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Abstract:
This article outlines a writing study circle aimed at enhancing the writing instruction practices of teachers working with adult learners. The study circle focused on professional development, collaboration, and reflection as key components to improve both the quality and quantity of writing produced by adult learners. The study circle’s design, purpose, and process are provided, along with a description of participants and core assumptions. The results of the study circle and implications for writing instruction in adult education are also discussed, offering insights for educators interested in improving adult learners’ writing skills.
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Abstract:
Research shows that engaged and continuously developing teachers are more effective in the classroom. However, with a significant proportion of adult English as a second language (ESL) instructional staff consisting of adjunct faculty, it is crucial to address issues such as high turnover rates, feelings of isolation and marginalization, limited availability for PD due to transient schedules and multiple jobs, and insufficient funding for robust offerings. This article explores several best practices for overcoming those challenges—mini-conferences, professional development (PD) swaps, study groups, individualized faculty development plans, and leveraging technology for flexible and asynchronous options—and encourages other programs to adopt such PD initiatives to support and empower adjunct faculty.
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Abstract:
Adult education instructors frequently attend both required and elective professional development events and seminars to gain and maintain proficiency. However, as prospective learners, do instructors know exactly what the training will be about? Are the takeaways, or training outcomes, clearly stated beforehand? The answer seems to be, sometimes. This reflection presents a persuasive argument suggesting that defining and communicating the training and performance objectives of teachers’ professional development is just as important as defining learning outcomes for students and offers practical suggestions for the definition and application of the learning goals of teacher training.
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Abstract:
The Association of Adult Literacy Professional Developers (AALPD) provides an avenue for networking of professional developers in the field of adult education. In the early years, the organization established three priorities related to professional development: 1) professional development standards, 2) research, and 3) funding. In 2006, the association identified the development of quality standards. These standards can be used by state leadership to set a vision for professional development by professional developers as a guide for design and delivery, and by practitioners to help them understand the characteristics of effective professional development. Through AALPD’s collaboration with COABE and the National Association of State Directors of Adult Education (NASDAE), the organization hopes to support the advocacy efforts in progress to increase funding for professional development. This article provides information on the organization’s origination, professional development standards, and current collaboration.
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Abstract:
The importance of professional development to the success of adult education cannot be emphasized enough. In a field with many part-time educators, and where recruitment and retention of adult educators is an ongoing challenge, professional development plays a critical role in attracting, retaining, and developing teachers, administrators, and support staff. The Literacy Information and Communication System (LINCS) provides resources to support and advance these professional development efforts. This article shares the five-factor model for change through effective professional development and how LINCS implements this model to bring effective professional development to the field through the LINCS components.
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Abstract:
The Massachusetts Department of Elementary and Secondary Education Adult and Community Learning Services Unit and UPD Consulting engaged in a multiyear partnership to provide adult education providers across the state with people-centered, action-oriented training opportunities focused on antiracism, diversity, equity, and inclusion (ADEI). This article explores the evolution of nine key strategies applied by the design and facilitation team as they engaged participants across the triad of thinking (head), feeling (heart), and doing (hands).
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Abstract:
Using data collected through a survey on professional development in adult education (AE), Elevation Educational Consulting Group (EECG) and Research Allies for Lifelong Learning provide the field of AE with an analysis focused on two aspects of the survey. The data were collected from separate surveys, for administrators and instructors, with a focus on professional development (PD), organization type, and demographics. The major purpose was to learn about current professional development available to AE professionals, to determine and find ways to meet AE professionals’ needs for professional development, and to ascertain what AE professional development will need to cover and consist of in the future. Survey participants were assured a chance to contribute their experience and perceptions to the AE field’s understanding of instructional practices and needs for professional development. While many relevant aspects of the data exist, this analysis will focus on AE professionals’ access to professional development and AE professionals’ rating of the benefits of PD. Further articles and updates to support the field in better understanding the current landscape of PD and how we need to adjust for the future of the field will follow as additional analyses are completed.