I decided to join the SABES ABE licensure support field test for a variety of reasons but mostly because I would like to see adult basic education elevated to the same level of professionalism as K-12. I guess for me, it is a matter of pride. I have spent the last 12 years of my professional life in ABE, and if a license exists, I want to have it. In addition, I subscribe to the philosophy that I shouldn't expect someone else to so something that I wouldn't do myself.

Therefore, as an administrator, if I am ever going to expect my staff to be licensed, I think I should have the license. On a lighter note, I also must admit that part of me wants the license just to say that I was one of the first people in Massachusetts to attain it, that I was an ABE license pioneer!

I am very happy to be involved in the licensure support field test because we get to work with a cohort, a small group of ABE teachers from our own area of the state. I work with a group of teachers from the southeast. We share ideas, provide support, and help keep one another focused. We meet every month or two to share information and resources and to simply brainstorm ideas and provide feedback to each other.

Last year, our cohort primarily worked on just understanding the ABE license process and putting together our application packages. We then went into a holding pattern as we weathered the budget crisis and waited to hear from DOE exactly what the licensure process would be and what each of us needed to do in order to get the license.

This year, we plan to work on or finish our portfolios so we can submit them to the ABE License Review Panel. Each time our cohort meets, we set goals for ourselves and then set off to accomplish those goals before the next meeting. For example, the assignment for our meeting this month is to set up our portfolio binder with tabs, complete the SABES Self-Assessment and Planning Module, and write a draft of an explanatory statement that addresses any standard we choose. I strongly believe that being part of this cohort will help me to complete and submit my portfolio much faster than I would ever be able to do without it.

Working in a small group on this project is essential to me. Like many people, I have a very busy work and home life. When I take on a new project, I need structure and deadlines. Our cohort does this for me. I consider our group to be the perfect amount of positive peer pressure.

In fact, one of the reasons I agreed to write this article is that now there will be even more peer pressure on me to get my license. The entire Field Notes readership knows that I am going for it! So to help me out, the next time you see me ask, "Hey, Lisa, did you get your ABE license yet?"

Lisa Jochim is the director of UMass/Dartmouth Workers' Education Program in New Bedford. She has taught Pre-GED and GED classes. She can be reached by e-mail at ljochim@umassd.edu or by mail at UMass/Dartmouth Workers' Education Program, 1204 Purchase Street, New Bedford, MA 02740.