Some of us arrive in ABE by accident, some by luck, and a few by planned deliberation. Our cars burn down in the middle of nowhere and we need work, we are stranded in foreign countries, we have babies and need part-time positions. What we have in common is the revelation that working in adult basic education programs and communities is probably the most invigorating work we have done. We make connections with each other and our students. We struggle together to get and keep funding. We advocate for immigrants'and workers' rights. And even though some of us may not have trained to become literacy or ESL teachers, we have found ways to prepare ourselves to do this work, and do it well.

For example, even though my own entry into ABE was rather unconventional (I literally hitchhiked my way in, but that's another story), I was able to connect my background in writing, poetry, and composition theory into teaching English as a second language. Like many of us who found our way into ABE in curious ways, I joined professional organizations like TESOL, attended and presented at national conferences, took courses, read the professional literature, and shared with colleagues. All of these things helped (and still help) me to develop as an educator and filled in my gaps in areas like language acquisition, sociolinguistics, participatory practice, and the variety of methodologies available to create meaningful classroom practice.

Teachers in our state have been lucky. Over the last ten years, Massachusetts has been in the foreground in professionalizing the field of adult basic education. Adult and Community Learning Services at the Massachusetts Department of Education has made professional development and practitioner support a major priority. They have earmarked substantial funding for SABES, the System for Adult Basic Education Support, and the five regional resource centers across the state have strengthened the infrastructure through which teachers can become stronger and better prepared practitioners. From workshops on methodology to teacher research projects, SABES has provided a mechanism for teachers to build on their own skills and interests while becoming more refined in their classroom practice. All of this work translates into more effective education for our students-people who come to our programs for ESOL, GED, family literacy, external diplomas, and the other services we provide. This nonformal system works well: it welcomes practitioners and administrators from various backgrounds and offers them continual, responsive professional development along the way.