V. Resources. Virginia Association for Adult and Continuing Education (VAACE)

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1 V. Resources Professional Organizations Virginia Association for Adult and Continuing Education (VAACE) VAACE is a professional association representing Virginia s adult educators. Its mission focuses on working to improve the practice of adult education, enhance the status of our profession, and advocate for lifelong learning and the adult learner. Teachers of English to Speakers of Other Languages, Inc. (TESOL) This international association offers many professional development opportunities and supports to ESOL teachers through conferences, publications, and online resources. Virginia Teachers of English to Speakers of Other Languages (VATESOL) A TESOL affiliate, this state professional organization is dedicated to promoting professional development, strengthening instruction, and supporting research opportunities at all levels for teachers and administrators of ESL/EFL/ESOL. Commission on Adult Basic Education (COABE) COABE s mission is to provide leadership, communication, professional development and advocacy for adult education and literacy practitioners in order to advance quality services for all adult learners. Conferences, a professional journal, and webinars are among the resources they offer to teachers of adults. chapter five 1

2 National Resources Literacy Information and Communication System (LINCS) LINCS defines itself as a professional learning community for adult educators that provides access to resources, professional development, and a connected network of practitioners. It is a comprehensive site offering a variety of resources and professional development to adult education practitioners. Program for the International Assessment of Adult Competencies (PIAAC) PIAAC measures relationships between individuals' educational background, workplace experiences and skills, occupational attainment, use of information and communications technology, and cognitive skills in the areas of literacy, numeracy, and problem solving. Workforce Investment Act (WIA) This legislation is the federal source of funding guidelines. State Resources Virginia Department of Education, Office of Adult Education and Literacy (OAEL) Here you can find information on topics of statewide interest and importance, including state policies, grants and funding, forms, data collection and reporting, and OAEL staff contact information. Virginia Adult Learning Resource Center (VALRC) We strongly encourage you to visit this website, which provides a wealth of useful information regarding professional development opportunities and other resources for Virginia s adult education practitioners, including: chapter five 2

3 A listing of regional and local program websites: Online and face-to-face trainings and information about the Virginia Adult Education Certification Program (VAECP): Publications including the Progress newsletter: Curated banks of online resources, organized by topic: Lesson plans and resources for lesson planning: We also encourage you to connect with the Resource Center through VALRC s social media or the interactive VAELN listserv for adult educators. Like VALRC on Facebook: Join the Virginia Adult Education and Literacy Network (VAELN) Listserv, maintained by VALRC: Follow the Resource on Twitter: Participate in the Virginia GED 2014 discussion forum: Local Resources Perhaps the first and most important resources with which you should become familiar are those within your own region and local program. Those will undergird your daily practice and your direct work with your learners. Work with your local program staff to be sure you have the following information. chapter five 3

4 Do you know 1) Information about your program? Do you know Requirements and expectations for the job? (Certification, shadowing a number of classes with an experienced teacher, attendance at specific staff development events, other?) The mission statement or strategic plan for your program? The scope of services provided in your area (types of classes offered)? Local services and agency contacts for student referral or for your information? What timesheet forms to use and how to fill them out? Emergency contact numbers? 2) Information about your class and class management? Do you know Where your class is located and how to get there? Building regulations (e.g., no-smoking policies, policies for food/drinks in the classroom/labs, opening and closing hours, accessibility of custodial services, etc.)? Security procedures and location of keys? Other adult educators who work at the site and how to contact them? Whether an aide or volunteer is assigned to your class and what his/her responsibilities are? The daily and yearly class schedule? The public school calendar for the area? The GED testing schedule? What student intake forms to use and where to find them? Assessment information: assessment descriptions and procedures? where to find answer sheets? whether a locator or appraisal is required? whether (and how) the assessment distinguishes between valid and out-of-range scores? Goal-setting and goal follow-up policies and procedures? chapter five 4

5 Where to find and how to complete local forms for reporting attendance and student NRS data? What local instructional materials are available to you and how to obtain them? Whether you will have the use of the following equipment and how to locate and operate equipment? bookshelves filing cabinet(s) computer(s) printer overhead projector or document camera copier TV/VCR/DVD player SMART Board 3) Your responsibilities as an instructor in this program? Check all that apply. Conduct intake process. Administer assessments (pre and/or post). Refer students for assessments. Maintain individual learner files. Keep class records and complete required reports. Interview each learner periodically to check progress. Keep current by attending the required amount of professional staff development. Learn what the research says about instructional practices and strategies and try to weave effective ones into lesson plans. Plan lessons, prepare materials, and respond to student work. Maintain learner confidentiality. Help with student recruitment. Help with student counseling (e.g., make referrals to other agencies and career or education opportunities as needed). Help with follow-up and retention strategies (for example, by making phone calls or sending postcards). chapter five 5

6 4) Your next steps? Below are listed some examples of ways to continue growing as a professional. Check all that interest you. Shadow an experienced teacher (with permission and advance notice). Research the resources available in this handbook. Attend local and regional staff development and conferences. Pursue OAEL-mandated assessment and/or goal-setting certification. Sign up for online courses at VALRC or area schools. Other? But most of all Enjoy your unique and fulfilling adult education experience! chapter five 6