California Adult Literacy Professional Development Project

Authors: Renee Sherman, Mark Kutner, John Tibbetts, and Danielle Weidler, American Institutes for Research, June 2000

This guide was designed to help adult educators develop and implement comprehensive professional development systems that will benefit individual staff, the adult education program, and ultimately, the learner. It also discussed the roles of administrators, professional development coordinators, and instructors in designing, delivering, and supporting professional development activities. Finally, it included prototypes of needs assessments and individual professional development plans that could be adapted by state and local adult education programs to suit their own circumstances.

Produced by California Adult Literacy Professional Development Project, 2006

CALPRO offers these suggested guidelines for initiating and conducting discussion groups using the research digests, summaries, and bibliographies.

Authors: Arthur Evans and Renee Sherman, American Institutes for Research, September 1999

This guide is designed to assist individuals interested in pursuing graduate study in Adult Basic Education (ABE) or a related field. It is a work in progress and is essentially a "snap–shot" of ABE in graduate programs existing in the United States in 1999–2000.

Authors: Renee Sherman, Janet Voight, John Tibbetts, Dionne Dobbins, Arthur Evans, and Danielle Weidler, American Institutes for Research, April 2000

Based on research in the field of mentoring and interviews with adult educators who have participated in mentoring systems, this guide provides a resource for programs on mentoring. It provides a rationale for why mentoring is appropriate for instructors and discusses several issues agencies need to consider in designing, implementing, and evaluating mentoring. It is designed to help programs understand the different ways in which mentoring can be implemented and to help them make decisions about how mentoring can fit in with their particular organizational structures, resources, and needs. In addition, it provides valuable information for mentors themselves, such as a discussion of the various strategies that can be used with protégés.

Authors: Institute for the Study of Adult Literacy (ISAL), The Pennsylvania State University Central Pennsylvania Workforce Development Corporation (CPWDC), North Central Workforce Development Board (NCWDB), Southern Alleghenies Workforce Development Board (SAWDB), and Pennsylvania College of Technology Produced by The Pathways to Employment initiative funded through the U.S. Department of Labor?s 2015 Sector Partnership National Dislocated Worker Grant program, and supported by the Pennsylvania Department of Labor and Industry, February 2017.

This guide was prepared by the Pathways to Employment Initiative of the Institute for the Study of Adult Literacy at The Pennsylvania State University, and three Pennsylvania Workforce Development Boards in partnership with local IET training providers (2017, February) to engage stakeholders in curricular collaboration. IET programs in IL, KS, KY, OH, PA, VA, WA and WI are highlighted including descriptions of their course offerings, objectives and partners. This resource focuses on addressing basic skills, rather than occupational skills to help students as they move along their career pathway.

The resource is divided into six sections and provides highlighted program snapshots, lesson planning and program design considerations as well as questions and worksheets to foster discussion. Additional resources are also included with direct links to the aforementioned programs. Agencies and their partners can use the guide and ready-to-use tools as they collaborate in the planning and implementation of new or existing IET programs.

Authors: Kathleen Chernus and Donna Fowler, MPR Associates
Produced by Literacy Information and Communication System/National Institute for Literacy, September 2010

This paper describes several efforts to incorporate integrated curricula in adult education for career advancement and further training or postsecondary education. The authors conclude that three approaches have promising prospects for expanding integrated curriculum efforts already under way in adult education.

Author: Karin Martinson, Abt Associates, Inc., September 2010

This paper explores the importance of employer-program partnerships for improving economic outcomes for both low-skill workers and businesses. It identifies the fac¬tors that have hindered the growth of these partnerships as well as promising approaches to building further partnerships.

Authors: John Tibbetts, Renee Sherman, Judy Crocker, and Arthur Evans, American Institutes for Research, February 2000

This professional development packet includes a facilitator's guide, participant handouts, and presentation slides on the Secretary’s Commission on Achieving Necessary Skills (SCANS) workplace competencies and project–based instruction.

Authors: Judith Crocker, John Tibbetts, Renee Sherman, and Michael Dlott, American Institutes for Research, May 2002

This guide helps agencies assess their ability to design and deliver a workplace education program. The guide is divided into two sections—the instruction and the program administrative characteristics needed for program success.

This brief explores the application of the Social Emotional Learning (SEL) principles and related frameworks in adult education. Incorporation of SEL holds great promise in empowering adult learners with the skills needed for personal growth, career success, and active participation in society. It further examines how educators' overall well-being through their own development of SEL skills benefits both the educators and the students. The brief provides practical application ideas and resources for implementation. Examples from two adult education programs in California are also included for inspiration and further exploration of the topic.

Authors:

Sachiko Ozaki Oates; Kimberly Kendziora; Veronica Tylor; Steven A. Casperite