1 getting instructors off to the right start and keeping them there

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Getting Instructors Off to the Getting Instructors Off to the Right Start and Keeping Them Right Start and Keeping Them

ThereThere

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Celebrating Your Success

• Share a brief summary of your culminating project!

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Program ImprovementProgram Improvement

Your program is only as good as your instructional staff!

What can we learn from…

Self AssessmentsSelf Assessments

ResearchResearch

DataData

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Today’s WorkshopToday’s Workshop

You will: Apply research, data, and self assessment information to get new

instructors/tutors off to a good start,

Explore the components and available resources of an orientation model for new ABE and ESL instructional providers,

Consider decision points necessary to adapt an effective orientation process for new instructors,

Examine strategies for maintaining a quality, engaged instructional staff.

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Why is new instructor Why is new instructor orientation so important?orientation so important?

Meet Janice!

• Undergraduate degree in early childhood education

• Has taught K-3 for 20 years

• Recently hired as an adult education instructor to teach a GED class

• 20 students

• 5 beginning level

• 8 intermediate level

• 7 advanced level

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Activity 1: Getting Janice Ready to Activity 1: Getting Janice Ready to TeachTeach

What does Janice need to know and be able to do?

With your table partners, make a list of the most important things that Janice needs to know and be able to do before she starts teaching.

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What does the research tell us?What does the research tell us?

ABE teachers should be prepared to address the unique needs of ABE students, have a good understanding of adult development and learning theories, and be committed to adult education. (M. Cecil Smith, 2006)

Instructors feel they need to be better supported if they are to provide high-quality instruction and services to students (Smith, Hofer, 2003).

Our field needs to recognize the needs of instructors as critical to the improvement of the field as a whole and then create a plan for improving the preparation of its instructors (Smith, Hofer, 2003).

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The Critical First Two YearsThe Critical First Two Years

StudentsFirst three weeks are

critical (Quigley)

InstructorsWhat’s good for the

goose is good for the gander.

The first two years are critical!

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What do your data tell you?What do your data tell you?

How many new instructors/tutors do you hire each year?

On average, how long do instructors/tutors remain in your program?

What are the characteristics of those who stay? Of those who leave?

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How do new instructors How do new instructors feel?feel?

We’ve all been new at our jobs at one point in time.

How do new instructors feel?

Let’s take a look!

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Activity 2Activity 2

What are you doing now?

What you are doing right now to prepare new adult education instructors/tutors for their job assignments? What does your new instructor/tutor orientation

look like?

Share your new instructor/tutor orientation process with your table

partners.

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The Critical First Year:The Critical First Year:An Orientation ModelAn Orientation Model

1. Pre-Employment

Activities

2. New Instructor

Hired

3. Program Orientation

4. Online Course or Reading Activities

5. FTF Training & Initial

Mentoring

6. First Eight Weeks of

Instruction

8. Follow Up, Mentoring, &

PD(Months 3 – 11)

7. New Instructor Checklist(9th week)

9.Self Assessment &

PD Plan(12th month)

Before teaching

After teaching begins

Pg. 28

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Examining the ComponentsExamining the Components

Let’s investigate the components to help you answer some of these questions.

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Examining the ComponentsExamining the Components Pre

-em

plo

ym

en

tP

re-e

mp

loym

en

t

Job posting Include orientation expectationsPaid or unpaid?

Clear expectationsObserve a class to determine good “fit”View an online course on adult learning

Interview Include assessments

Select people based on talent

Sample Job Description Pg. 7

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Follow local procedures.

Include clear expectations in contract, such as: Orientation Professional development Attendance at staff meetings Data collection responsibilities Minimum student attendance to justify class Performance accountability

New

Instru

cto

r Hire

dN

ew

Instru

cto

r Hire

d

Sample Memorandum of Employment – pg. 5

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1. Pre-Employment

Activities

2. New Instructor

Hired


4. Online Course or Pre-

Reading Activities


Mentoring


Instruction


PD(Months 3 – 11)


9.Self Assessment &

PD Plan(12th month)

Before teaching


Pg. 41

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Meet with new instructor for initial orientation.

Begin addressing some of the items on the Local Program Checklist.

Assign a mentor. (will discuss later)

Explain and distribute: URL for online course/s OR Pre-reading packet

Pro

gra

m O

rien

tatio

nP

rog

ram

Orie

nta

tion

Pg. 9

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Activity 3: Starting the Activity 3: Starting the ProcessProcess

Refer to the New Instructor Orientation Planning Matrix in your packet.

For components 1 - 3:Assess what activities you are currently

doing. If you are not doing it, determine if you want

to have it.

Share your ideas with your table partners.

Pg. 42

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1. Pre-Employment

Activities

2. New Instructor

Hired


4. Online Course or Reading Activities


Mentoring


Instruction


PD(Months 3 – 11)


9.Self Assessment &

PD Plan(12th month)

Before teaching


Pg. 41

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Sample Free Online Courses

Review and select applicable lessons first!

A Roadmap to Implementing Adult Basic Education Programs (5 hours)http://www.floridatechnet.org/inservice/abe/ History of Adult Basic Education The Adult Learner Teaching and Learning Strategies Student Eligibility Student Services Curriculum Frameworks Staff Development

On

line C

ou

rse o

r Read

ing

O

nlin

e C

ou

rse o

r Read

ing

A

ctiv

ities

Activ

ities

List and URLs on page 10

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Basics of Adult Literacy Educationhttp://www.c-pal.net/course/index.html The Adult Learner Orientation and Assessment Curriculum Development Instructional Techniques Adult Literacy Classroom

On

line C

ou

rse o

r Read

ing

O

nlin

e C

ou

rse o

r Read

ing

A

ctiv

ities

Activ

ities

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Understanding the ABE Student (5 hours)http://www.floridatechnet.org/inservice/abe/

abestudent/The Adult LearnerLearning Theory 101Making the MatchBuilding a World Class Program

On

line C

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rse o

r Read

ing

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r Read

ing

A

ctiv

ities

Activ

ities

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Teaching Adult ESOL (5 hours) http://www.floridatechnet.org/moodle/

Student Assessment and PlacementCurriculum Guidelines, Standardized Syllabi and

Progress Reports Instructional Strategies That WorkRecruitment and Retention Instructor Resources

On

line C

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ing

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nlin

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A

ctiv

ities

Activ

ities

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http://www.floridatechnet.org/inservice/gedteach/ The GED Student The GED Tests The GED Program Effective Teaching Strategies Technology in the Classroom Critical Thinking and Visual Processing Higher Order Math Language Arts and Writing

On

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ctiv

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Activ

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Sample Free Online Resources

The Adult Basic Education Teacher’s Toolkithttp://www-tcall.tamu.edu/toolkit/cover.htmlSome Anticipated QuestionsFacilitating Adult Learning in a Holistic, Participatory

Classroom: A ModelThe Teacher’s ToolboxThe Reading Skills ToolboxThe Writing Skills ToolboxThe Computing Skills Toolbox

On

line C

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rse o

r Read

ing

O

nlin

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A

ctiv

ities

Activ

ities

List and URL’s on pg. 11

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Practitioner Toolkit: Working with Adult English Language Learners

http://www.famlit.org/pdf/practitioner-toolkit-working-with-adult-ell.pdfBackground InformationActivity Packets (i.e., orientation, needs assessment, lesson

planning, etc.)Parent Education in Family Literacy ProgramsTopics in Adult ESL Education and Family Literacy

On

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A

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Activ

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Verizon Literacy Networkhttp://literacynetwork.verizon.org/

Free-Online-Courses.21.0.html

On

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A

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Activ

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Handbooks for New ABE and ESL Instructors

Table of contents and sample pages in your packet

Available for download and customization

On

line C

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O

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A

ctiv

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Activ

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Handbooks for New ABE and ESL Instructors

Instructor completes readings and investigative assignments

On

line C

ou

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r Read

ing

O

nlin

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ou

rse o

r Read

ing

A

ctiv

ities

Activ

ities

The AdultLearner

Needs of Adult

Learners

Literacy Today

Intake &Orientation

AssessmentGoal

SettingLearning

Styles

LearningDisabilities

Planning &DeliveringInstruction

The GED Test

(AE only)

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Lots of tools and resources!

ABE Educational Functioning Levels Self Assessment Learning Styles Inventory Learning Needs Screening Instrument

Adult Learning Plan Considerations for Setting NRS Goals

On

line C

ou

rse o

r Read

ing

O

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r Read

ing

A

ctiv

ities

Activ

ities

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Lots of tools and resources!

ESL Background interview form Learning styles questionnaire Needs assessment Student self assessment Adult Learning Plan ESL Teaching Resources Practical Tips Considerations for Setting NRS Goals

On

line C

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A

ctiv

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Activ

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Activity 4: Decisions Again!Activity 4: Decisions Again!


For component 4:Assess what activities you are currently

doing. If you are not doing it, determine if you want

to have it.


Pg. 42

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1. Pre-Employment

Activities

2. New Instructor

Hired



Reading Activities


Mentoring


Instruction


PD(Months 3 – 11)


9.Self Assessment &

PD Plan(12th month)

Before teaching


Pg. 41

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Usually two weeks prior to instruction

Three - six hour training (one day or two half-days)

Builds upon pre-reading topics and/or online courses

Responds to any questions the readings or courses created

FTF T

rain

ing

an

d In

itial

FTF T

rain

ing

an

d In

itial

Men

torin

gM

en

torin

g

36


Application-focused demonstration and observation

Includes unaddressed items from Local Program Checklist

Often delivered by staff member/trainer or experienced instructor/mentor

FTF T

rain

ing

an

d In

itial

FTF T

rain

ing

an

d In

itial

Men

torin

gM

en

torin

g

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Activity 5: What would it look Activity 5: What would it look like?like?

Refer to the Face-to-Face Guide for ABE and ESL instructors in your resource packet

Select which activities you feel would lend themselves to a thorough and effective face-to-face training for new instructors in your program.

Share your decisions with your table partners.

Pg. 12 - 14

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Developing a Mentoring Developing a Mentoring ProcessProcess

Developing a Mentoring Process Mentor: an experienced individual (usually

an instructor) who is willing to be a resource to new instructors

Not expected to know everything

Must know how to access resources

Must be a good listener

Pg. 24

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Developing a Mentoring Developing a Mentoring ProcessProcess

Who is using mentors now?

Tell us about what you are

doing.

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1. Pre-Employment

Activities

2. New Instructor

Hired



Reading Activities


Mentoring


Instruction


PD(Months 3 – 11)


9.Self Assessment &

PD Plan(12th month)

Before teaching


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First Eight WeeksFirst Eight Weeks

Instructor continues to receive guidance from mentor.

Firs

t Eig

ht W

eeks o

f Firs

t Eig

ht W

eeks o

f In

stru

ctio

nIn

stru

ctio

n

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Ninth WeekNinth Week

At end of eight weeks, instructor completes New Instructor Checklist.

New

Instru

cto

r Need

s C

heck

New

Instru

cto

r Need

s C

heck

Pg. 16

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Months 3 - 11Months 3 - 11

Instructor meets with mentor to discuss items needing clarification, training, or support from the New Instructor Needs Checklist.

New Instructor Support Plan is developed to address prioritized needs.

Follo

w U

p, M

en

torin

g &

PD

Follo

w U

p, M

en

torin

g &

PD

Pg. 20

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1. Pre-Employment

Activities

2. New Instructor

Hired



Reading Activities


Mentoring


Instruction


PD(Months 3 – 11)


9.Self Assessment &

PD Plan(12th month)

Before teaching


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1212thth Month Month

Instructor completes Self Assessment.

Sample instructor self assessments distributed during Year 1 training

Individual professional development plan for coming year is developed.

Self-A

ssessm

en

t & P

D P

lan

Self-A

ssessm

en

t & P

D P

lan

Sample PD plans Pg. 21

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Activity 6: Completing the Activity 6: Completing the MatrixMatrix


For components 5 - 9:Assess what activities you are currently

doing. If you are not doing it, determine if you

want to have it.


Pg. 42

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Activity 7 – Janice’s Case StudyActivity 7 – Janice’s Case Study

Read Janice’s case study.

With your table partners, discuss the following:

How can you help Janice so she will feel good about continuing to work with her students?

Pg. 46

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Getting Them Off to the Right Getting Them Off to the Right Start…And Keeping Them Start…And Keeping Them There!There!

When motivating staff…

“People don’t change that much. Don’t waste time trying to put in what was left out. Try to draw out what was left in. That’s hard enough.”

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Getting Them Off to the Right Getting Them Off to the Right Start…And Keeping Them Start…And Keeping Them There!There!

Focus on the strengthsAssess each individual’s talents and skills.Build on what people can already do well.Provide training, coaching, and

development opportunities that will help the person increase these skills.

Compensate for or manage around weaknesses.

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The Six Big QuestionsThe Six Big Questions

1. Do I know what is expected of me?

2. Do I have what I need to do the job?

3. Do I know when I am doing a good job?

4. Do I feel my job is important?5. Am I recognized as an individual?6. Am I learning and growing?

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1. Pre-Employment

Activities

2. New Instructor

Hired



Reading Activities


Mentoring


Instruction


PD(Months 3 – 11)


9.Self Assessment &

PD Plan(12th month)

Before teaching


53

Excerpt from Sample Excerpt from Sample TimelineTimeline

Month 2010

July The Research Workgroup is organized.

August The Research Workgroup accesses research.

September - December

The Research Workgroup accesses research.

The program director establishes the Stakeholder Assessment Workgroup to complete the adaptation of the teacher, program manager, program, student and/or stakeholder self assessments to fit the needs of the local program and staff.

October The Research Workgroup holds conference call to discuss and judge findings.

November The Research Workgroup accesses research.

December The Research Workgroup accesses research.

Month 2011

January The Research Workgroup accesses research.

February The Research Workgroup holds conference call to discuss and judge findings.

The program director distributes the teacher and program self assessments (online or hard copy) and directs the staff to complete each. (Student focus groups and partner surveys can be conducted at this time as well.)

The Data Workgroup is organized and convenes to analyze performance, program, and census data.

March The Research Workgroup recommends findings to program director that hold promise to improve program services.

The Data Workgroup recommends program improvement priorities to program director.

The Stakeholder Assessment Workgroup analyzes the results of the program self assessments (and student surveys and/or partner assessments, if conducted) and recommends program improvement priorities to the program director.

Pg. 49

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Next StepsNext Steps

No interim activity

Final webcast: May 11, 12, 13

Certification eligibility notification

Certification application$75 fee unless covered by the state

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Then, this will be you!Then, this will be you!

Jim Lively, CMPICertified Manager in Program

Improvement

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Benefits to LEA ParticipantsBenefits to LEA Participants

Upon completion:• You will:

• Receive a framed certificate and lapel pin

• Be recognized at a special reception in your honor at the ProLiteracy/COABE conference

• Have your name posted on the LEA Hall of Fame webpage

• News releases announcing your achievement will be sent to local newspapers.

• Letters will be sent to your supervisor, board members, legislators, etc.

575757

Congratulations!Congratulations!

It’s been a wonderful It’s been a wonderful journey, my friends!journey, my friends!

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Always willing to helpAlways willing to help

1 getting instructors off to the right start and keeping them there

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