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

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3 Celebrating Your Success Share a brief summary of your culminating project!

4 Program Improvement  Your program is only as good as your instructional staff!  What can we learn from… Self Assessments Research Data

5 Today’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.

6 Why is new instructor 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

7 Activity 1: Getting Janice Ready to Teach 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.

8 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).

9 The Critical First Two Years  Students  First three weeks are critical (Quigley)  Instructors  What’s good for the goose is good for the gander.  The first two years are critical!

10 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?

11 How do new instructors feel? We’ve all been new at our jobs at one point in time. How do new instructors feel? Let’s take a look!look

12 Activity 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.

13 The Critical First Year: An 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 (9 th week) 9.Self Assessment & PD Plan (12 th month) Before teaching After teaching begins Pg. 28

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

15 Examining the Components Pre-employment  Job posting  Include orientation expectations  Paid or unpaid?  Clear expectations  Observe 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

16 Examining the Components  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 Instructor Hired Sample Memorandum of Employment – pg. 5

17 The Critical First Year: An Orientation Model 1. Pre- Employment Activities 2. New Instructor Hired 3. Program Orientation 4. Online Course or Pre-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 (9 th week) 9.Self Assessment & PD Plan (12 th month) Before teaching After teaching begins Pg. 41

18 Examining the Components  Meet with new instructor for initial orientation.  Begin addressing some of the items on the Local Program Checklist. Local Program Checklist.  Assign a mentor. (will discuss later)  Explain and distribute:  URL for online course/s OR  Pre-reading packet Program Orientation Pg. 9

19 Activity 3: Starting the Process  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

20 The Critical First Year: An 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 (9 th week) 9.Self Assessment & PD Plan (12 th month) Before teaching After teaching begins Pg. 41

21 Examining the Components Sample Free Online Courses  Review and select applicable lessons first!  A Roadmap to Implementing Adult Basic Education Programs (5 hours)   History of Adult Basic Education  The Adult Learner  Teaching and Learning Strategies  Student Eligibility  Student Services  Curriculum Frameworks  Staff Development Online Course or Reading Activities List and URLs on page 10

22 Examining the Components Sample Free Online Courses  Basics of Adult Literacy Education   The Adult Learner  Orientation and Assessment  Curriculum Development  Instructional Techniques  Adult Literacy Classroom Online Course or Reading Activities

23 Examining the Components Sample Free Online Courses  Understanding the ABE Student (5 hours)  dent/ dent/  The Adult Learner  Learning Theory 101  Making the Match  Building a World Class Program Online Course or Reading Activities

24 Examining the Components Sample Free Online Courses  Teaching Adult ESOL (5 hours)   Student Assessment and Placement  Curriculum Guidelines, Standardized Syllabi and Progress Reports  Instructional Strategies That Work  Recruitment and Retention  Instructor Resources Online Course or Reading Activities

25 Examining the Components Sample Free Online Courses  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 Online Course or Reading Activities

26 Examining the Components Sample Free Online Resources  The Adult Basic Education Teacher’s Toolkit   Some Anticipated Questions  Facilitating Adult Learning in a Holistic, Participatory Classroom: A Model  The Teacher’s Toolbox  The Reading Skills Toolbox  The Writing Skills Toolbox  The Computing Skills Toolbox Online Course or Reading Activities List and URL’s on pg. 11

27 Examining the Components Sample Free Online Resources  Practitioner Toolkit: Working with Adult English Language Learners  toolkit-working-with-adult-ell.pdf toolkit-working-with-adult-ell.pdf  Background Information  Activity Packets (i.e., orientation, needs assessment, lesson planning, etc.)  Parent Education in Family Literacy Programs  Topics in Adult ESL Education and Family Literacy Online Course or Reading Activities

28 Examining the Components Sample Free Online Resources  Verizon Literacy Network  Courses.21.0.html Courses.21.0.html Online Course or Reading Activities

29 Examining the Components Handbooks for New ABE and ESL Instructors  Table of contents and sample pages in your packet  Available for download and customization Online Course or Reading Activities

30 Examining the Components Handbooks for New ABE and ESL Instructors  Instructor completes readings and investigative assignments Online Course or Reading Activities The Adult Learner Needs of Adult Learners Literacy Today Intake & Orientation Assessment Goal Setting Learning Styles Learning Disabilities Planning & Delivering Instruction The GED Test (AE only)

31 Examining the Components 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 Online Course or Reading Activities

32 Examining the Components 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 Online Course or Reading Activities

33 Activity 4: Decisions Again!  Refer to the New Instructor Orientation Planning Matrix in your packet.  For component 4:  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

34 The Critical First Year: An Orientation Model 1. Pre- Employment Activities 2. New Instructor Hired 3. Program Orientation 4. Online Course or Pre-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 (9 th week) 9.Self Assessment & PD Plan (12 th month) Before teaching After teaching begins Pg. 41

35 Examining the Components  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 Training and Initial Mentoring

36 Examining the Components  Application-focused  demonstration and observation  Includes unaddressed items from Local Program Checklist  Often delivered by staff member/trainer or experienced instructor/mentor FTF Training and Initial Mentoring

37 Activity 5: What would it look 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

38 Developing a Mentoring Process  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

39 Developing a Mentoring Process Who is using mentors now? Tell us about what you are doing.

40 The Critical First Year: An Orientation Model 1. Pre- Employment Activities 2. New Instructor Hired 3. Program Orientation 4. Online Course or Pre-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 (9 th week) 9.Self Assessment & PD Plan (12 th month) Before teaching After teaching begins

41 First Eight Weeks  Instructor continues to receive guidance from mentor. First Eight Weeks of Instruction

42 Ninth Week  At end of eight weeks, instructor completes New Instructor Checklist.New Instructor Checklist New Instructor Needs Check Pg. 16

43 Months  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. New Instructor Support Plan Follow Up, Mentoring & PD Pg. 20

44 The Critical First Year: An Orientation Model 1. Pre- Employment Activities 2. New Instructor Hired 3. Program Orientation 4. Online Course or Pre-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 (9 th week) 9.Self Assessment & PD Plan (12 th month) Before teaching After teaching begins

45 12 th Month  Instructor completes Self Assessment.  Sample instructor self assessments distributed during Year 1 training  Individual professional development plan for coming year is developed. Self-Assessment & PD Plan Sample PD plans Pg. 21

46 Activity 6: Completing the Matrix  Refer to the New Instructor Orientation Planning Matrix in your packet.  For components 5 - 9:  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

47 Activity 7 – Janice’s Case Study  Read Janice’s case study.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

48 Getting Them Off to the Right Start…And Keeping Them 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.”

49 Getting Them Off to the Right Start…And Keeping Them There!  Focus on the strengths  Assess 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.

50 The 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?

51 The Critical First Year: An Orientation Model 1. Pre- Employment Activities 2. New Instructor Hired 3. Program Orientation 4. Online Course or Pre-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 (9 th week) 9.Self Assessment & PD Plan (12 th month) Before teaching After teaching begins

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53 Excerpt from Sample Timeline Month2010 JulyThe Research Workgroup is organized. AugustThe 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. OctoberThe Research Workgroup holds conference call to discuss and judge findings. NovemberThe Research Workgroup accesses research. DecemberThe Research Workgroup accesses research. Month2011 JanuaryThe Research Workgroup accesses research. FebruaryThe 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. MarchThe 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

54 Next Steps  No interim activity  Final webcast: May 11, 12, 13  Certification eligibility notification  Certification application  $75 fee unless covered by the state

55 Then, this will be you! Jim Lively, CMPI Certified Manager in Program Improvement

56 Benefits 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.

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

58 Always willing to help