity of

Effective attendance, dropout rate, and reasons for departure.
approach to
supporting Instructional and counseling services that intentionally promote the
student development of students’ self-efficacy (i.e. beliefs about their capacity to
persistence be successful students) around learning.
Educational and personal counseling that is intended to help adult

students persist in their learning and attain their educational goals.
A clear and purposeful system for identifying students’ needs for support
services and providing the necessary services or referring students to
agencies that can provide those services.
A system for monitoring student departure from a program, applied to

Effective instances of both dropout/ stopout and program completion.
Re-Engagement system for
in Learning supporting A plan for helping students who stop attending classes to find suitable
student re- ways to re-engage in learning until they reach their goals.
engagement in
learning A network of appropriate support services for student transition to
postsecondary education or training, including career counseling to help
students make informed choices about further education and to make a
successful transition.
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Program Self-Assessment
Condensed from the Arizona State Technical Assistance Review (STAR)

Program Preparation Guide and ADE Report Form
Program Planning
Indicator of Program Quality: The written plan has a stated purpose based on need, includes broad
based collaboration, logical goals and measurable objectives and demonstrates accountability.
[Reg. S461346©(2)(i)(ii); Arizona State Plan: Goal 2, Objective 2; Workforce Investment Act: Sec. 202,
Sec.2343} The program has an ongoing, participatory planning process. It is guided by the quality
indicators and results in a written plan that considers present and future community demographics,
needs and resources. [Reg.S461.46(c)(2)(i)(ii); Arizona State Plan: Goal 2, Objective 1, Objective 2;
Workforce Investment Act Title II: Sec. 232, Sec. 224 (b) (3)]
Ratings: 0 = Unsatisfactory 1 = Beginning 2 = Approaching

3 = Meets 4 = Exceeds N/R = Not Rated
Descriptors: 0 1 2 3 4 N/R
1. The program has a process for self-assessment on a regular
basis.
2. The program has a process to review and update, as needed,
the written plan on an annual basis utilizing insights from the
self-assessment.
3. An adult basic education advisory board exists and includes
students, staff, volunteers, partners and community members.
4. Staff has the opportunity to contribute to the program plan and
self-assessment.
5. The program has classes of sufficient intensity, duration and
flexibility that assist students to meet their goals.
Overall Category Rating:
Program Operations and Administration
Indicator of Program Quality: Processes have been developed to effectively administer and manage the
program. In addition a process has been implemented to gather and report required student information
accurately in the ADE data system. [Reg. S461346©(2)(i)(ii); Arizona State Plan: Goal 2, Objective 2;
Workforce Investment Act: Sec. 202, Sec.2343}

1. Policy manuals exist regarding:
a. Instructional staff
b. Office staff
c. Students
2. The program can verify that each instructor is state certified in adult
education.
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3. There is a process for the timely exchange of information regarding
student status between instructor and data analyst.
4. Assessment results and other goals achieved are recorded on the
state database.
5. There is a timeline for reviewing and analyzing program data.
6. There is a provision for continued program compliance in the event
of a change in program administrator.
7. Provisions are in place to insure an orderly transfer of responsibilities
and information involving data reporting and grants management if
the person performing those jobs leaves the program.
Community Interaction and Recruitment
Indicator of Program Quality: The program successfully recruits the population identified in the Arizona
State Plan, their Program Plan, and Sections 202 and 203 of Title II of the Workforce Investment Act as
needing basic educational services. [Arizona State Plan, Goal 2, Objective 1,; Workforce Investment Act
Title II, Sections 202 and 203]

1. Formal collaborations exist with a variety of programs such as One-
Stop Centers, local WIB’s, LEA’s, post-secondary institutions, job-
training programs and other community-based organizations.
2. The program is supported through broad-based community
interaction and involvement.
3. The program successfully recruits the population identified in the
program plan as needing basic education services.
Curriculum and Instruction:

(Assessment, Accommodations, Instruction, Instructional Resources)
Indicator of Program Quality: The program has assessment, curriculum and instruction designed to meet
the educational needs of students with diverse educational and cultural backgrounds, and employs the
Arizona Adult Education Standards. [Reg. S461.46 (c) (2) (iii), Arizona R7-2-308 (E) (1 – 6); Arizona State
Plan: Goal 1, Objective 1; Goal 2, Objective 1, Goal 4, Objective 3; Workforce Investment Act: Title II, Sections
212; 224(b)(4); 231]

1. The program’s curricula are aligned to the Arizona Adult Education
Standards. (Curriculum)
2. There is a process for the development and/or review of the curricula
within the program. (Curriculum)
3. There is a process to determine if a student has a specific learning
difficulty and/or learning disability. (Assessment)
4. The Performance/Proficiency Standards are used to indicate student
progress. (Assessment)
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5. Assessment results are shared with students and are utilized to
develop and adjust individual student study plans. (Assessment)
6. The program accommodates the needs of students with learning
difficulties and/or learning disabilities. (Accommodations)
7. The Arizona Adult Education Standards are the basis of instructors’
lesson planning and instructional activities (Instruction)
8. The program’s curriculum contextualizes and integrates instruction
within the content areas to include the community, family and
workplace, and incorporates critical thinking, interpersonal and
communication skills. (Instruction)
9. The program uses the Arizona Adult Education Standards as a guide
in the selection of instructional materials. (Instructional resources)
10. There are sufficient instructional materials for instructors to conduct
classes. (Instructional resources)
11. The program has a process to involve staff in the selection of
materials and evaluation of their effectiveness. (Instructional
resources)
12. Teachers employ technology in the planning and delivery of
instruction. (Instructional resources)
Retention and Support Services
Indicator of Program Quality: Americans with Disabilities Act and the Rehabilitation Act of 1973, Section 504 The
program supports its students with academic, health and social support services through broad-based
collaborations among local agencies in order to retain students until the successful attainment of their
goals. [Arizona State Plan, Goal 2, Objective 1, Objective 3; Workforce Investment Act Title II, Section 232]

1. The program has a process to identify, inform and provide services
either directly or indirectly to students who have health or social
barriers that may interfere with their achieving their goals.
2. The program has a process to obtain feedback concerning support
services that are referred.
3. Students are provided information about post-secondary education
or job-training programs.
4. Transition services are provided to students advancing to post-
secondary education or job-training programs.
5. The program has an established attendance policy.
6. The program accurately documents student daily attendance.
7. The program organizes activities and/or procedures to encourage
student retention.
8. The program recognizes and/or celebrates student advancement.
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Staff Development
Indicator of Program Quality: The program has ongoing staff development that addresses program needs.
[Arizona State Plan, Goal 3, Objective 1, Objective 2, Objective 3, Objective 5; Workforce Investment Act Title II,
Section 223]

1. The program has a process to determine staff training needs.
2. The program has a planned schedule of appropriate staff
development activities.
3. Staff development activities address weaknesses reflected in the
program’s performance on Federal Core Goals if performance is
significantly below target levels.
4. Administrators, instructors and support staff participate in staff
development, both on-site and outside the program.
5. Staff development is provided in the use of technology for
instructional purposes.
6. The program employs technology in its professional development
opportunities.
7. The program provides paid time for professional/curriculum
development activities and staff collaboration.
8. The program has a process for teachers to share information,
strategies, resources or best practices learned through attendance at
conferences, through research or through participation in other
professional development activities.
9. The program has a process to train and/or orient new staff members
to the program and the Arizona Adult Education Standards.
10. Current versions of Arizona Adult Education Standards have been
distributed to all instructional staff.
11. Instructional methods are reviewed to determine if they meet
students’ needs and goals.
12. The program uses Individual Professional Development (IDP) Plans.
12. The program has a formal and regular process to evaluate staff.
13. Students are involved in the evaluation of staff performance.
14. The program rewards/recognizes staff for outstanding performance.
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Federal Core Goals Attainment
Indicator of Program Quality: Learners identify and/or demonstrate progress toward achievement of
knowledge and abilities that support their individual educational needs and goals. [Reg.S461.46 (c) (2)
(vii) (viii), Arizona R7-2-308 (C) (1) (e); Arizona State Plan: Goal 2, Objective 1; Workforce Investment Act:
Title II, Sec. 231] State-funded Arizona Adult Education Programs will utilize a performance
accountability system that measures educational gains as they relate to the workplace, family, and
community. [Arizona State Plan: Goal1 Objective 1; Workforce Investment Act: Title II, Sections 212 and
224(b)(4)]

1. The program has a formal process to assist students in identifying
their main, secondary and other goals.
2. The program has a process to track students’ progress in meeting or
re-evaluating their goals while in the program.
3. The program has a process to track students’ progress in meeting
goals after they have left the program.
4. The program adheres to the state-implemented and standardized
assessment procedures.
5. The program is meeting its Core Performance Indicators.
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Special Considerations and Requirements including ADA facilities compliance, FERPA, and Capital Outlay
Indicators of Program Quality: “The program is prepared to make reasonable accommodations for disabled people
to attend classes and for the employment of disabled people.” [Americans with Disabilities Act and the
Rehabilitation Act of 1973, Section 504]
The program permits access to student records in conformity with the Family Educational Rights and
Privacy Act (FERPA). [U.S. Code (20 USC 1232g), 34 CFR Part 99, P.L. 103-382]
The program documents, uses and maintains control of its capital purchases in a manner consistent
with the goals described in the program’s approved application. [34 CFR Section 74.34 (f) (1) (i) (ii) (v) (vii)
(viii) (3) (4)]

1. The program has conducted a self-assessment of its accessibility
status for disabled persons within the last 3 years.
2. There is a process to identify and modify any facility accessibility
problems that may exist within the program.
3. The program is prepared to make reasonable physical
accommodations for disabled students to attend class and for the
employment of disabled people.
4. The program notifies students of their rights under FERPA legislation.
5. The program has a process to document written permission for the
viewing of students’ records.
6. The program has a process to maintain student records for the
required period of time (5 years).
7. Students’ personal information is secure.
8. The program regularly maintains a current inventory of capital
equipment purchased with funds received from ADE/AE
9. The program employs safeguards to ensure the security and safety of
equipment purchased with ADE/AE funds.
10. The primary use of equipment purchased with ADE/AE funds is for
the goals described in the program’s written plan.
11. The program has an appropriate procedure in place for the
disposition of capital equipment that is no longer needed.
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The Super Duper
Delineation
of
Adult Education Program Planning
Functions
A Local Adult Education Staff

Program Self-Assessment Matrix
Developed by
Dr. Lennox L. McLendon
Kathi L. McLendon
Revised 2018
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What parts of your program need attention?
1. Have each staff member rate each of your program planning functions.
2. Compare your ratings.
3. Determine where there is agreement and where you need to start.
4. Once you have identified your starting point, go to the Going to Scale guide for
planning, implementing and evaluating a program improvement process.
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Program Planning Process Ratings
M C S H Notes
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Student Recruitment
Knowing your target populationS
Effective, targeted recruitment
strategies
 For specific target
populations (e.g., young
adults, Hispanics, welfare
recipients)
 for referral agencies
 for captive audiences (e.g.,
groups of potential
students, churches, jails,
businesses
 for the general population
(word of mouth is still the
best recruiter)
 for work-based in-plant
adult education
Student Orientation and Intake

Managed intake (scheduled
individual or group sessions) versus
open entry where possible
 Welcome and introductory
activity
 Testimonials by current
students
 Program orientation
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M C S H Notes
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 Student rights and
responsibilities
 Preliminary goal
identification activities
 Discussion of assessment
process, learning styles, and
individualized learning plans
 Barrier identification and
resolution (e.g.,
transportation, child care)
 Discussion of student
follow-up and confidentiality
issues
 Discussion of content:
reading, writing, math,
English, contextualized
around high demand jobs,
soft skills, career
exploration and higher order
thinking skills
Assessment
Initial academic placement and
diagnosis to guide instruction and
determine NRS levels
(standardized testing)
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M C S H Notes
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Matching assessment with learner
needs
Realistic goal setting with interim
benchmarks
Life skills/career inventories
Learning styles inventories
Identification of special learning
needs
Measurement of student progress
Exit assessment
Planning and Instruction

Development of mutually-
developed individualized learning
plans
Lesson planning to guide
instruction
Evidence-based instructional
strategies and resources in
reading, English, math, vocabulary
and careers
Classroom management (e.g., open
entry versus managed entry, multi-
level versus uni-level, time
management)
Use of varied instructional
strategies
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M C S H Notes
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Use of relevant, real-life
instructional resources
Infusing careers (contextualizing
instruction around high demand
jobs, integrating soft skills,
integrating career awareness,
exploration, assessment and
planning)
Integration of technology
Accommodations for special
learning needs
Student Retention/Persistence
Establishing a social support
network within the classroom
Student mentors and/or student
retention teams
Motivational speakers
Class projects to build a sense of
community
Student newsletters/publications
Student recognitions
Regular review of progress toward
interim goal-related benchmarks
Ongoing assistance with barrier
resolution
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M C S H Notes
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Strategies to ensure students
participate long enough to be post-
tested.
Student Outcomes and Evaluation

Exit assessment to determine
student mastery and exit NRS
level
Meeting post-testing targets
Documentation, reporting, and
data collection
Student follow-up (completers and
non-completers)
Review and use of data for
program improvement
Professional Development
Pre-service training for new
instructors
In-service training on
accountability, reporting, and
other system-wide requirements
and procedures
Instructors’ annual assessment
against staff developed adult
education instructor competencies
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M C S H Notes
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Responsive professional
development to address individual
teachers’ needs and interests
Development of individual
professional development plans
Opportunities to share results of
PD plans among instructors
Program Evaluation and Planning

Program self-assessment
Yearly evaluative staff meeting
Ability to meet NRS performance
standards
Financial Management
Efficient oversight and use of
funds for approved expenditures
Leveraging of additional funds
from other sources (e.g., grants,
partnering agencies, business)
Program Operations
Scheduling and location of classes
to match student needs
Hiring and retaining qualified staff
Clearly articulated job
descriptions
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M C S H Notes
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Getting instructors off to a good
start
Structure in place to encourage
and support staff involvement in
the decision-making process
Maintaining a positive physical and
psychological environment for
learning
Creating a culture of learning
Partnerships:
Facilitate at least semi-annual
discussions with the WIOA
required partners
Annually conduct the partners’
survey to identify contributions
each partner can make to a career
pathway system
Create opportunities for blended
funding projects.
Engage partners in developing a
career pathway structure and
process
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(Name of Your Program) Self-Assessment
Thank you for participating in this Self-Assessment. As we begin our planning process, your
input is very important to us. We will use the results to help us determine priorities for
program improvement and expansion.
The Local Program Self-Assessment component of this survey lists a variety of elements that
are critical to the successful operation of local adult education programs. Reviewing this
Self-Assessment will help us determine how our program is doing and where we need to
focus program improvement efforts. This list is not intended to be inclusive of all elements;
just a sampling of some of the key issues related to the effective operation of adult education
programs.
Few, if any, local programs perform all elements to the maximum. However, that is our goal.
Therefore, as you read through the Self-Assessment and evaluate your satisfaction with the
various elements, resist the urge to become overwhelmed. "You do not have to be perfect to
be good." But you do have to strive for perfection.
Please set aside approximately 30 minutes of uninterrupted time to complete

the self-assessment. Once you begin the survey, you must complete all
questions and hit the "submit" button at the end. You can not stop in the
middle of the survey and return later.
Let's get started!

Question 1: Please select a single answer (Required)
What best describes your current position in our program?

program director
ABE/GED full-time instructor
ABE/GED part-time instructor
ESL full-time instructor
ESL part-time instructor
volunteer tutor
paid tutor
data tech
support staff
other
If you checked “other," please specify here.
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Remaining characters:
How long have you been in your current adult education position?
less than one year
year
years
years
years
years
- 7 years
8 - 9 years
10 - 15 years
16 years or more
Question 3: (Required)
As we begin our planning process, what do you feel are the three most
important priorities we should address?
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Local Program Self Assessment
The following questions relate to your class or program.
Rating system:
Competent - You are satisfied and feel it does not need attention at this time.
Shaky - You are reasonably satisfied but it is not working exceptionally well.
Help - You are not satisfied and feel it needs significant attention.
Unsure - You are not sure of the status at this time.
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Student Recruitment
We have effective strategies for recruiting specific target populations (e.g.,

ESL, young adults, immigrants, welfare recipients) that reflect our
community demographics.
shaky
help
unsure
We work well with referral agencies to identify and enroll potential students.
shaky
help
unsure
Student Orientation and Intake

We effectively enroll students and retain the vast majority beyond the first 12
hours of instruction.
competent
shaky
help
unsure
Our new student orientation process includes program orientation; student

rights and responsibilities; and discussions of learning styles, barriers,
individual learning plans, goal setting, and assessment practices.
competent
shaky
help
unsure
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We use a classroom monitoring process (e.g., classroom observations,

student feedback/focus groups) to identify instructional delivery strengths
and needs.
competent
shaky
help
unsure
Financial Management
We understand, adapt, and manage our budget effectively.
shaky
help
unsure
We have a good relationship and information sharing with our fiscal office.
shaky
help
unsure
We leverage additional funds from other sources (e.g., grants, partnering

agencies, business) to strengthen and expand our services.
shaky
help
unsure
(Sample excerpt illustrating electronic format)
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Transitions to College Program Self-Assessment
Based on the Indicators of Program Quality, National College Transitions Network
http://www.collegetransition.org/planning/indicators.html
Rate how well you believe your program is doing in helping students successfully transition to college. You will
probably want to work on any items receiving a ‘3’ or ‘4’ rating.
1 = positive
4 = negative
Program Planning 1 2 3 4
1. Program design provides adequate time and intensity for mastery of program
content (suggested minimum of 14 weeks of direct instruction per cycle and a
minimum of 2 weeks of non-instructional time for planning and evaluation per
cycle).
2. Program planning includes a 2:1 teaching to preparation ratio.
3. Recruitment reflects a comprehensive community based approach that draws

from multiple venues.
4. The program instructor and counselor work in a cooperative process to
facilitate intake, assessment, and enrollment.
5. The program director, instructor, and counselor work with representatives of the
collaborating college(s) from the Financial Aid, Admissions, Student Support, and
Developmental Studies Departments to secure additional support for the
transitioning student.
6. Data collection and evaluation inform all aspects of program planning including
documentation and evaluation of the recruitment process and student
evaluation.
7. Intake, assessment, and exit processes yield information to inform program
design such as student work schedules; childcare needs; additional time
constraints; and education, career and personal goals.
Educational Counseling 1 2 3 4
8. Educational counseling embodies all support services and activities necessary

to ensure the students’ completion of the College Transition course and a
successful post-secondary education.
9. The orientation process includes an educational counseling
component.
10. The College Transitions course includes a minimum of 12 hours dedicated to
college survival skills covering the college admission process, the financial aid
process, career exploration, time and stress management, the college culture,
how to navigate the college system, note taking, listening skills, and test taking
strategies.
11. Individual counseling is available on a needs basis.
12. Additional support through social service agencies is available when needed.
13. The counselor works with the instructor to integrate counseling objectives
into the academic component of the program.
14. The counselor works with the instructor to develop and implement
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persistence and retention strategies.
15. A mentoring program is developed, implemented, and managed for
the students who have transitioned to college.
16. Persistence rates of the transition students are tracked in college.
Curriculum and Instruction 1 2 3 4
17. The curriculum covers, at a minimum, 14 weeks of instruction at 6

hours per week of direction instruction.
18. At least 12 hours of personal computing skills instruction necessary
for students to complete class work at a college level is offered.
19. At least 60 hours of college academic skills (reading, writing, pre-
algebra and elementary algebra skills necessary for academic
success at the college level) is offered.
20. A flexible curriculum design and delivery is developed and modified
with student input.
21. Instruction includes on-going assessment and feedback.
22. The curriculum includes meaningful, relevant activities on goal

setting.
23. Clear classroom expectations are established regarding course work,
homework, attendance, and classroom participation.
24. The instructor, counselor, and other pertinent staff have a clear
understanding of the academic expectations of the collaborating
college.
25. Relevant and appropriate instructional resources are available.
Collaboration
26. The college supports the transitioning student by facilitating the

admissions process.
27. The college supports the transitioning student by facilitating and
supporting the financial aid process.
28. The college conducts tours of the college for transitioning students.
29. The college makes all student support services available to

transitioning students.
30. Representatives of the college meet with the instructor and counselor
to discuss the needs of the transitioning student on an on-going
basis.
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2
Teacher
Assessment
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Adult Education Teacher Competencies Self-Assessment
The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE)—through a contract with the American
Institutes for Research and its partners World Education, Inc., and Drennon and Associates—created the Promoting Teacher
Effectiveness in Adult Education Project to help improve the quality of adult education teachers in the United States. One goal of the
project was to develop Adult Education Teacher Competencies that identify the knowledge and skills expected of any adult education
teacher.
Self-Assessment Form
Directions:
Take the self-assessment, filling in each of the columns. The self-assessment contains 17 questions, one per competency, with
performance indicators and sample illustrations providing additional details about each competency. The average completion time is
45 minutes. Follow this link (https://lincs.ed.gov/publications/te/competencies.pdf) to download a PDF file of the competencies (with
performance indicators and sample illustrations), upon which the self-assessment was based.
Competency Relevance to My Teaching My Own Proficiency Program Priority Level Subtotals Reflections Possible
Not Relevant <-> Relevant Very Proficient <-> Needs Improvement Low Priority <-> High Priority on My Self- Professional
1 | 2 | 3 | 4 1 | 2 | 3 | 4 1 | 2 | 3 | 4 Scoring Development
Activities
1. Monitors and
manages
student
learning and
performance
through data
1.1 Assesses
learners' prior 1 2 3 4 1 2 3 4 1 2 3 4
knowledge,
learning needs,
and college and
career readiness
goals
1.2 Sets learning
goals and a 1 2 3 4 1 2 3 4 1 2 3 4
course of study
1.3 Monitors
learning through 1 2 3 4 1 2 3 4 1 2 3 4
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Activities
summative and
formative
assessment data
1.4 Adapts
instruction based 1 2 3 4 1 2 3 4 1 2 3 4
on formative and
summative
student
assessment data
Total for Domain
2. Plans and
delivers high-
quality,
evidence-based
instruction
2.1. Designs learner-
centered 1 2 3 4 1 2 3 4 1 2 3 4
instruction and
classroom
environments
2.2. Designs
standards-based 1 2 3 4 1 2 3 4 1 2 3 4
instructional
units and lesson
plans
2.3. Uses
instructional 1 2 3 4 1 2 3 4 1 2 3 4
techniques that
are effective with
adult learners
2.4. Designs
instruction to 1 2 3 4 1 2 3 4 1 2 3 4
build learners'
technology and
digital media
literacy skills
2.5. Designs
instruction to 1 2 3 4 1 2 3 4 1 2 3 4
build learners'
higher-order
thinking,
communication,
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Activities
and problem-
solving skills
Total for Domain
3. Effectively
communicates
to motivate and
engage
learners
3.1. Communicates
high 1 2 3 4 1 2 3 4 1 2 3 4
expectations of
learners and
motivates them
to persist to
meet their goals
3.2. Communicates
in a clear and 1 2 3 4 1 2 3 4 1 2 3 4
understandable
way
3.3. Engages in
active listening, 1 2 3 4 1 2 3 4 1 2 3 4
dialogue, and
questioning to
facilitate and
support learning
3.4. Models an
understanding of 1 2 3 4 1 2 3 4 1 2 3 4
diversity
Total for Domain
4. Pursues
professionalism
and continually
builds
knowledge and
skills
4.1. Possesses
content area 1 2 3 4 1 2 3 4 1 2 3 4
knowledge and
teaching skills
required for
subjects and
populations
taught
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Activities
4.2. Participates in
professional 1 2 3 4 1 2 3 4 1 2 3 4
development
networks and
learning
communities
4.3. Refines
instructional 1 2 3 4 1 2 3 4 1 2 3 4
practices through
reflection on
experience,
evidence, and
data
4.4. Participates in
and contributes 1 2 3 4 1 2 3 4 1 2 3 4
to program
improvement
efforts
Total Domain
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Pennsylvania
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NORTH CAROLINA INSTRUCTOR SELF-ASSESSMENT: LEVELS 1 AND 2
Using the North Carolina Instructors Standards for Self-Assessment
The North Carolina Instructor Standards were not written as an evaluation instrument. They can and
should, however, be used for self-assessment and to identify areas for growth and further professional
development. This self-assessment, the North Carolina Instructor Self-Assessment: Levels 1 and 2, is
designed for relatively new instructors -- those with up to two - three years of Basic Skills teaching
experience. The self-assessment instrument addresses core knowledge and skills that Basic Skills
instructors need for effective performance. It is not intended to be all-inclusive. After you feel comfortable
with your performance in all of the Level 1 and 2 practices, you will want to progress to the Instructor Self-
Assessment: Levels 3 and 4 which provides a continuum to higher-level teaching practices.
Instructor Self-Assessment Tool: Standards-Based Guiding Questions

One way to consider your strengths and areas needing improvement is to respond to focused, guiding
questions related to effective practices aligned to seven broad Instructor Standards:
 Adult Learning
 Content
 Assessment
 Instruction
 Technology
 Professional Development and Growth
 Program Goals and Responsibilities
Each standard area has a focused question (the standard) followed by a list of effective practices
(competencies) and a rating scale.
HERE IS A SAMPLE: Standard #1: Adult Learning
Essential Question: Do you understand adult learning and development and respect the diversity
of the students you teach?
Effective Practices PD
someone else.
Sometimes
I can teach
Frequently Goal
Always
Rarely
Never
Levels 1 and 2
1.1.1
I am aware of the diverse backgrounds, skill levels, and cultural heritage of
students.
The numbering system represents the standard, level, and competency. Here is an example for 1.1.1.
Competency
Standard
Level
1 1 1
New or relatively new instructors will probably find that they are proficient in many of the competencies in
Level 1 and some of the competencies in Level 2. Instructors are not expected to be proficient in each of
the Level 1 competencies before they begin the credentialing process. During the year, they will acquire
additional competence as they access some of the attainment options.
51 | P a g e
Any practice to which you respond “never,” “rarely,” or “sometimes” may be areas for growth. Remember
that this tool is not intended as an external tool for evaluation. This is an opportunity to be personal and
honest in your assessment for self-improvement. You may wish to do this activity with a trusted peer or
colleague to allow for additional discussion and reflection.
Directions:
Step1: Read the standard and guiding questions. Consider each of the practices and choose the rating that most
accurately represents your performance.
Step 2: After you complete the entire self-assessment, go back and place a checkmark by Level 1 competencies that
you rated as “never,” “rarely,” or “sometimes.” As you progress through your credentialing process, you will
want to seek out various professional growth opportunities to acquire additional knowledge in these areas.
Your Certified Credentialing Coach will help you determine available options.
52 | P a g e
Standard #1
Adult Learning
Essential Question 1: Do you understand adult learning and development and respect the diversity
someone else.
Sometimes
I can teach
Frequently
Goal
Always
Rarely
Never
Levels 1 and 2
1.1.1
I am aware of the diverse backgrounds, skill levels, and cultural heritage of
students.
1.1.2
I am aware of the need to avoid bias, stereotypes, and generalizations in the
classroom.
1.1.3
I can differentiate between how adults and children learn.
1.1.4
I can distinguish the characteristics that create a physical and emotional
environment in which adult students can learn.
1.1.5
I can describe potential barriers to regular attendance and options for
addressing those barriers.
1.1.6
I can describe various learning styles and strategies for identifying students’
needs, strengths, and goals.
1.2.1
I provide a supportive learning community that fosters student interaction and
respect within the classroom (e.g., peer tutoring, group discussion).
1.2.2
I provide a safe, student-centered instructional setting that acknowledges and
utilizes the knowledge that adults bring to the classroom.
1.2.3
I assist students with identifying and resolving participation barriers and/or refer
students with participation barriers to appropriate staff within the institution for
assistance.
1.2.4
I accommodate adult students’ multiple learning styles.
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Standard #2
Content
Essential Question 2: Do you understand the content area(s) for which you have instructional
responsibility?
someone else.
Goal
Sometimes
I can teach
Frequently
Always
Rarely
Never
Levels 1 and 2
2.1.1
I have professional preparation and/or training in content areas (e.g., reading,
math, etc.) relative to my teaching assignment (e.g., ABE, GED, AHS, ESL,
Comp Ed., Family Literacy).
2.1.2
I have access to and know where to find adult-appropriate materials relevant to
content area(s).
2.1.3
I can identify strategies for linking content area with students’ prior knowledge
and future learning needs using multiple assessment approaches (e.g.,
standardized tests, inventories, interviews).
2.1.4
I can link content area skills and skills needed for further education and
employment.
2.1.5
I know where to locate adult education research.
2.1.6
I can differentiate among the various skills and knowledge associated with the
National Reporting System’s educational functioning level descriptors.
2.2.1
I participate in on-going professional development to continuously develop and
maintain a knowledge base in content areas applicable to my teaching
responsibility.
2.2.1
I incorporate research-based materials into instructional delivery.
2.2.3
I use curricula and a variety of resources that blend content area instruction and
real life application.
2.2.4
I demonstrate to students the connection between content area skills and the
skills needed for career opportunities.
2.2.5
I utilize teaching techniques based on research.
2.2.6
I match curriculum to the educational functioning levels to meet student needs.
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Standard #3
Essential Question 3: Do you understand and use varied assessments to plan instruction,
evaluate student progress and improve instructional delivery?
someone else.
Goal
Sometimes
I can teach
Frequently
Always
Rarely
Never
Levels 1 and 2
3.1.1
I can differentiate between formal (standardized pre- and post-tests) and
informal assessments and explain the value and necessity of each.
3.1.2
I can explain the link between assessment, curriculum, and instruction.
3.1.3
I can define standardized and ethical procedures for administering formal
assessment instruments in compliance with the state and local pre- and post-
test policy.
3.1.4
I can describe program procedures for maintaining accurate, complete, and
confidential assessment records.
3.1.5
I can describe the procedure for maintaining security of formal assessment
materials.
3.2.1
I administer a variety of assessment instruments, including learning style
inventories, to develop student goals, guide instruction, and demonstrate
student progress.
3.2.2
I use formal and informal assessment results to develop and revise individual
learning plans and select appropriate curriculum.
3.2.3
I collaborate with students in the use of self-assessment and progress
monitoring to show increased skills and knowledge.
3.2.4
I completed training in one or more NRS-approved assessment instruments.
3.2.5
I regularly review progress and post-assessment data for each student to track
completion of educational functioning levels as defined by state guidelines.
3.2.6
I follow program procedures for maintaining accurate and complete assessment
records.
3.2.7
I follow program procedures for maintaining confidential student assessment
data.
3.2.8
If applicable, I maintain formal assessment instruments in a locked, secure
location.
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Standard #4
Instruction
Essential Question 4: Do you plan, implement and evaluate effective instruction?
someone else.
Goal
Sometimes
I can teach
Frequently
Always
Rarely
Never
Levels 1 and 2
4.1.1
I can differentiate between students’ personal goal setting and National
Reporting System (NRS) goal setting and the importance of each.
4.1.2
I can differentiate between students’ short term and long term goals.
4.1.3
I can define the process for developing effective lesson plans.
4.1. 4
I can describe instructional methods and materials appropriate for adult
students with varied needs and interests.
4.1.5
I can identify strategies for promoting a community of learners within the
classroom.
4.1.6
I can describe strategies for stimulating higher order thinking skills within the
classroom.
4.1.7
I understand the use of distance learning as an instructional or professional
development delivery method.
4.2.1
I use a consistent process and collaborate with students to set realistic short-
term and long-term learning goals.
4.2.2
I offer constructive feedback to assist students in achieving their goals.
4.2.3
I link students’ life/career goals to NRS goals and students’ learning plans to
ensure relevant instruction.
4.2.4
I apply knowledge of how adults learn to plan and implement relevant lesson
plans.
4.2.5
I access lesson plan resources available on NC Online and other venues to
strengthen my instructional delivery.
4.2.6
I use a variety of instructional methods and materials, including technology, to
enhance student learning and address varied learning styles.
4.2.7
I provide frequent opportunities for students to practice and apply learning.
4.2.8
I integrate group activities that promote team-building and build self-efficacy.
4.2.9
I connect learning to students’ roles as parents, workers, community members,
and lifelong learners.
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someone else.
Goal
Sometimes
I can teach
Frequently
Always
Rarely
Never
Levels 1 and 2
4.2.10
I use curriculum that blends classroom and real-life applications.
4.2.11
I model appropriate communication and higher order thinking skills to stimulate
critical thinking.
4.2.12
I access distance learning as an instructional delivery and/or professional
development method.
Standard #5
Technology
Essential Question 5: Do you utilize various forms of technology to support teaching, learning and
communication; to enhance professional growth and productivity; and to conduct research?
PD
Goal
someone else.
Effective Practices
Sometimes
I can teach
Frequently
Always
Rarely
Never
Levels 1 and 2
5.1.1
I can demonstrate an understanding of and capacity to use technology for
teaching and communication.
5.1.2
I can demonstrate an understanding of the ethical and legal use of technology.
5.1.3
I can describe multiple options for using technology, including adaptive
technology, within the classroom to promote student learning (e.g., computer
software, internet research, powerpoint presentations).
5.2.1
I incorporate the use of technology (where available) into instruction to enhance
student learning and student-conducted research.
5.2.2
I use technology to expand professional and student communication (i.e.,
discussion boards, list servs, email).
5.2.3
I follow program procedures for the legal and ethical use of technology in the
learning environment and ensure that students do likewise.
5.2.4
I use technology to plan lessons, deliver instruction, and access current
research to address diverse student needs and learning styles.
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Standard #6
Professional Development and Growth
Essential Question 6: Do you pursue opportunities for professional development and involvement in
the Basic Skills learning community?
PD
someone else.
Goal
Sometimes
I can teach
Effective Practices
Frequently
Always
Rarely
Never
Levels 1 and 2
6.1.1
I completed the NC Basic Skills online orientation course and participated in
local program orientation.
6.1.2
I complete a self-evaluation and develop professional development goals as
they relate to personal practice.
6.2.1
I engage in continuous, purposeful professional development that supports
student achievement and the program’s mission.
6.2.2
I connect professional development goals to program goals.
6.2.3
I observe and model effective teachers and network with colleagues at the local
level.
6.2.4
I read professional literature related to the field and utilize technology for
continuous professional development.
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Standard #7
Program Goals and Responsibilities
Essential Question 7: Do you understand and support program goals and responsibilities?
PD
someone else.
Goal
Sometimes
I can teach
Effective Practices
Frequently
Always
Rarely
Never
Levels 1 and 2
7.1.1
I understand local program policies and state/federal regulations, including the
Americans with Disabilities Act (ADA) and the Family Educational Rights and
Privacy Act (FERPA).
7.1.2
I can define the program’s mission, goals and priorities.
7.1.3
I understand the process for making student referrals to internal
(college/program) and/or external resources.
7.2.1
I follow local and state/federal policies and procedures.
PD
someone else.
Goal
Sometimes
I can teach
Effective Practices
Frequently
Always
Rarely
Never
Levels 1 and 2
7.2.2
I maintain accuracy and confidentiality of student information and records.
7.2.3
I collect and report accurate data for program improvement and accountability
in a timely manner to meet program’s deadlines.
7.2.4
I accept personal responsibility for job attendance, timeliness, and job
performance.
7.2.5
I follow procedures of designated off-campus class sites, if applicable, such as
correctional facilities, community-based organizations, etc.
7.2.6
I demonstrate a positive working relationship with colleagues.
7.2.8
I establish and build working relationships with internal college/program
resources and external community agencies (if appropriate).
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NORTH CAROLINA INSTRUCTOR SELF-ASSESSMENT: LEVELS 3 AND 4
Using the North Carolina Instructors Standards for Self-Assessment
The North Carolina Instructor Standards were not written as an evaluation instrument. They can and
should, however, be used for self-assessment and to identify areas for growth and further professional
development. This self-assessment, the North Carolina Instructor Self-Assessment: Levels 3 and 4, is
designed for instructors who have been teaching in the Basic Skills program for more than two years.
This self-assessment instrument builds upon the skills and knowledge addressed in the North Carolina
Instructor Self Assessment: Level 1 and 2 which covered core knowledge and skills that Basic Skills
instructors need for effective performance. If you have not completed the Level 1 and 2 self-assessment,
you may want to examine it first to ensure that you have attained the core competencies.
This instrument is not intended to be all-inclusive. It will, however, give you a good idea of critical
competencies needed for effective instructional delivery as you expand your skills in the Basic Skills
program.
Instructor Self-Assessment Tool: Standards-Based Guiding Questions

One way to consider your strengths and areas needing improvement is to respond to focused, guiding
questions related to effective practices aligned to seven broad Instructor Standards:
 Adult Learning
 Content
 Assessment
 Instruction
 Technology
 Professional Development and Growth
 Program Goals and Responsibilities
Each standard area has a focused question (the standard) followed by a list of effective practices
(competencies) and a rating scale.
HERE IS A SAMPLE: Standard #1: Adult Learning
Essential Question: Do you understand adult learning and development and respect the diversity
Effective Practices someone else. PD

Sometimes
I can teach
Frequently
Goal
Always
Rarely
Never
Levels 3 and 4
1.3.1
I create opportunities for students to select and engage in group learning
projects that promote classroom cohesion.
The numbering system represents the standard, level, and competency. Here is an example for 1.3.1.
Competency
Standard
Level
1 3 1
You will probably find that you are proficient in many of the competencies in Level 3 and some of the
competencies in Level 4. You are not expected to be proficient in each of the Level 3 competencies
59 | P a g e
before you begin the credentialing process. During the year, you will acquire additional competence as
you access some of the attainment options.
Any practice to which you respond “never,” “rarely,” or “sometimes” may be areas for growth. Remember
that this tool is not intended as an external tool for evaluation. This is an opportunity to be personal and
honest in your assessment for self-improvement. You may wish to do this activity with a trusted peer or
colleague to allow for additional discussion and reflection.
Directions:
Step1: Read the standard and guiding questions. Consider each of the practices and choose the rating that most
accurately represents your performance.
Step 2: After you complete the entire self-assessment, go back and place a checkmark by Level 3 and 4
competencies that you rated as “never,” “rarely,” or “sometimes.” As you progress through your credentialing
process, you will want to seek out various professional growth opportunities to acquire additional knowledge
in these areas. Your Certified Credentialing Coach will help you determine available options.
60 | P a g e
Standard #1
Adult Learning
Essential Question 1: Do you understand adult learning and development and respect the diversity
someone else.
Sometimes
I can teach
Frequently
Goal
Always
Rarely
Never
Levels 3 and 4
1.3.1
I create opportunities for students to select and engage in group learning
projects that promote classroom cohesion.
1.3.2
I create opportunities to build student leadership (e.g., buddy system, student
advisory groups).
1.3.3
I encourage students to become aware of and participate in community issues
such as voting and environmental concerns.
1.3.4
I employ a variety of research-based activities that foster student persistence
(e.g., helping students to manage barriers, build self-efficacy, set clear goals,
and see measurable progress).
1.3.5
I develop instructional plans that encourage regular attendance but
accommodate distance learning strategies if students are forced to exit
temporarily.
1.3.6
I identify and refer students with special needs for screening and assessment
based on state and program policies, and use results to determine appropriate
adaptations and accommodations.
1.4.1
I utilize the results of student questionnaires and other relevant data to measure
student satisfaction with the classroom setting, classroom management
procedures, and instructional strategies being used.
1.4.2
I design activities to assist students in becoming self-directed, independent
learners going beyond their perception of their own limitations.
1.4.3
I assess attendance and performance patterns to determine necessary
adjustments in instructional planning and delivery.
1.4.4
I serve as a mentor or provide training on accommodating learning styles and
special needs in the classroom.
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Standard #2
Content
Essential Question 2: Do you understand the content area(s) for which you have instructional
responsibility?
someone else.
Goal
Sometimes
I can teach
Frequently
Always
Rarely
Never
Levels 3 and 4
2.3.1
I engage in self-directed research relevant to content area to gain greater
insight into effective instructional practices.
2.3.2
I create materials relevant to individual students.
2.3.3
I analyze the effectiveness and impact of materials on learner outcomes.
2.3.4
I select effective instructional practices and materials to create integrated
content units.
2.3.5
I engage students in participatory curriculum development through the use of
learner-generated materials.
2.3.6
I analyze and select appropriate curriculum for helping students transition to
further education and employment goals.
2.3.7
I analyze and apply a variety of research-supported techniques for teaching.
2.3.8
I analyze student progress through the educational functioning levels to develop
and deliver instruction.
2.4.1
I mentor colleagues or conduct workshops on incorporating research and best
practices relevant to content areas into classroom practice.
2.4.2
I develop course materials and share them with the Basic Skills learning
community through NC Online.
2.4.3
I regularly assess and modify content materials and curricula to align with
student needs and to improve student performance.
2.4.4
I design a written plan for transitioning students to postsecondary education, job
training, or employment.
2.4.5
I assess and select appropriate strategies for helping students transition into
higher educational functioning levels.
2.4.6
I use the analysis of student outcomes to revise instruction.
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Standard #3
Essential Question 3: Do you understand and use varied assessments to plan instruction,
evaluate student progress and improve instructional delivery?
someone else.
Goal
Sometimes
I can teach
Frequently
Always
Rarely
Never
Levels 3 and 4
3.3.1
I adapt or create informal assessment activities (e.g., student portfolios,
teacher-made tasks, etc.) that connect to individual student goals.
3.3.2
I analyze assessment results of the class to determine effective grouping
strategies, peer tutoring options, and other classroom management issues.
3.3.3
I regularly involve the students in planning, modifying, and evaluating their own
learning.
3.3.4
I analyze class data on formal post-assessments to identify patterns or trends in
performance, attendance, and student characteristics.
3.3.5
I monitor the number of students completing formal post-assessment to ensure
accurate reporting of educational gain.
3.4.1
I evaluate the effectiveness and most appropriate use of informal assessment
strategies and make necessary modifications.
3.4.2
I continually evaluate assessment data from a variety of sources to plan,
differentiate and modify teaching methods and curricula.
3.4.3
I engage in a systematic, structured student planning process.
3.4.4
I use assessment data results to develop a formalized instructional
improvement plan to meet or exceed state/program performance benchmarks.
3.4.5
I analyze the number of students completing and not completing post-
assessments and implement strategies to increase the percentage of valid post-
assessments.
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Standard #4
Instruction
Essential Question 4: Do you plan, implement and evaluate effective instruction?
Sometimes
I can teach
Frequently
someone
Goal
Always
Rarely
Never
Levels 3 and 4
4.3.1
I use appropriate grouping strategies to support student learning goals and
multi-level instruction.
4.3.2
I engage students in a structured process for reviewing/modifying student goals
and assessing progress toward goal attainment.
4.3.3
I develop lessons that integrate instruction across content areas to maximize
student learning.
4.3 4
I scope and sequence related lessons into relevant learning units.
4.3.5
I adjust instructional methods, pace, and duration of activity according to
student response.
4.3.6
I introduce new concepts by progressing from familiar to unfamiliar contexts.
4.3.7
I guide students to take appropriate leadership roles within the classroom,
campus, and/or community.
4.3.8
I engage students in theme-based instruction based on common goals and/or
interests of the class.
4.3.9
I create and integrate learning activities that require students to model
negotiation, decision-making, problem-solving, and critical thinking skills.
4.4.1
I mentor colleagues and/or provide professional development on connecting
student goals with instruction.
4.4.2
I regularly evaluate class goal attainment data to identify contributing and
hindering factors to goal completion and make necessary adjustments to
instructional delivery.
4.4.3
I design learning units and share those products with my colleagues through
NC Online.
4.4.4
I employ techniques to evaluate instructional methods and materials and make
necessary adjustments.
4.4.5
I mentor colleagues and/or provide professional development on effective
instructional methods within the classroom.
4.4.6
I mentor colleagues and/or provide professional development on how to
stimulate students’ higher order thinking skills.
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Sometimes
I can teach
Frequently
someone
Goal
Always
Rarely
Never
Levels 3 and 4
4.4.7
I develop and deliver technology-based instruction and/or share the results of
technology-based professional development with colleagues within my
program.
Standard #5
Technology
Essential Question 5: Do you utilize various forms of technology to support teaching, learning and
communication; to enhance professional growth and productivity; and to conduct research?
PD
someone else.
Goal
Sometimes
I can teach
Effective Practices
Frequently
Always
Rarely
Never
Levels 3 and 4
5.3.1
I review and select available technology resources most appropriate for
students’ educational needs.
5.3.2
I am proficient in using multiple instructional software programs and productivity
software for teaching and communication (e.g., Word, Powerpoint, Excel).
5.3.3
I engage students in discussions or activities regarding the legal and ethical use
of technology.
5.4.1
I compile/update a bibliography of recommended technology resources for use
within the Basic Skills classroom and share that product with my colleagues
through NC Online.
5.4.2
I assess the use of technology within my program and make recommendations
to my supervisor for technology improvements.
5.4.3
I suggest/update program or state procedures for ethical use of technology in
the learning environment.
5.4.4
I develop lesson plans on integrating technology into the classroom and share
those lessons with my colleagues through NC Online.
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Standard #6
Professional Development and Growth
Essential Question 6: Do you pursue opportunities for professional development and

involvement in the Basic Skills learning community?
PD
Sometimes
I can teach
Frequently
someone
Effective Practices Goal
Always
Rarely
Never
Levels 3 and 4
6.3.1
I participate in committees, task forces and organizations relevant to adult
education.
6.3.2
I enroll in and complete advanced training, such as the ABSPD Summer
Institute, college coursework, etc.
6.3.3
I network with colleagues at the regional and state level.
6.3.4
I share the knowledge and impact of my professional development in the
classroom with my colleagues.
6.4.1
I develop and deliver professional development through various venues (e.g.,
workshops, self-study units for other teachers, website development, published
articles).
6.4.2
I measure the impact of my professional development on changes in my
instructional practice and student performance.
6.4.3
I participate in national level activities (e.g., list servs, attendance at national
conferences, national webinars).
Standard #7
Program Goals and Responsibilities
Essential Question 7: Do you understand and support program goals and responsibilities?
PD
Sometimes
I can teach
Frequently
someone

Always
Rarely
Never
Levels 3 and 4
7.3.1
I make suggestions to improve program policies and procedures and actively
participate in continuous improvement.
7.3.2
I participate in and develop opportunities to expand the public outreach of the
program’s services.
7.3.3
I utilize community partnerships to provide support services that assist in
student retention and achievement.
7.3.4
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PD
Sometimes
I can teach
Frequently
someone
Always
Rarely
Never
Levels 3 and 4
I utilize college/program resources and community partnerships to

foster the attainment of employment and post secondary/job training
goals.
7.4.1
I provide mentoring to help new instructors better understand policies and
procedures.
7.4.2
I advocate literacy at the local or state level and can explain the impact of
under-education on employment and society.
7.4.3
I collaborate with appropriate college/program personnel to ensure that a
community resource reference tool is available for Basic Skills students to help
them navigate through community resources and services.
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Professional Standards for Teachers in Adult
Education
Maryland Department of
Self-Assessment Labor, Licensing and Regulation
Division of Workforce Development

and Adult Learning
Maryland Adult Education Teacher Standards Workgroup
Administrators Instructional Specialists

Judy Conway Carol Donovan
Virginia Cooper Juanita Hayes
Beverly Dean Amy Sines
Gayle McAllister Peggy Skaggs
Mark Mechlinski John Willetts
Mark Pettis
Valerie Robinson ESL Specialists
Wayne Wharton Barbara R.
Denman
Stephanie
Shultz
Teachers
Adult Education and
Joann Literacy Services Staff
Egan
Debbie Gordon Richard Conroy

Lori Love Michelle Frazier
Barbara Roth Kathy Ira
Peggy Stanford Jay LeMaster
Stephanie Williams Sandy Boyd
Karen Lisch Gianninoto
Consultant – Kathi Polis, Strategic Training and Resources, Inc.
Maryland Department of Labor, Licensing and Regulation
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Maryland Adult Education Teacher
Standards Self-Assessment
What is the Maryland Adult Education Teacher Standards Self-Assessment?

Maryland Adult Education Teacher Self-Assessment is a companion guide to the Maryland Adult Education
Teacher Standards Framework. The Teacher Standards provide instructors, administrators, and instructional
specialists with a practical set of standards, competencies and evidence statements that can be utilized for
improving the quality and effectiveness of adult education programs. The Self-Assessment is designed for
teachers to use to determine their professional development needs. Both the Teacher Standards and the
Self- Assessment, identifies the key skills, knowledge, and abilities that adult education teachers need to
know and be able to do.
The Self-Assessment and the Teacher Standards were developed by a workgroup of Maryland adult
educators comprised of teachers, instructional specialists, ESL coordinators, and local directors who
thoroughly reviewed a variety of documents including the national ProNet teacher competencies and state
samples from Ohio, Pennsylvania, Kentucky, and Colorado. The result was a framework consisting of:
o Six standards - the broad areas of knowledge, skills, and abilities related to effective instruction,
o A series of competencies - the specific skills associated with each standard, and
o Evidence of competency statements - behaviors or practices that demonstrate the existence
of the competency.
How Can the Self-Assessment be Used to Improve Instruction?

The Self-Assessment provides a means for stimulating ongoing dialogue and collaboration between program
directors and instructional staff around the interrelated goals of effective classroom practices, professional
development, and positive learner outcomes. Not every teacher in every program will need to become
proficient in each competency. In some situations, the competency may not be relevant (e.g., the
technology related competencies may not be relevant if teachers lack access to computers and other
technology).
Teachers can use the Self-Assessment as a tool for assessing their own performance, and it is designed to
be confidential providing a focus for developing an individual’s professional development plan. This tool
encourages teachers to reflect on their own practices and to identify areas of strength and areas needing
improvement. It is useful for developing priorities for professional development.
Following completion of the Self Assessment, teachers should select their top three priorities for
improvement and transfer these to the Professional Development Planning Chart. The Planning Chart
will be shared with the local director and will be an important tool in developing individual professional
development plans that reflect both teacher and program needs.
How is the Self-Assessment Organized?

The Self Assessment consists of:
(1) a chart of each standard and accompanying competencies with a rating scale of 1 = needs improvement, 2
= progressing, and 3 = proficient (on the left hand side of the booklet);
(2) the evidence of competency statements to provide clarification on how each competency might
look in actual practice (on the right hand side of the booklet); and
(3) the Professional Development Chart.
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Directions:
(1) Review each of the standards and accompanying competencies.
(2) For clarification on each competency, refer to the Evidence of Competency statements that give examples of
the competency in practice.
(3) For each competency, use the likert scale to assess your proficiency with the competency. A rating of “1”
indicates you need improvement; a rating of “2” indicates you are currently working on improving your
performance; and a rating of “3” indicates that you are confident in your ability to demonstrate the
competency.
(4) In the “Notes” section, you may want to jot down particular strengths you demonstrate related to the
standard or the numbers of some of the competencies and/or evidence statements which you would like to
improve.
(5) Upon completion of the Self Assessment, select your top three priorities for professional growth and transfer
these to the Professional Development Planning Chart located at the end of this document. Share the
Planning Chart with your local director to guide the development of a responsive individual professional
development plan.
Self Assessment: Standard 1

1 = needs improvement 2 = progressing 3 = proficient
Standard 1: Supports program goals and responsibilities.
Competencies Assessment 

As an adult education teacher, I… 1 2 3
1.1 Demonstrate an understanding of the program’s mission and
goals and priorities
1.2 Maintain accuracy and confidentiality of learner information and
records
1.3 Collect and report accurate data for program improvement and
accountability.
1.4 Follow program’s recommendations to improve learner
persistence.
1.5 Follow program’s procedures and guidelines for the maintenance
and security of materials and equipment.
1.6 Make suggestions for instructional materials and program
improvement.
NOTES:
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Standard 1: Competencies and Evidence of Competency
Standard 1: Help establish and support program goals and responsibilities.
An adult education teacher:
Competencies: Evidence of Competency:
1.1 Demonstrates an 1.1.2 Follows program’s procedures and guidelines
understanding of the
program’s mission, goals, and
priorities
1.2 Maintains accuracy and 1.2.1 Follows the program accountability plan that includes a system for secure record
confidentiality of learner keeping and reporting
information and records 1.2.2 Follows program requirements for confidentiality and release of information.
1.3 Collects and reports accurate 1.3.1 Collects, records, and reports LWIS data accurately in accordance with program
data for program procedures
improvement and 1.3.2 Collects examples of learner work periodically for inclusion in portfolio
accountability 1.3.3 Solicits feedback from learners regarding instruction and program improvement
in a manner that is considerate of the learners’ culture and language skills
1.3.4 Submits required documents in the assigned time period
1.4 Follows program guidelines to 1.4.1 Collaborates with colleagues to address learners’ barriers to participation
improve learner retention 1.4.2 Encourages and supports learner transfers within programs. (e.g., ESL to ABE,
ABE to GED or EDP).
1.4.3 Utilizes strategies that promote learner persistence
1.5 Follows program’s 1.5.1 Counts, tracks, and stores all assessment instruments in a secure location after
procedures and guidelines for use
the maintenance and security 1.5.2 Returns all equipment to the proper location after use
of materials and equipment 1.5.3 Follows protocols for test integrity
1.6 Makes suggestions for 1.6.1 Reviews and suggests appropriate instructional materials for adult learners which
instructional materials and includes the specific needs of English language learners, low-skilled learners and
program improvement learners with special needs such as visual, auditory, physical, learning disabilities,
Attention Deficit Disorder and others
1.6.2 Participates in program improvement activities
1.6.3 Participates in developing curriculum that reflects the special needs and provides
accommodations for Adult Basic Skills (ABE) , Adult Secondary Education (ASE)
and English language learners (ELL)
1.6.4 Seeks professional development opportunities to enhance skills and practices
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Standard 2: Provide a positive adult education-learning environment

and promote lifelong learning.
2.1 Design activities for and encourage independent study skills
2.2 Facilitate and encourage learner interaction to promote the

development of a learning community
2.3 Demonstrate understanding of adult learners’ responsibilities as
workers, family members and community members
2.4 Demonstrate positive attitude and reinforce positive learners’
attitudes toward potential for success
2.5 Employ specific strategies for developing and enhancing learner
persistence
NOTES:
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Standard 2: Provide a positive adult education-learning environment and promote
lifelong learning.
2.1 Designs activities for and 2.1.1 Encourages learners to show initiative in identifying their own educational needs
encourages independent using appropriate techniques for the students’ language ability
study skills 2.1.2 Helps learners to set educational and personal goals based on their needs and
feedback from others
2.1.3 Encourages learners to use daily life experiences as opportunities for learning
2.2 Facilitates and encourages 2.2.1 Models the sharing of knowledge and skills
learner interaction to 2.2.2 Encourages learners to share their knowledge, culture, skills, and opinions to
promote the development of enhance learning community
a learning community 2.2.3 Acknowledges and utilizes the knowledge that the adult learners bring to the
classroom setting
2.2.4 Promotes respectful and appropriate communication with and among adult
learners
2.2.5 Creates an environment conducive to learner participation by using appropriate
classroom management strategies and skills
2.2.6 Implements fair, consistent classroom practices
2.2.7 Demonstrates the belief that all learns can gain knowledge and skills
2.3 Demonstrates sensitivity to 2.3.1 Demonstrates cultural awareness and sensitivity
demands of adult 2.3.2 Guides learners to define their goals as family members, workers, and community
responsibilities as workers, members using appropriate techniques for the students’ language and skill
family members, and abilities while exploring cross-cultural issues
community members 2.3.3 Accommodates individual learner needs
2.3.4 Refers adult learners with challenging life issues to the appropriate resources
2.3.5 Helps learners understand the language learning process as it relates to their
goals
2.4 Demonstrates positive 2.4.1 Holds high expectations for learner achievement
attitude and reinforces 2.4.2 Meets learners where they are and fosters their potential for change and growth.
positive learners’ attitudes 2.4.3 Challenges learners to go beyond their perception of their own limitations
toward potential for success 2.4.4 Encourages adult learners to practice self-evaluation using appropriate techniques
for the students’ language and skill abilities and strive for continual improvement
2.4.5 Helps learners identify barriers to their learning and formulate possible solutions
2.5 Employs specific strategies 2.5.1 Engages learners in problem solving activities using appropriate techniques for the
for developing and students’ language and skill abilities that help them manage barriers to participation
enhancing learner 2.5.2 Provides activities using appropriate techniques for the students’ language and
persistence skill abilities that help learners believe they can be successful in their educational
goals
2.5.3 Helps learners in setting clear and realistic goals using appropriate techniques for
the students’ language and skill abilities and then provides instruction that relates
to those goals
2.5.4 Uses a variety of assessment strategies that enable learners to see progress
toward their goals
2.5.5 Provides instructional activities to keep learners connected to the program and
help learners find opportunities for learning outside of the program if they are
forced to leave temporarily
2.5.6 Provides learning activities that develop the language necessary for students to
access higher level thought processes
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Standard 3: Plan, design, and deliver learner-centered instruction.

3.1 Plan instruction that is consistent with the program’s mission and
goals
3.2 Identify and respond to learners’ individual and group needs,

interests, and goals when developing and delivering lessons
3.3 Recognize and accommodate diverse learning styles, multiple
intelligences, skill levels, language abilities, culture, experiences,
disabilities, and other special needs
3.4 Apply knowledge of the basic principles of adult learning and
teaching and knows and demonstrates content knowledge
3.5 Provide evidence-based and contextualized instruction in basic
and life skills
3.6 Employ a variety of strategies, resources and materials to
facilitate instruction and promote learner interaction
3.7 Sequence and pace lessons appropriately
3.8 Provide frequent and varied opportunities for learners to practice

and apply their learning
74 | P a g e
Standard 3: Plan, design, and deliver learner-centered instruction.
3.1 Plans instruction that is 3.1.1 Develops learner-centered instructional strategies consistent with the mission and
consistent with the goals of the program
program’s mission and 3.1.2 Develops lessons that focus on needed skills and information, the goals of
goals learner; and the program objectives
3.1.3 Implements lessons that align with state standards
3.2 Identifies and responds to 3.2.1 Accesses a variety of learner needs assessment resources, such as student
learners’ individual and questionnaires, goal setting checklists and interviews
group needs, interests, 3.2.2 Collaborates with learner to determine instructional content based upon
and goals when assessments and learner needs, goals and experiences.
developing and delivering 3.2.3 Demonstrates flexibility in responding to immediate learner needs and interests
lessons (teachable moments)
3.2.4 Integrates the language skills to emphasis the holistic nature of language
3.2.5 Provides instructional activities that incorporate grouping strategies and
interactive tasks that facilitate authentic communication
3.3 Recognizes and 3.3.1 Effectively manages multi-level classroom instruction
accommodates diverse 3.3.2 Plans lessons and activities that accommodate a variety of learning styles and
learning styles, multiple learners’ grouping preferences
intelligences, skill levels, 3.3.3 Recognizes, accommodates, and shows respect for cultural differences in
language abilities, culture, language, communication, and customs
experiences, disabilities, 3.3.4 Adapts instructional resources to accommodate learners with different English
and other special needs proficiency levels and special needs
3.3.5 Organizes the physical environment to accommodate disabilities and other special
needs
3.3.6 Differentiates learning activities by process, content, and product.
3.3.7 Creates tiered lessons
3.3.8 Includes culturally diverse lessons
3.4 Applies knowledge of the 3.4.1 Serves as a facilitator, guiding adults to their own learning
basic principles of adult 3.4.2 Connects learning to life experiences and prior knowledge
learning and teaching and 3.4.3 Demonstrates flexibility in accommodating adult scheduling and attendance needs
knows and demonstrates 3.4.4 Provides feedback and honors achievement
content knowledge 3.4.5 Creates opportunities for learners to reflect on their learning, program and
instructional practices and provide input on program improvement
3.4.6 Uses multiple instructional approaches, explicit and inquiry-based learning field
dependent and independent learning , and problem centered approaches to
learning; provides multiple types of sensory experiences
3.4.7 Presents content knowledge that is sequenced and spiraled appropriately to the
learner’s level and language ability
3.4.8 Presents content in clear, meaningful ways
3.5 Provides evidence-based 3.5.1 Provides instruction that is consistent with research and professional wisdom on
and contextualized adult learning and/or adult language acquisition
instruction in basic and life 3.5.2 Ensures that instruction incorporates tasks that are meaningful to learners in the
skills contexts of their daily lives
3.5.3 Provides appropriate balance between life skill and basic skill development in the
classroom, based on learner needs
75 | P a g e
3.6 Employs a variety of 3.6.1 Selects materials and resources that are appropriate for adults at the assessed
strategies, resources, and levels of instruction and that are sensitive/respectful of race, ethnicity, culture, and
materials to facilitate gender
instruction and promote 3.6.2 Integrates real-life tasks and authentic materials into instruction
learner interaction 3.6.3 Incorporates a variety of technology and multimedia resources into instruction
3.6.4 Integrates employment, family, community resources, and events into instruction
3.6.5 Uses community resources such as speakers and field trips to extend the
classroom into the community
3.6.6 Uses graphic organizers (outlines, flow charts, diagrams, maps, webs) and
mnemonic devices to facilitate learning and memory
3.6.7 Employs techniques to stimulate critical thinking and check comprehension and
mastery
3.6.8 Uses modeling and demonstrations to clarify learning
3.6.9 Uses individual, group, and team activities
3.6.10 Uses interactive techniques such as role-playing, discussion, and collaborative
learning
3.6.11 Uses games or other activity-based formats to provide systematic reviews
Provides activities that integrate language and culture so learners can understand
and function within the diverse culture of the United States
3.7 Sequences and paces 3.7.1 Organizes a sequential plan that supports the instructional objectives
lessons appropriately 3.7.2 Adjusts content, pace, and duration of activity according to learners’ cues
3.8 Provides frequent and 3.8.1 Provides controlled practice and real-life practice (application) of new material
varied opportunities for 3.8.2 Incorporates practice in communication, negotiation, decision-making, problem
learners to practice and solving, and critical thinking skills into classroom activities
apply their learning 3.8.1 Provides opportunities for learners to share learning that occurs outside of the
classroom
76 | P a g e
Standard 4: Assess learning and monitor progress.

4.1 Administer appropriate standardized assessments according to
guidelines established by the test publisher and the Department
of Labor, Licensing and Regulation (DLLR)
4.2 Collaborate with learners to identify their needs, strengths and
goals, and advise them or refer them to the appropriate level of
instruction
4.3 Interpret formal and informal assessment results, review the
results with learners, and develop appropriate educational plans
4.4 Use a variety of formal and informal assessments to develop
curricula, plan lessons, monitor learner progress, and provide
feedback to learners
4.5 Identify those learners needing special assessment
NOTES
77 | P a g e
Standard 4: Assesses learning and monitors progress.
4.1 Collaborates with learners to 4.1.1 Attends required training prior to administering standardized tests
identify their needs, 4.1.2 Follows guidelines for appropriate test administration, scoring, and reporting
strengths and goals, and 4.1.3 Follows procedures as indicated in Maryland Assessment Policy and Guidelines
advises them or refers them
to the appropriate level of
instruction
4.2 Administers appropriate 4.2.1 Uses appropriate needs assessments to determine learner strengths, needs, and
standardized assessments goals upon entry into the program
according to guidelines 4.2.2 Conducts on-going needs assessments to provide referrals and to support learner
established by the test transfers within or outside of the program
publisher and Maryland
Department of Labor,
Licensing and Regulation
(DLLR)
4.3 Administers and interprets a 4.3.1 Uses assessment results to develop individualized and group educational plans in
variety of formal and informal collaboration with the learners
assessments to develop 4.3.2 Provides opportunities for learners and peers to evaluate and give feedback on
curricula, plan lessons, their learning and performance through reflection and self assessment
monitor learner progress,
and provide feedback to
learners
4.4 Identifies those learners 4.4.1 Conducts formal and informal skill assessments on a regular basis and utilizes the
needing special assessment results to modify methods and curricula for learners.
4.4.2 Completes item analysis to guide instruction
4.4.3 Maintains a record of assessment outcomes to monitor progress
4.4.4 Shares assessment results with learners as appropriate
4.5 Identifies those learners 4.5.1. Accesses appropriate tools, information and training needed to identify those
needing special assessment learners
4.5.2. Uses learner data and classroom observations to identify those learners requiring
special assessments
4.5.3. Confers with supervisor and colleagues if special assessment is required
4.5.4. Refers learners requiring special assessment according to program guidelines
know alternatives for referrals and what to do if referral is not a viable option
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Standard 5: Implement technology.

5.1 Demonstrate an understanding of technology concepts and
effectively utilize a variety of technologies.
5.2 Explore, evaluate, and use technology resources including
applications, tools, educational software, and electronic
resources.
5.3 Use technology to communicate information in a variety of
formats.
5.4 Demonstrate and apply knowledge of the legal, social, ethical,

and safety issues related to technology.
5.4 Effectively integrate technology into instruction.
5.6 Demonstrate and apply knowledge of the use of assistive

technology to enhance learning.
5.7 Participate in activities and use resources to support ongoing
professional growth related to technology.
NOTES:
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Standard 5: Implements technology.
5.1 Demonstrates an 5.1.1 Demonstrates knowledge of common uses of computers and technology in
understanding of technology business, industry and society
concepts and effectively 5.1.2 Uses terminology related to computers and technology appropriately in written and
utilizes a variety of oral communication
technologies 5.1.3 Operates computers, peripherals, and a variety of available technologies
5.1.4 Applies basic troubleshooting strategies and accesses help or support resources
when necessary
5.2 Explores, evaluates and 5.2.1 Uses basic computer operations such as editing, file management, and printing
uses technology resources 5.2.2 Understands the concept of networks and how to access them
including applications, tools, 5.2.3 Uses a variety of available software and Internet applications such as Web
educational software, and browsers and search engines
electronic resources 5.2.4 Evaluates and selects technology that is most useful for the specific purpose and
context
5.2.5 Evaluates software and electronic resource information critically and competently
5.3 Uses technology to 5.3.1 Uses a variety of currently available technology to interact electronically
communicate information in 5.3.2 Uses Internet applications such as listservs, newsgroups and E-mail
a variety of formats 5.3.3 Uses productivity tools to publish information
5.4 Demonstrates and applies 5.4.1 Respects current copyright laws, fair use, rights and responsibilities
knowledge of the legal, 5.4.2 Designs learning activities that foster equitable, ethical, and legal use of
social, ethical, and safety technology by learners
issues related to technology 5.4.3 Develops and adheres to appropriate use policies as they apply to chat rooms,
Web sites, etc.
5.4.4 Makes learners aware of the dangers of some Internet resources to themselves
and their families
5.5 Effectively integrates 5.5.1 Demonstrates knowledge of and uses learner technology standards.
technology into instruction 5.5.2 Plans, develops, assesses, and implements instruction-utilizing technology based
on learner needs
5.5.3 Minimizes the apprehension and intimidation learners may experience when first
exposed to computers
5.5.4 Uses multimedia and telecommunications as available to support instruction
5.5.5 Uses technology to develop/enhance higher order thinking skills including problem
solving, critical thinking, informed decision-making, and knowledge construction
5.6 Demonstrates and applies 5.6.1 Identifies available assistive technology resources (e.g., magnifiers, screen
knowledge of the use of readers, voice recognition software) that accommodate individual learning needs
assistive technology to 5.6.2 Uses available assistive technology in instruction, as needed
enhance learning
5.7 Participates in activities and 5.7.1 Identifies and uses educational technology standards
uses resources to support 5.7.2 Uses available technology resources to engage in ongoing professional
ongoing professional growth development
related to technology 5.7.3 Pursues opportunities to develop strategies for utilizing technology to enhance
learning
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Standard 6: Maintain knowledge base and pursue professional
development.

6.1 Develop and maintain a knowledge base in adult learning theory.
6.2 Develop and maintain in depth knowledge of relevant content
areas and related teaching methods.
6.3 Develop and maintain knowledge of instructional techniques and
referral procedures for learners who have special needs.
6.4 Pursue knowledge of technological systems as it relates to
instructional and administrative functions.
6.5 Demonstrate knowledge of own organization, community
resources and issues and relevant laws and regulations.
6.6 Assess personal needs for professional growth and participate in
professional development activities.
6.7 Incorporate new skills and knowledge gained through
professional development to enhance the quality of instruction.
NOTES:
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Standard 6: Maintain knowledge base and pursue professional development.

6.1 Develops and maintains a 6.1.1 Participates in relevant professional development in-services, workshops,
knowledge base in adult courses, and conferences that relate to appropriate instructional approaches,
learning theory content, and adult learning theory
6.1.2 Identifies how adults learn by using multiple instructional approaches, field
dependent and independent learning, problem-centered approaches to learning,
multiple types of sensory experiences, and learner reflection
6.1.3 Articulates strategies and cites materials appropriate to diverse cultural, ethic,
racial, age, language and social contexts and backgrounds recognize that adults
are at different stages of learning
6.2 Develops and maintains in- 6.21 Has professional preparation and/or training in relevant content areas (e.g.
depth knowledge of relevant reading, math, English, U.S. history and government etc)
content areas and related 6.2.2 Participates in professional development related to content areas being taught or
teaching methods other relevant areas including language and literacy learning
6.2.3 Demonstrates content area knowledge in the instructional setting
6.3 Develops and maintains 6.3.1 Demonstrates strategies for (1) screening and identifying learners who have
knowledge of instructional special needs and (2) instructing this population
techniques and referral 6.3.2 Implements appropriate accommodations for learners with special language and
procedures for learners who learning needs.
have special needs 6.3.3 Demonstrates knowledge of program procedures to refer learners to other
services or agencies when appropriate
6.4 Pursues knowledge of 6.4.1 Demonstrates proficiency in using current technology, such as word processing,
technological systems as it email, internet, and other means of communicating and accessing information
relates to instructional and electronically
administrative functions 6.4.2 Designs and delivers instruction that incorporates technology into the curriculum
and requires students to demonstrate proficiency by integrating technology in
instructional activities
6.4.3 Demonstrates how technology can be used to monitor learning; track attendance,
learner progress and outcomes; and communicate information to learners,
program staff, and other stakeholders (e.g., legislators)
6.4.4 Participates in technology training in order to explore, evaluate, and use
computer/technological resources
6.5 Demonstrates knowledge of 6.5.1 Follows policies and procedures in compliance with local, state, and federal
own organization, community regulations
resources and issues, and 6.5.2 Identifies organization and community resources that can provide materials for
relevant laws and regulations instruction and shares information with staff and learners
6.5.3 Designs instructional units based upon learner needs, goals, and interests;
incorporates community resources and issues
6.6 Assesses personal needs for 6.6.1 Reviews Maryland Adult Education Teacher Standards, Competencies and
professional growth and Evidence of Competencies
participates in professional 6.6.2 Reflects individually and with colleagues on instructional practice, program goals,
development activities and initiatives (e.g., through practitioner research, study circles,
sharing/networking groups)
6.6.3 Works with colleagues and supervisors to select appropriate professional
development approaches (e.g. inquiry research, workshops,
observation/feedback, product development, partnering, mentoring)
6.6.4 Seeks administrative or collaborative support in developing an individual
professional development plan that includes goals and objectives
6.6.5 Regularly reviews learner placement, diagnostic and outcome data to determine
professional development needs
6.7 Incorporates new skills and 6.7.1 Integrates new skills and information gained through professional development to
knowledge gained through enhance the learning environment
professional development to 6.7.2 Practices and integrates new instructional strategies
enhance the quality of
instruction
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Professional Development Planning Chart
Based on the results of your Self Assessment, select your top three
priorities for professional growth and complete the chart below.
Competency I would like to This is what I would like to This is how I would like to
improve: learn: learn it:
(e.g., workshops, practitioner
research, study circles, mentoring,
reading articles, internet search,
classroom observation of other
teachers, etc.)
1.
2.
3.
Teacher’s Signature Date
Local Administrator’s Signature Date
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Professional Development Plan
Name:
Contact Information:
My learning objectives are:
The resources and strategies that I will use include:
Resources
D Colleagues
D Lead Teacher
D Program Manager
D Program Library
D Virginia Adult Learning Resource Center
D Internet
D Public Library
D Journal Articles
D National Institute for Literacy Discussion Lists
D ERIC
D Learners (observation, interview)
D
D
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Strategies Target Date(s)
D Attend a workshop/training
D Attend a conference
D Attend a class/course
D Observe a classroom/colleague
D Keep a journal
D Observe class interaction/behavior in your classroom
D Conduct an Internet search
D Read books/journals/ERIC digests
D Read NIFL Discussion Lists
D Conduct a survey
D Conduct interviews
D
D
D
D
I will demonstrate my learning by:
Methods Target Date(s)

D Sharing at staff meetings
D Leading a workshop
D Collecting lesson/teaching ideas to share
D Writing a short report
D Writing journal entries
D Making reflective teaching notes
D Taking notes on feedback from learners/others
D Writing an article for a newsletter/Progress
D Participating in NIFL Discussion Lists
D Creating a blog/wiki/website
D Earning a degree/endorsement
D
D
D
D
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80
The evidence that I will use to evaluate my learning include:
Evidence
D Reflection on changes
D Analysis of information collected/observed
D Productive collaboration with colleagues
D Documented changes in learner performance
D Positive learner response
D
D
D
D
The resources and assistance that I may require from my

employer/program to aid me in accomplishing my objectives
include:
The primary focus of my plan is __ ABE __ESOL __GED __Other
Practitioner’s Signature Date
Supervisor’s Signature Date
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3
Program
Manager
Self-Assessment
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Management Competencies
Assessment Instrument
A Publication of
Building Professional Development Partnerships
for Adult Educators Project
PRO-NET 2000
March 2002
Renée
Sherman
Dionne Dobbins
John Tibbetts
Judith Crocker
Michael Dlott
American Institutes for Research
Sponsored by:
U.S. Department of
Education Division of Adult
Education and Literacy
Jim Parker, Project Officer
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MANAGEMENT COMPETENCIES ASSESSMENT INSTRUMENT
DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that
best describes each item. Note that some items may not be applicable to management’s position.
For these items, circle NA not applicable. For other items you may not have sufficient
information to respond, circle DK don’t know. Indicators are examples of the competency and
you may develop other samples or modify them to reflect your program or position. Evidence may
take the form of a conversation, documentation, or observation.
Leadership Skills
1. Models appropriate professional behavior and encourages other staff

members to act in a professional manner.
4 – Exemplary
3 – Proficient
2 – Progressing
1 – Needs Assistance
NA – Not Applicable
DK – Don’t Know
1.1 Engages in and promotes ethical conduct. 4 3 2 1 NA DK

1.2 Uses and practices a participatory management style open to 4 3 2 1 NA DK
constructive criticism.
4 – Exemplary
2. Demonstrates effective interpersonal and 3 – Proficient
communication skills. 2 – Progressing
DK – Don’t Know
2.1 Seeks input from all levels of staff, listens attentively, 4 3 2 1 NA DK

demonstrates fairness and consistency, and conveys information
2.2 Uses a variety of modes of communication. 4 3 2 1 NA DK
2.3 Encourages and allows opportunity for staff to confer and
present issues and problems affecting instruction and other 4 3 2 1 NA DK
2.4 Supports innovative practices to improve program-related
issues and services. 4 3 2 1 NA DK
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3. Encourages active involvement of all staff and stakeholders in decision-making
processes.
4 – Exemplary
3 – Proficient
2 – Progressing
1 – Needs
Assistance NA –
Not Applicable DK
3.1 – Don’t Know
Provides opportunities for learners, management, and community 4 3 2 1 NA DK
stakeholders to give feedback before significant program changes
are implemented.
3.2 Shows evidence of stakeholder buy-in through such means
as meetings of representative groups, and program surveys to the
4 3 2 1 NA DK
community.
3.3 Uses collaborative teams and other strategies to identify conduct

assessments, analyze results, and adjust instructional processes. 4 3 2 1 NA DK
4. Establishes and promotes the philosophy, goals, and 4 – Exemplary

objectives of adult education. 3 – Proficient
2 – Progressing
DK – Don’t Know
4.1 Works to position adult education to ensure that adult education 4 3 2 1 NA DK

programs mesh with the overall organizational mission.
4.2 Establishes benchmarks to show alignment with vision,

mission, philosophy, and goals. 4 3 2 1 NA DK
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5. Promotes an environment in which linguistic and cultural differences are valued and
appreciated.
4 – Exemplary
3 – Proficient
2 – Progressing
DK – Don’t Know
5.1 Provides resources and curriculum materials that support
anti-bias and multicultural learning. 4 3 2 1 NA DK
5.2 Seeks staff that represents the diversity of the student
population. 4 3 2 1 NA DK
5.3 Respects and honors diversity in everyday interactions
4 3 2 1 NA DK
6. Initiates and facilitates change process. 4 – Exemplary

3 – Proficient
2 – Progressing
DK – Don’t Know
Remains current on trends and issues, and seeks

6.1 4 3 2 1 NA DK
innovations.
6.2 Presents innovations to appropriate staff and makes
decisions that are aligned with their feedback. 4 3 2 1 NA DK
6.3 Assists staff and learners with implementing change and
supports risk taking. 4 3 2 1 NA DK
6.4 Involves staff in identification of trends. 4 3 2 1 NA DK
7. Advocates for the development of the field of adult

education at national, state, and local levels. 4 – Exemplary
3 – Proficient
2 – Progressing
DK – Don’t Know
7.1 Disseminates information in the community about program 4 3 2 1 NA DK

accomplishments through the use of technology and other
means
7.2 Participates in professional organizations that advocate for
the advancement of adult education in a variety of ways. 4 3 2 1 NA DK
7.3 Engages and encourages staff and students to be active
advocates for adult education. 4 3 2 1 NA DK
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8. Initiates and monitors the process of curriculum design and development, and
supports instructional processes and strategies based on research in adult
learning and development. 4 – Exemplary
3 – Proficient
2 – Progressing
DK – Don’t Know
8.1 Guides instructional staff in designing and implementing

educational curricula that accommodate diverse learning 4 3 2 1 NA DK
styles, abilities, and cultures.
8.2 Supports and assists staff in planning instructional
programs based on state performance standards, 4 3 2 1 NA DK
learner data, research on effective practice, community
and learner needs, demographics, resources, and
economic and technological trends.
8.3 Assists management in guiding learners with the development
and ongoing review of the learners’ educational plans. 4 3 2 1 NA DK
8.4 Establishes structures and processes that allow
management to work together to improve teaching and
learning. 4 3 2 1 NA DK
8.5 Supports individuality of teacher approaches to
implementation of the curriculum. 4 3 2 1 NA DK
8.6 Supports staff in integrating into curriculum adults’ roles as
workers, citizens, and family and community members. 4 3 2 1 NA DK
8.7 Assists management in incorporating technology into
instructional practices. 4 3 2 1 NA DK
8.8 Provides a system for management accountability for
student learning. 4 3 2 1 NA DK
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Instructional Leadership
4 – Exemplary
9. Compiles and/or uses various needs assessments to 3 – Proficient
determine staff, learner, and community needs. 2 – Progressing
DK – Don’t Know
Assesses and/or reviews management needs on an 4 3 2 1 NA DK

9.1 individual basis through classroom observations, meetings,
written goals and plans, and assessment instruments.
9.2 Facilitates the discussion of outcomes with management. 4 3 2 1 NA DK
Coordinates procedures for assessment and placement of
learners in appropriate programs at appropriate educational
functioning levels.
9.3 Researches and/or conducts community needs
assessments to determine service and employment needs
and opportunities. 4 3 2 1 NA DK
9.4 Ensures that the targeted student population has been
assessed for special learning and language needs and that
appropriate programming is provided. 4 3 2 1 NA DK
Resource Management & Allocation

4 – Exemplary
10. Identifies and applies for additional funding independently or 3 – Proficient
2 – Progressing
collaborates with other programs and partners.
DK – Don’t Know
110.1 Seeks partnerships with other programs funded under 4 3 2 1 NA DK

federal regulations and other collaborative partnerships as
110.2 Demonstrates resource development at the program level. 4 3 2 1 NA DK
110.3 Maintains active awareness of and pursues potential grant 4 3 2 1 NA DK
and funding sources in local, regional, and national
community.
11. Effectively manages and allocates the budget. 4 – Exemplary

3 – Proficient
2 – Progressing
DK – Don’t Know
11.1 Ensures that expenditures are allowable and appropriate 4 3 2 1 NA DK

and that allocated funds are available throughout the
fiscal year
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12. Uses financial resources to support the program’s 4 – Exemplary
mission and goals and to foster continuous program 3 – Proficient
2 – Progressing
improvement and accountability. 1 – Needs Assistance
DK – Don’t Know
12.1 Allocates funds equitably to effective programs and sites 4 3 2 1 NA DK

based on such indicators as attendance, retention, student
outcomes, and benchmarks.
13. Identifies and utilizes resources to enhance the 4 – Exemplary

instructional process. 3 – Proficient
2 – Progressing
DK – Don’t Know
13.1 Uses resources to integrate and upgrade technology and 4 3 2 1 NA DK

provides professional development on effective use of
technology for management and administrators.
13.2 Establishes a safe and non-threatening learning 4 3 2 1 NA DK
environment that is appropriate for adult learners..
Human Resource Management

4 – Exemplary
3 – Proficient
14. Recruits, hires, evaluates, and terminates staff based on 2 – Progressing
established criteria. 1 – Needs Assistance
DK – Don’t Know
14.1 Provides formal orientation of new staff and learners to the

adult education program. 4 3 2 1 NA DK
14.2 Provides for a system of management observations and
evaluations focusing on such areas as: (1) organizing and
delivering instruction, (2) managing instructional resources,
(3) monitoring and assessing progress, (4) accommodating
diverse learning styles, (5) using materials and technology,
(6) providing learner guidance and referrals, and (7) helping
learners transfer learning to real-life situations. 4 3 2 1 NA DK
14.3 Recognizes when staff members are not performing
effectively, provides guidance and support to enable
attainment of needed competencies, involves appropriate
94
stakeholders and follows required procedures and due
process, leading to staff termination when necessary. 4 3 2 1 NA DK
Program Monitoring and Reporting 4 – Exemplary

3 – Proficient
2 – Progressing
15. Promotes clear procedures for collecting, NA – Not Applicable
documenting, and reporting data. DK – Don’t Know
4 3 2 1 NA DK
15.1 Establishes and monitors a process for collecting,
documenting, and reporting secondary or optional measures
related to employment and family, in accordance with current
government legislation.
15.2 Provides and promotes training for data collectors to ensure 4 3 2 1 NA DK
accuracy of outcome data.
15.3 Fulfills legal or program requirements for compliance,
record keeping, and reporting. 4 3 2 1 NA DK
15.4 Maintains confidentiality and limits access to staff and
learner files and records (e.g. past education, employment, 4 3 2 1 NA DK
interests, disabilities, and short-term educational, personal,
and employment goals).
15.5 Analyzes, identifies dissemination strategies, and reports
4 3 2 1 NA DK
program outcomes and evaluation data for various
audiences.
15.6 Ensures data are accessible, in a timely manner, to staff,
learners, community members, and other stakeholders (via 4 3 2 1 NA DK
such means as reports, use of media, and web pages)
16. Monitors and evaluates the program and uses the data for program
improvement and accountability. 4 – Exemplary
3 – Proficient
2 – Progressing
DK – Don’t Know
Develops and implements an overall program review 4 3 2 1 NA DK

process that is ongoing, participatory, guided by an
16.1 articulated evaluation process, and based on a written plan
to assess program strengths and areas for improvement.
16.2 Involves representative staff in the development of written 4 3 2 1 NA DK
plans and data collection.
16.3 Ensures that programs are inclusive of and suitable for
students with special language and learning needs. 4 3 2 1 NA DK
16.4 Coordinates the procedure for the collection and
maintenance of relevant up-to-date learner information in 4 3 2 1 NA DK
order to improve the program based on the needs of the 95
learners
Professional Development Practices
4 – Exemplary
17. Plans, promotes, and models life-long learning practices. 3 – Proficient
2 – Progressing
DK – Don’t Know
17.1 Keeps up-to-date with research on instructional practices,
management, and leadership, as well as on effective practices
in professional development, and shares those
practices with staff. 4 3 2 1 NA DK
17.2 Engages in a variety of activities that foster own learning such

as participating in collegial networking and subscribing
to journals and listservs. 4 3 2 1 NA DK
18. Promotes continuous professional development for staff.

4 – Exemplary
3 – Proficient
2 – Progressing
DK – Don’t Know
18.1 Supports the professional development of management by
relaying specific information about professional development
opportunities and by providing release time, stipends, or other
types of support enabling management to engage in student and
program improvement.
4 3 2 1 NA DK
18.2 Encourages management to become involved in the
identification and planning of their own professional
development and to engage in a variety of activities
including inquiry research, workshops, institutes, and
observation/feedback (e.g., peer coaching and mentoring). 4 3 2 1 NA DK
18.3 Designs collaboratively, a staff development program in
accordance with program needs based on the results of
staff needs assessments, informal conversations, identified state
or local needs and mandates, and research. 4 3 2 1 NA DK
18.4 Supports a variety of professional development activities

that reflect the organization’s mission and principles of adult
learning. 4 3 2 1 NA DK
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19. Encourages and promotes professional development
activities related to technology. 4 – Exemplary
3 – Proficient
2 – Progressing
DK – Don’t Know
19.1 Acquires and maintains knowledge of technology and

applies it to adult learning and professional development. 4 3 2 1 NA DK
19.2 Shares information on, provides training in, and promotes
the use of technology with management and other staff. 4 3 2 1 NA DK
Community Collaboration 4 – Exemplary

3 – Proficient
2 – Progressing
20. Builds relationships with various agencies and NA – Not Applicable
institutions to enhance the delivery of services. DK – Don’t Know
20.1 Maintains ongoing agency outreach, publicity, and staff

recruitment activities to promote the program and secure
funding, community expertise, equipment, and other
resources. 4 3 2 1 NA DK
20.2 Establishes partnerships and alliances with businesses,
institutions of higher learning, local educational agencies,
child care centers, health centers, employment and job
training centers, boards, and other agencies to expand
understanding of adult education, assess needs, enhance
program resources, and improve services for adult learners. 4 3 2 1 NA DK
20.3 Seeks and shares information about student/client benefits
and potential funding opportunities with businesses and
community organizations. 4 3 2 1 NA DK
21. Accesses and makes available information to clients 4 – Exemplary

about community resources and issues and relevant 3 – Proficient
2 – Progressing
laws and regulations. 1 – Needs Assistance
DK – Don’t Know
21.1 Informs the community and staff about relevant legal 4 3 2 1 NA DK

requirements such as those for instructing adults with
special needs.
21.2 Shares information about available resources, such as
community resource guides and web-based information. 4 3 2 1 NA DK
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4
Student
Assessment
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Want to know what people think about your
program? Ask them!
Adapted from the Maine’s Adult Education

publication:
How to Conduct Effective

Focus Groups and Surveys
Full report at http://www.maine.gov/education/aded/dev/strategic_plan/focusgr.rtf
A Project of the Adult Education Stragegic Plan

Group Members:
Juliette Dzija Jan
Forster Stella
Hernandez Shirley
Nardi
Patricia Theriault Carol
Wynne
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Focus Group vs. Survey – Using the Right Tool at the Right Time
Which is the best tool for fastening two pieces of paper together – a paper clip or a stapler? This is one of
those questions where the answer depends on the situation. There are some circumstances where the
choice is obvious and others where it really doesn’t matter. Similarly, if your goal is to gather thoughts and
opinions there is no right way to do it. Whether you use a focus group or survey depends upon variables
such as the resources your program has and the time frame available. A few thoughts on the advantages
and disadvantages of each tool:
Focus Groups Surveys

Require larger time commitment from Require relatively short time commitment from
participants participants
Require advance planning to invite guests, Require advance planning to develop
reserve space, develop questions, etc. questions, distribute surveys, and process
answers
Acquire information from a relatively small Acquire information from an entire group
group of representative stakeholders (depending on size) or a large sample; can be
given to unlimited numbers of people
Use a trained facilitator Do not required a trained facilitator
Allow participants to build on each other’s Participants do not have the ability to build on
ideas each others ideas
Happens at a fixed time and in a set manner Can be administered in a variety of ways
(verbal or written, in person or via phone or
mail) and over a period of time
Participants provide information but may also Participants can provide information, but it is
become more informed in the process. not always easy to provide them with
information
Public environment can intimidate some Written surveys may present problems for
participants lower level readers
Feedback is immediate Getting surveys returned may be a problem
Allows participants to ask for clarification Survey questions may be misinterpreted
Allow participants to elaborate or explain their Survey questions can be open-ended or
answers multiple choice; multiple choice questions are
easier to summarize but the data may not be
as rich
What is a Survey?
A survey is a detailed investigation that can provide a comprehensive view of a specific issue or topic. Once
the goals of the survey are identified, questions are developed to extract specific information from the
survey participants. This information is then reviewed and evaluated and hopefully put to good use for
program planning and development. A survey does not have to be a complicated, scientifically accurate
document, and the surveys described here are more appropriately called ”informal surveys.”
Perhaps the most important consideration when developing survey questions is the literacy level of
participating respondents, especially if the survey is to be completed independently. It is helpful to "field test"
the survey before general distribution, if possible. The survey can be distributed individually or discussed as a
group; the facilitator can determine which method might be most effective in each circumstance. In all
instances, participants should know that their responses are anonymous, and their opinions are valued. Be
explicit about why you are conducting the survey and what kind of information you
106 | P a g e
hope to collect.
Before administering the survey, determine how the survey output will be used. Share survey results with
participants and let them know how their participation has provided valuable information that can be used for
program improvement. Don't let this information go to waste - use it to everyone's advantage!
Tips for Conducting Effective Surveys
 Identify the goals of the survey and then compose the questions accordingly.
 Limit the number of questions you ask
 Think about whether you’re asking the questions you really want answered
 Be aware of literacy levels as you develop questions
 Ask both qualitative and quantitative (e.g. “on a scale of 1 to 4, rate the following…”) questions. It
helps with the evaluation process to have some hard numbers!
o When using a scale, use an even number of responses, such as 1 – 4 that forces
respondents to make a decision. This helps to avoid the ‘middle of the road syndrome’ that
doesn’t really tell you anything, e.g., ‘3’ in a scale of 1 to 5.
 Let participants know that their responses are anonymous. Let them know that they are an
invaluable part of the process, and that their opinions matter.
 Consider, in advance, how the survey will be delivered. Will it be handed to students, discussed with
them in a group?
 Capture student responses in their own words
 Be explicit about why you’re conducting the survey
 Field test any survey before you distribute it widely
 Define how the survey output will be used. Surveys often end up in a drawer. Let’s
take a look at a sample student survey on the next page? What would you change?
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OhioDepartmentof Education
Adult Basic and Literacy Education State Office
Local Program Review Process - Student Feedback Survey
Program Name: Student Name:
Site Name:
Date: ( / / )
To the Student: We are excited that you have chosen to attend this class. We would like your
comments on how the class is helping you. By completing this survey, you will help us make this
class even better. Thank you for your help!
1. How did you learn about this program? (Mark all that apply)
Family
member
Friend
Employer
I attended before
GED on TV Estimated hours
viewed Another educational program
(Which one?
) Brochure/Flyer
Newspaper ad
Television ad
Radio ad
Department of Job and Family Services
Another agency (Which one?
) Other:
2. What are your goals for coming to this program? (Mark all that apply)
To improve basic skills

To improve English language skills (ESOL)
To obtain a job
To retain current job
To earn GED or secondary school diploma
To enter postsecondary education or training
To decrease public assistance received
To obtain citizenship skills
To register to vote or to vote for the first time
To increase involvement in children's education (relates to school activities)
To increase involvement in children's literacy-related activities (relates to home)
Other (Specify: _)
3. How long have you been coming to this class?

0 – 2 weeks 5 – 6 weeks 9 – 10 weeks 13 – 14 weeks
3 – 4 weeks 7 – 8 weeks 11 – 12 weeks More:
4. Is the class time convenient for you? Yes No

If no, explain.
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5. Is the program’s location convenient for you? Yes No
If no, explain.
6. Do you have any personal safety issues when attending class?

Yes No If yes explain.
7. Do you have enough materials to assist you in class?

Yes No If no, explain.
8. Do you find the materials interesting?

Yes No
9. Can you borrow any materials to use at home, should you choose to?
Yes No If yes, explain the procedure.
How often do you …

Never Often Daily Weekly Monthly
10. discuss your progress with
your teacher?
11. update your portfolio?
12. provide ideas about making the
class better?
13. work alone in class?
14. work in small groups?
15. work with all of your class?
16. use a computer during class?
17. have guest speakers come to
your class?
18. go on field trips?
19. Is there anything else you would like to tell us?
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What is a Focus Group?
A focus group is a small-group discussion guided by a trained leader. It is used to learn more about
opinions on a designated topic and then to guide further action.
As the name suggests, a focus group is for a specific discussion topic. The focus is narrow not broad.
Keeping the group on topic is the task of the facilitator. The facilitator also helps the group set ground rules
which encourage free expression of ideas in a non-threatening environment. The group’s composition as
well as the discussion topic is carefully planned in advance. Members are encouraged not only to respond
to the questions posed by the facilitator but also to respond to others members’ comments.
When Should You Use a Focus Group?
• When you are considering the introduction of a new program or service.

• When your main concern is with depth of opinion, or shading of opinion, rather than simply with whether
people agree or disagree.
• When you want to ask questions that can't easily be asked or answered on a written survey.
• When you want to supplement the knowledge you can gain from written surveys.
• When you know, or can find someone, who is an experienced and skilled group leader.
• When you have the time, knowledge, and resources to recruit a willing group of focus group
participants.
The Pros and Cons of Groups
Should you collect your opinions from groups, or from individuals? The focus groups are, of course,
groups. Most surveys, though, cover one person at a time.
One advantage of focus groups is depth and complexity of response, as mentioned before. And group
members can often stimulate new thoughts for each other, which might not have otherwise occurred.
But there are some downsides, too. For example, focus groups usually take more time per respondent
than individual surveys -- because the group has to be recruited, and because the group itself takes time.
Some group members might feel hesitant about speaking openly. And the focus group leader may
sometimes need to be paid.
Consider your own situation. How do these factors trade off?

What is the best solution for you?
Analyzing the Results
If you have used open-ended questions or have information gathered on flip charts or tape recorders, you
will need to gather it together into meaningful units. If you have responses to open-ended questions, the
place to start will be to collate the answers to each question thus grouping your results. So, all your
responses to question number one are put together, all your responses to question number two are put
together and so on. From there, you look at what the responses are saying. Look for key words or phrases
in those responses and group those responses together. Pretty soon you will realize that you are looking
at themes emerging from the data. Information from focus groups can also be analyzed by looking for
key words, phrases and themes. When you have clusters of key words, phrases or ideas, you will begin
to see that responses are really revolving around the issues that are important to people.
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Sample Questions for a Student Focus Group Dealing
with Your Current Student Orientation Process
1. How did you feel when you first walked into the new student orientation and intake meeting? Did you
feel comfortable, nervous, welcomed, excited…?
2. How did you feel when you finished the orientation meeting?
3. Were there parts of the orientation that you really liked?

a. (If so) What were they? Why did you like that?
4. Were there parts of the orientation that you did not like?
a. (If so) What were they? How should they change?
5. Was there anything that was not discussed during the orientation that you wanted to know more
about?
a. (If so) What was that?
6. Let’s talk a little more about the goal setting activities that you completed during the intake
process. Did those help you? Is there anything you would like to see changed about that?
a. Continue with questions about similar topics included within your student orientation and
intake process such as getting acquainted activities, description of class offerings, class
schedules, self-assessments, learning style inventories, support services available, tour of the
facilities, pre-tests, etc.
7. Some people have said that one way to improve X is to do is to do Y.

a. Do you agree with this?' (Or, "How do you feel about that?")
8. Are there other recommendations that you have or suggestions you would like to make before we wind
up?"
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5
Partner
Assessment
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Adult Education Planning Initiative for Key
Stakeholders
Welcome! You have been selected to participate in (name of your program) Strategic
Planning Initiative. This survey is one component of our planning process in our efforts to
strengthen and expand adult education and literacy services in our communities.
As an important stakeholder in adult education services in (name of your

community/county/area, your responses will help us assess our operations and programs
to determine what is working well and what areas may need to be developed or improved.
The approximate completion time is 10 minutes. Please respond openly so we can ensure
that our planning process has successful results. Your responses will be anonymous.
Ready to get started?
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Survey Preview -- Results Are Not Recorded
Adult Education Planning Initiative for Key

Stakeholders
What type of agency or organization do you represent? CHECK ONE.

business/industry
community-based organization
elementary/secondary education
faith-based
health-related
higher education
human services
workforce development
other
If you checked "other," please list.
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How familiar are you with the overall Adult Basic Education (ABE)
organization, programs, and services? CHECK ONE.
familiar somewhat
familiar limited
Questio n 3: Please select all answers that apply (Required)
What Adult Basic Education programs and services are most important to
help your organization accomplish its goals? (Check all that apply.)
Basic literacy
GED preparation
Adult high school diploma
English as a Second Language
Workplace education
Family literacy
Computer literacy
Job readiness
Health literacy
Financial literacy
Learning disabilities screening
Civics/citizenship
Other
If you checked
Question 4: Please select all answers that apply (Required)
What characteristics of our program do you feel are most important for the
adults we both serve? (Check all that apply.)
free classes
day and evening classes
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flexible scheduling
short-term classes
self-paced instruction
qualified and well-trained teachers
distance learning
other
If you checked "other," please describe below.
Question 5:
Please list up to THREE ways ABE can improve or change to be a more

effective program to meet the needs/expectations of your organization and
its clients.
Question 6:
Are there ways we can collaborate to meet the needs of the adults we both
serve?
If so, what would that be?
Question 7:
What other comments would you make regarding ABE that should be
considered in its planning process?
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Identifying Our Strengths
Joining Forces to Build An Adult Career Pathways System
A comprehensive and coordinated career pathways system requires a variety of shared functions by multiple
partners. Listed below is a sampling of some of these functions. Indicate in which functions your
agency/organization:
(1) has expertise,
(2) would be willing to participate (you or someone within your agency/organization),
(3) can legally expend funds for, and/or
(4) currently provides financial support or other resources.
Name of Organization:
Contact Person:
Email:
Check all that apply.
Career My My agency My My agency

Pathways agency would be agency currently
Functions has willing to can provides
expertise participate legally support or
in this in this expend other
area. function. funds. resources.
Planning and Policy Alignment
Serve on a Career Pathways planning
group to design the overall structure of the
career pathways system and identify the
necessary support for effective
implementation.
Create a system of stackable certificates at
non-postsecondary and postsecondary
levels that allow adult learners to progress
through the career ladder with tangible
evidence of work readiness
Provide guidance on developing effective
articulation agreements between adult
education and postsecondary institutions
Analyze and align agency policies to
support career pathways implementation
Funding Identification and Alignment
Conduct a regional funding audit to
determine local, state and federal funding
streams that can support a comprehensive
adult career pathways system and then
develop a strategic, unified plan for
coordinating resources
Identify private funding sources that support
development of the career pathways
system
116 | P a g e
Career Pathways My My agency My My agency
Functions agency would be agency currently
has willing to can provides
Financially support inter-agency pilot projects on
regional partnerships and/or components of the
career pathways system
Regional Partnerships
Support the development of regional
partnerships that identify regional skill needs
and coordinate career pathways programs and
services
Review regional labor market information and
identify high growth job clusters for development
of regional career pathways
Identify employment information that local
programs can use in orienting students to career
opportunities
Align the exit points of prerequisite basic skills
services with the entry requirements for
postsecondary education and occupational training
programs for regional high growth job clusters
Marketing and Public Outreach

Identify key messages, audiences, and branding to
communicate the urgent need for and benefits of
basic skills development and postsecondary
attainment
Participate in the development of targeted
marketing strategies for specific audiences
including potential students, employers,
policymakers, partnering agencies, etc.
Assessment, Curriculum and Instruction
Examine and recommend various work- related
assessment tools such as WorkKeys, career
inventories, etc. that would support the career
pathways system
Crosswalk state-approved adult education
standardized tests with college entrance exams
(e.g., COMPASS ®, ACCUPLACER
®) to determine possible gaps
Align and contextualize basic skills to skills required
for postsecondary education and/or workforce
preparation
Support the development/expansion of Bridge
courses to assist adult learners in transitioning from
basic skills to postsecondary/technical training
programs by aligning the exit and entry
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Career Pathways My My agency My My agency
Functions agency would be agency currently
has willing to can provides
Support the development of accelerated training
models that provide dual- enrollment and/or
concurrent enrollment in basic skills and
occupational training
Professional Development and
Practitioner Support
Participate in and/or recommend local staff to serve

on inter-agency taskforces to explore and make
recommendations in areas such as the career
pathways framework, assessment, curriculum and
instruction, and counseling and student support
services
Support interagency cross-training on topics

that require a common understanding at the
local and regional levels
Support the development and maintenance of an

inter-agency electronic clearinghouse of promising
management and instructional practices related to
career pathways
Student Counseling and Support

Services
Explore, identify, and share options for providing

high quality counseling and advising to help all adult
learners design and complete an appropriate
academic and career pathway
Provide case management services for students

enrolled in the adult learning system
Performance and Accountability
Encourage cross-system reporting using

common performance measures
Identify the elements of the reporting data that your

agency can collect and commit to provide that data
to the cross-system reporting system
Develop a performance measurement system that
spans multiple years in order to report the
economic and educational impact
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Career My My agency My My agency
Pathways agency would be agency currently
Functions has willing to can provides
of participation in Illinois’ adult learning
system
Commit to an annual performance data

analysis of your state agency’s contribution
to the adult learning system and, with
partner agencies, determine what will
improve the overall system
Conduct longitudinal research and

evaluation of the career pathways system
119 | P a g e

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092318

Revised for the Oregon Leadership Academies

Dr. Lennox McLendon and Kathi McLendon-- Revised 9/17/2018

PROGRAM PROGRAMS WE NEED WE HAVE

A governing body, such as an advisory board or board of directors, that

Adequate management of the program’s finances, including maintaining

Treatment of staff as professionals (including pay and benefits) and

Instructional services that are provided at hours and locations convenient

A psychologically safe environment that protects the confidentiality of

Use of data on recruitment success and feedback from students in order

Assessment of each student’s goals, skill level, and support needs.

Information about students’ rights and program expectations of students.

HAVE: THIS DON’T NEED

Procedures to accommodate students who are placed on a waitlist, which

Appropriate staff-to-student ratios that are informed by the instructional

Managed enrollment (rather than open enrollment that allows new

Class levels (e.g., beginning, intermediate, advanced) based on a clear

Strategies to create a non-threatening learning environment that reduces

An organized curriculum, i.e. a master plan for selecting content and

HAVE: THIS DON’T NEED

Instructional activities that are relevant and meaningful to adult students’

A system for monitoring student persistence, e.g. length and intensity of

Educational and personal counseling that is intended to help adult

A system for monitoring student departure from a program, applied to

Condensed from the Arizona State Technical Assistance Review (STAR)

Ratings: 0 = Unsatisfactory 1 = Beginning 2 = Approaching

Program Operations and Administration

Ratings: 0 = Unsatisfactory 1 = Beginning 2 = Approaching

Community Interaction and Recruitment

Ratings: 0 = Unsatisfactory 1 = Beginning 2 = Approaching

Curriculum and Instruction:

Ratings: 0 = Unsatisfactory 1 = Beginning 2 = Approaching

Retention and Support Services

Ratings: 0 = Unsatisfactory 1 = Beginning 2 = Approaching

Ratings: 0 = Unsatisfactory 1 = Beginning 2 = Approaching

Ratings: 0 = Unsatisfactory 1 = Beginning 2 = Approaching

Ratings: 0 = Unsatisfactory 1 = Beginning 2 = Approaching

Overall Category Rating:

A Local Adult Education Staff

2. Compare your ratings.

3. Determine where there is agreement and where you need to start.

Student Orientation and Intake

Planning and Instruction

Student Outcomes and Evaluation

Program Evaluation and Planning

Please set aside approximately 30 minutes of uninterrupted time to complete

Let's get started!

What best describes your current position in our program?

ABE/GED full-time instructor

ABE/GED part-time instructor

ESL full-time instructor

ESL part-time instructor

The following questions relate to your class or program.

Unsure - You are not sure of the status at this time.

We have effective strategies for recruiting specific target populations (e.g.,

Question 5: Please select a single answer (Required)

Student Orientation and Intake

Question 7: Please select a single answer (Required)

Our new student orientation process includes program orientation; student

We use a classroom monitoring process (e.g., classroom observations,

Question 39: Please select a single answer (Required)

We understand, adapt, and manage our budget effectively.

Question 40: Please select a single answer (Required)

The primary focus of my plan is ABE ESOL GED Other