Career Counseling Models and Approaches: A Panel Discussion with Career Navigators and Transition Specialists
Facilitators:
Alex Jaco (Inland Adult Education Consortium)
Carmen Becerra (Sequoias Adult Education Consortium)
Peter Tinkelenberg (South Bay Consortium for Adult Education)
Career navigators and transition specialists can play a critical role in helping adult learners persist in education programs and improve their career prospects. In this webinar, we will discuss the impact of career navigation support and best practices with three career navigators/transition specialists from different regions of California. We will share student stories and further delve into what skills are needed to be an effective navigator/specialist, and how evolving technology has affected the world of job search and career counseling.
WIOA Title I & II Collaboration: Best Practice in Action
Facilitators:Karen Malkiewicz, Principal, Elk Grove Adult SchoolJennifer Barrett, Program Administrator, Elk Grove Adult SchoolDavid Raygoza, Principal, Madera Adult SchoolMichelle Santesteban, SCAEC, Transitions Specialist, State Center Adult Education ConsortiumSherri Watkins, Executive Director, State Center Adult Education ConsortiumThis session will present two models of collaboration in practice between WIOA Title I and II providers. The session will focus on practical examples and discussion of the benefits and approach to collaboration to benefit students and clients including referral processes, unduplicated services arrangements, alignment and pathways. The session presenters will also describe the challenges of initiating and expanding collaboration, and examples of their success.
Putting the âProfessionalâ in Professional Learning Communities
Presenters: Jacques LaCour, CALPRO Director and Rachel Monn, Adjunct Professor, Pasadena Community College
In this problem solving exchange session, facilitators discussed the power of PLCs and what distinguishes them from other forms of professional development, lessons learned by one agency, Pasadena City College, on its PLC implementation journey and ideas for starting PLCs and resources to support implementation.
Using Professional Learning Community Principles to Implement Managed Enrollment
Presenters: Susan Briggs, Coordinator, Pasadena Community College, and Rachel Monn, Adjunct Professor, Pasadena Community College
CALPRO PD Partner Susan Briggs partnered with colleague Rachel Monn to share how they used Professional Learning Community (PLC) principles to implement managed enrollment. Throughout the presentation they focused on how they enabled students to move through the program while experiencing satisfaction and success at each phase; the presenters also discussed how to record student enrollment accurately, how to encourage student attendance and goal-attainment, and how to deliver coherent and focused curricula.
Increasing Engagement and Student Persistence Through Distance - and Blended-Learning Models; What the Research Says and Which Practice Work
Authors: Anthony Burik, Mariann Fedele-McLeod, Debalina Ganguli, Martin D. Griffin, Hilary Iserman, Nicole Jordan, Stephanie Kriebel, Yecsenia Lorenzo, Courtney McMahon, Katie Callahan Neginskiy, Penny Pearson, Theresa Petersen, Kristi Reyes, Thoibi N. Rublaitus, Shannon Swain, Lila Young, Carolyn ZachryThis evidence to action brief presents recent research on distance learning in adult education and provides an important contemporaneous account of how California adult education rose to meet the challenge of continuing to serve adult learners during the pandemic. This brief captures a snapshot of the current state of practice and evidence, including identified challenges and corresponding best practices. Additionally, it looks towards the future as adult education continues to address the identified challenges of distance learning in innovative ways, as well as to harness the ample benefits and potential for students.
Collaboration in Adult Education
Author: John Tibbetts and Anestine Hector-Mason, September 2015Produced by California Adult Literacy Professional Development ProjectCollaboration has been shown through research to be an effective strategy both in the classroom and in program management. This CALPRO Research Brief examines the research as it applies to both Professional Learning Communities (PLCs) at the program level, and to classroom instruction, and finds that in both applications collaboration improves outcomes.
Improving Adult Literacy Instruction: Options for Practice and Research
Authors: Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy; Alan M. Lesgold and Melissa Welch-Ross, Editors; National Research Council (2012).This 504-page report synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. From the National Academies Press (NAP) Web site, readers may read the report online, download free PDF files of the full report and a 24-page summary, or purchase the book. Visit the NAP Web site.
Adult Education: What Makes Teaching Effective?
Author: Anne Mishkind, CALPROThis brief provides an overview of research on effective teaching that can be applied in multiple settings by a broad range of teachers across diverse settings. Adult education in California takes place in environments including school districts, community colleges, community-based organizations, libraries, and correctional facilities, and serves students with skills that range from basic literacy to international professional training. Across contexts, research finds that effective teaching is enriched by:thoughtful attention to student backgrounds,collecting and using student data to inform the implementation of evidence based practices including (1) learner-centered instruction, (2) rich and contextualized content knowledge, (3) use of standards to inform learning objectives, and (4) attention to foundational skills and higher-order thinking, and planning for professional development that targets specific teacher competencies
Evidence-Based Professional Learning
Author: Anne Mishkind, American Institutes for Research, 2014This brief provides instructors, professional development coordinators, and program administrators with research and implementation guidance related to evidenceâbased professional learning and dataâdriven instruction.
Management Competencies Self-Assessment
Produced by California Adult Literacy Professional Development Project, 2008; augmented 2018Based on the Management Competencies and Sample Indicators for Improvement of Adult Education Programs (CALPRO, 2025), this self-assessment helps administrators to identify priority areas for targeted professional development, based on their assessment of relevance and current personal capacity across a variety of criteria. In 2018, the self-assessment was augmented with an addendum introduced to identify additional knowledge and skills that program administrators need to possess in order to be effective in today's adult education landscape in California. For each competency and performance indicator, the addendum also suggests professional development resources to assist in building an annual, individualized development plan. Note: This fillable form can be downloaded, saved, and printed (using Adobe Reader or a similar application).