A. Understanding the Adult Learner:

1. Incorporates theories of and research in adult development in designing effective instruction appropriate to the learning environment (e.g., in the classroom, workplace, homeless shelter).

X

2. Incorporates theories of and research in adult learning and in learning disabilities in designing effective instruction appropriate to the learning environment.

X

3. Uses knowledge of the factors that influence adult learners' participation and persistence in adult basic education programs to increase learner success.

X

X

B. Diversity and Equity:

1. Interacts equitably and responsibly with all learners.

X

2. Provides learners with strategies and tools to collaborate with other learners, co-workers, and community members.

X

3. Draws on the range of interests, needs, and approaches of learners in planning instruction.

X

4. Promotes learner understanding of American civic culture, its underlying ideals, political principles, institutions, procedures, and processes in the design of curriculum.

X

5. Uses, in appropriate contexts, instructional materials conveying a range of contributions that various immigrant and native groups have made to American society.

X

C. Instructional Design & Teaching Approaches:

1. Draws on the history, structure, purpose, and critical issues of adult basic education in planning instruction.

X

X

2. Uses needs analyses in the design of instruction.

X

3. Designs curriculum relevant to the experiences, interests, and goals of learners, the particular instructional setting, and the Department's adult basic education curriculum frameworks.

X

X

4. Integrates appropriate use of technologies into the adult education teaching and learning process.

X

X

5. Sets forth the learning objectives, instructional methods, and their rationale in the design of instruction and makes them available to colleagues and learners.

X

X

6. Uses a variety of instructional methods, techniques, and tools that facilitate adult learning.

X

X

7. Uses strategies that are effective for learners to develop and use critical thinking skills and to solve complex problems.

X

X

X

D. Learner Assessment and Evaluation:

1. Creates and uses formal and informal assessments for the purpose of placing learners at the appropriate instructional level.

X

X

2. Creates and uses formative and summative assessments to evaluate learner progress.

X

X

X

3. Confers with colleagues, supervisors, and community resources when special assessments are required.

X

X

4. Evaluates the effectiveness of instruction and modifies it based upon results and student feedback.

X

X

X

5. Uses data collection systems for program improvement.

X

X

E. Facilitating the Adult Learning Environment:

1. Communicates effectively and appropriately with learners.

X

X

2. Creates an environment conducive to adult learning.

X

X

3. Promotes learner involvement in community and societal issues.

X

X

4. Refers adult learners with challenging life issues to the appropriate resources.

X

X

5. Uses resources available to learners to develop employment readiness skills.

X

X

6. Collaborates effectively with learners, colleagues, and relevant members of various educational settings (e.g., family literacy, corrections, or workplace education) and the community at large.

X

X

7. Incorporates the principles of lifelong learning (e.g., modeling self-application methods) to prepare learners for continued education and training outside the classroom.

X

F. Professionalism/Continuing Education:

1. Reflects critically on the experiences of self and others, such as learners, colleagues, and supervisors.

X

2. Develops goals for an individual professional development plan.

X

X

Total Number of Required Standards