- “The Elements of Curriculum-Based Professional Learning” chart that is modeled off the periodic table; a summary table of the six fundamental shifts from traditional teacher professional development to curriculum-based professional learning;
- “The Concerns-Based Adoption Model” that provides a framework and tools for understanding change and the change management process proposing appropriate supports for individuals;
- “Recommendations for Teachers,” providing guidance on practices associated with different combinations of elements.
- Make a communication plan.
- Make a list of your program’s technology resources (hardware and software) and determine your learners’ ability to access online tools.
- Help your learners access free or reduced cost internet and data plans.
- Look to see what support your state adult education leadership is offering.
- Get training to key staff and prep support materials for learners.
- Set up a remote support system.
- Put all learning content in one place.
- Locate instructional resources on sites that have curated free content.
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Abstract:
The Elements: Transforming Teaching through Curriculum-Based Professional Learning is a challenge paper from Carnegie Corporation of New York that explores how professional learning anchored in high-quality curriculum materials allows teachers to experience the instruction their students will receive and change their instructional practices, leading to better student outcomes.
The Elements: Transforming Teaching through Curriculum-Based Professional Learning is a challenge paper from Carnegie Corporation of New York that explores how professional learning anchored in high-quality curriculum materials allows teachers to experience the instruction their students will receive and change their instructional practices, leading to better student outcomes.
Benefits and Uses
The resources offer valuable insights into curriculum-based professional learning and its impact on teaching effectiveness. Adult educators may find the reflection questions and prompts to be the most useful. The questions and prompts are intended to stimulate critical thinking and self-assessment among adult educators. They illustrate reflective teaching and identify areas for professional growth or improvement.
There are a variety of useful features, including
What the experts say
The paper provides a framework of elements for professional learning that is curriculum-focused and offers relevant examples of implementation. Therefore, it not only acknowledges the need for change, but provides explanations of guiding elements and options for employing them through practice.
The combination of theoretical frameworks, practical examples, research-based recommendations, and reflective tools makes these resources valuable assets for adult educators striving to enhance their teaching effectiveness and promote positive student outcomes.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2020
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Abstract:
Teaching Online: Communicating and Tracking Learner Progress presents a clear and comprehensive approach for instructors to transition from an in-person to online learning environment.
Distance Education allows for a continuum of instructional support. Instructional support can positively impact the student experience and student success. To ensure learner persistence, programs need to think about how to best communicate with learners and track their progress. Teaching Online: Communicating and Tracking Learner Progress presents a clear and comprehensive approach for instructors to transition from an in-person to online learning environment that promotes student engagement.
What the experts say
Teaching Online: Communicating and Tracking Learner Progress includes practical ideas for promoting online learner engagement. Recommendations include focusing on core curriculum, with a link to the vendor website, where readers will find an excellent collection of online teaching resources (free and paid). Educators are encouraged to supplement content to fill learning gaps and develop their own classroom homepages. The resource includes links to content development sites. Creative ideas on peer-to-peer engagement in the online environment are also included and reference the National Immigration Forum’s report on mobile-first remote English classes for immigrant workers, a resource that be used by an individual teacher/instructor/tutor or by a group of teachers trying to develop or improve their online instruction.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2020
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Abstract:
This website, TeachingEnglish by the British Council, contains a wide range of practical resources for teaching English to adults.
This website contains three sections of resources for teaching English to adults: Lesson Plans, Activities, and English for Business. The Lesson Plans section features lessons with easy to use instructions and materials that provide students with the skills and confidence to enjoy learning English. The Activities section contains activities for use in the adult classroom. Lessons and activities are organized by level: Beginner, Pre-intermediate, Intermediate, Upper Intermediate, and Advanced.
The lessons in the English for Business section are designed around functional skills for business learners. All of the lessons and activities were written by English language teaching experts and are designed to engage learners in motivating and enjoyable ways. The topics covered are meetings, negotiations, and socializing.
What the experts say
This website contains a rich compilation of lessons designed and uploaded by English language professionals through the British Council. Materials include downloads of lesson plans and worksheets, podcasts and ancillary materials relevant to the broad range of topics and levels addressed in the resources. Educators can choose by topic, by level and by modality (reading, listening, writing) and can adapt content (particularly lexical differences in UK and US English) and can design assessment processes to gauge learners' understandings and competencies within the particular exercises/lessons. The section dedicated to adult learning and learners provides engaging, well-organized, and easily-navigated content that will serve those who teach English to adult non-native speakers and, in many cases, those who teach adult basic education (ABE) learners. The site also contains similar but larger sections targeting elementary and secondary students. That content is also worth exploring since some of those instructional materials will also appeal to older learners. A significant reward for using Teaching English resources for adults is that the vast majority of its content integrates “adult education and literacy activities concurrently and contextually with workforce preparation activities,” as defined by WIOA legislation. (WIOA Title II, 2016, and IET Training Guide, n.d).
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Publication Year
2020
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Abstract:
Ready, Set, Go: Steps to Rapidly Start Distance Learning provides guidance to adult educators on how to quickly set-up distance learning programs for their students.
Setting up distance education usually takes planning and some pilot testing with selected students. When circumstances increase the urgency of implementing a distance education program there are eight things adult educators can do to get something going quickly:
What the experts say
Teachers may have been thrust into online instruction without sufficient preparation. They may not be computer literate themselves. It may be overwhelming for instructors to develop and deliver instruction to adult learners whose reading, speaking, listening, and writing skills may be limited. All this can be overwhelming. Ready, Set, Go: Steps to Rapidly Start Distance Learning is a brief, instructive, and accurate resource that identifies reliable tools and instructional services that individuals and programs can easily access to implement effective distance education. The most critical suggestions are those at the beginning of the resource; they include suggestions for the information teachers should gather before beginning an online class and provides ideas for curriculum.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2020
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Abstract:
Don’t just present—make an impact. Join COABE PD Coordinator Steve Schmidt and AALPD’s Kim Glenn and Sarah Goldammer for a dynamic webinar on creating engaging, memorable conference presentations. Learn proven strategies to capture attention, avoid common mistakes, and deliver sessions that participants rave about long after the conference ends. Drawing on over 80 years of combined presenting experience, our presenters will share practical tips you can use immediately to elevate your COABE session from good to unforgettable. Original webinar date: March 19, 2026 Webinar recording link: https://youtu.be/N0oUmYd77Ic
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Abstract:
This meeting focused on sharing best practices and challenges in adult education, particularly around ESL programs and workforce development. Participants discussed various initiatives including college and career readiness labs, apprenticeship programs, digital literacy efforts, and strategies for supporting ESL students during challenging times. Key topics included the implementation of Career Gateway classes that simulate workplace experiences, partnerships with employers for workplace learning, and the challenges of providing services to ESL students in correctional settings. Several participants shared resources including AI literacy lesson plans, digital literacy frameworks, and community partnerships, while others discussed the importance of trauma-informed instruction and multi-generational impact of adult education programs. The meeting highlighted successful collaborations between state directors, local programs, and employers, with participants emphasizing the value of working together to create pathways for adult learners.Summary
College Career Readiness Program Development
ESL Workforce Preparation Programs Update
Education Collaboration and Workforce Challenges
AI in Education and Literacy
IET Programs in Correctional Settings
Adult Education Best Practices Sharing
Adult Education Best Practices Sharing
Meeting date: March 10, 2026 Meeting recording link: https://youtu.be/qoX5PbooNSw
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Abstract:
As correctional and reentry education continues to evolve, the field stands at a pivotal moment shaped by technological innovation, policy reform, and a growing recognition of the power of education to transform lives. In this webinar, Jeffrey Abramowitz, returning citizen, educator, administrator, and subject matter expert—will explore emerging trends and challenges in correctional and reentry education. Drawing from lived experience, participants will examine new approaches to technology integration, workforce development, digital literacy, and postrelease support. Original webinar date: March 12, 2026 Webinar recording link: https://youtu.be/U5XHmrkX2oU
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Abstract:
This meeting focused on sharing best practices and challenges in adult education, particularly around ESL programs and workforce development. Participants discussed various initiatives including college and career readiness labs, apprenticeship programs, digital literacy efforts, and strategies for supporting ESL students during challenging times. Key topics included the implementation of Career Gateway classes that simulate workplace experiences, partnerships with employers for workplace learning, and the challenges of providing services to ESL students in correctional settings. Several participants shared resources including AI literacy lesson plans, digital literacy frameworks, and community partnerships, while others discussed the importance of trauma-informed instruction and multi-generational impact of adult education programs. The meeting highlighted successful collaborations between state directors, local programs, and employers, with participants emphasizing the value of working together to create pathways for adult learners.