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Abstract:
The College of Southern Idaho College and Career Readiness Adult Basic Education program uses this handbook with mentors so that there is a common process to onboard new instructors. Mentors are assigned new instructors (mentees) and engage with the new instructor throughout the instructional year.
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Abstract:
Here is a list of resources referenced in the Onboarding for Success! presentation, Tuesday, March 28 (Session S511).
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Abstract:
The College of Southern Idaho College and Career Readiness Adult Basic Education program uses the checklist with new employees so that there is a common set of protocols followed by all participants. There are two tabs in the attached Excel workbook. One checklist is for instructors; one is for Intake Office Specialists. The checklist can be modified to address the needs of various employees. Mentors are assigned new instructors (mentees) and engage with the new instructor throughout the instructional year.
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Abstract:
In this session, the presenters will share ways you can engage your community, staff, and students in promoting adult education and impacting important legislative discussions. In addition to providing an overview of the national Educate & Elevate campaign, presenters will provide some basic advocacy information and share practical ways that instructors can incorporate advocacy in their classrooms and become better advocates for their students. They will share how adult education teachers can engage students in advocacy through a series of classroom taught lessons, class outings, service projects, and volunteer work. Presenters will provide participants with resources and examples of advocacy activities and events that can be replicated in the ABE and ESOL classrooms. Opportunity to ask questions and share ideas.
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Abstract:
This presentation addresses the most-frequently-asked questions concerning design and development of a College Transitions Program, such as: 1). How do we recruit students and teachers? 2). Once the program begins, how can we support and retain our students and teachers? 3). How can we measure the success of the program? 4). How can we scale and sustain our Transitions program beyond the current levels and funding sources? ATTACHMENTS: Manage Evaluate and Expand Your Transitions Program_Gill
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Abstract:
This presentation covers the most-frequently-asked questions concerning design and development of a Transitions Program, such as: 1). What is a Transitions Program? 2). What are the benefits of Transitions Programs-”to students, faculty, and programs, etc? 3). How can such a program be designed and implemented? 4). What are the best features and most promising practices of successful Transitions Programs? All viewers will walk away with a thorough knowledge of the core elements of successful Transitions Program and a plan for developing their own. ATTACHMENTS: How To Create a Transitions Program_Gill C
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Abstract:
Computer-assisted Instruction for Work-related Basic Reading and Numeracy includes two short, free, basic reading and numeracy professional development videos for teachers. Students preparing to be nursing assistants are shown in a computer lab using KeyTrain computer-assisted instruction software in an authentic class providing basic reading and numeracy. Interviews provide background on Notre Dame Education Center (NDEC) in Lawrence, Massachusetts, its computer-assisted instruction program, and its related job skills training, work readiness and support services. Computer-assisted instruction coaches discuss the program and how students use the instructional software; and two students discuss how they use computer-assisted instruction at the program and at home. Links to the videos and a document that shows which math and reading skills in the curriculum are used by nursing assistants will be found at http://www.mlots.org/?page_id=61
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Abstract:
A short, free, authentic professional development video for teachers in which an adult ESOL teacher, basing his lesson on Stephen Krashen's theory of natural language, creates a relaxed atmosphere for language learning, lowering the affective filter- to help students take risks in learning the new language. He includes American baseball as content because some of the students had said they want to better understand the game. The video will be found at this web address: http://www.mlots.org/?page_id=76