Over these last 30 years, Massachusetts ABE practitioners and policymakers have engaged in lively and passionate discussions about what a credential for ABE teachers should look like. The discussions have started and stalled many times over these 30 years, but they were ultimately productive, resulting in a voluntary ABE teacher's license in Massachusetts.

Massachusetts believes it has accomplished what no other state in the nation has; it has developed the first stand-alone ABE license (not predicated on a preK-12 license) that has the same depth of knowledge, rigor of standards, and minimum educational requirements equivalent to the state's other teacher licenses. Massachusetts ABE is also fortunate to have its own professional development organization, SABES, to develop a licensure support model and materials to assist teachers pursuing the license—again, another first for Massachusetts.

Equally important to the product of the licensure was the process by which it was achieved. Intense and consistent practitioner input was solicited by the Massachusetts Department of Education under the leadership of Adult and Community Learning Services (ACLS). Throughout the process, our professional development organizations, SABES, MATSOL, YALD, and MCAE have been willing contributors of their time and expertise, toward both shaping the license and developing professional development to support license seekers. Practitioner input was also incorporated every step of the way, from initial advisory committees to working groups to pilots. Thus, the field has had the opportunity to comment on and shape the content, terminology, and process of the ABE license.

The licensure process is voluntary. For experienced ABE teachers, the license credits them for previous experience and professional development. For new and experienced teachers alike, the license offers opportunities for growth and development in a continually changing field.

As you will see from the articles in this issue of Field Notes, some sections of the ABE license still need to be developed; the existing guidelines and regulations will need further refinement. Still, practitioners are embracing the license and the licensure process as they come to recognize the credibility of the process that reflects and celebrates the differences among us in the rich and varied field of adult basic education .

Mary Jayne Fay may be reached by e-mail at: mjfay@doe.mass.edu