Professional Development: New Directions for Texas

Texas Credential Model Update

The Adult Education Credential Project was first funded in 1998 in response to a call from the field and its professional association, the Texas Association for Literacy and Adult Education (TALAE), for a credential to help professionalize the field of adult education. Such a credential was seen as a move toward accountability; the credential would verify that the holder had participated in a sequence of professional development activities that represent core knowledge needed to foster learning in the adult education classroom and program. Because the credential would define a coherent program of professional development, it would also benefit adult education administrators who seek to hire well-qualified professional adult educators.

The Texas Adult Education Credential Project staff began by gathering data from published literature, holding extensive focus groups with adult education practitioners and administrators, and soliciting written feedback from experts in the field of adult education. All data were incorporated into the development of the adult education credential model and analyzed using qualitative research methods. Through a collaborative effort with the Adult Education Professional Development Consortium, the Adult Education Credential Project articulated a standardized sequence of professional development activities leading to a credential for Texas adult educators.

The Adult Education Credential model differs from the current professional development system in that it is based upon a point system rather than the number of clock hours spent in professional development activities. The model recommends that 125 professional development points be accrued across six core content areas:

Principles of Adult Learning (25 points)
Teaching and Learning Transaction (30 points)
Diverse Learning Styles, Abilities and Cultures (20 points)
Accountability Systems (20 points)
Integrating Technology (15 points)
Field Participation (15 points)

Principles of Adult Learning. A theory-based framework helps teachers better understand adult learners. The principles of adult learning core area includes characteristics of adult learners, activating prior knowledge and life experience, and facilitating meaningful learning.

Teaching-Learning Transaction. The teaching-learning transaction core is the key to success of both the adult learner and the adult educator. Teaching the adult learner requires an ethic of caring and knowledge of successful teaching and learning practices that motivate the adult learner and promote a community of learning.

Diverse Learning Styles, Abilities, and Cultures. Appreciation of learning styles, knowledge of learning abilities, and a sensitivity to multicultural and socioeconomic issues assist the adult educator in selecting and in modifying appropriate teaching and learning strategies.

Integrating Technology into Adult Learning. Current trends indicate that knowledge of technology will continue to play an increasingly significant role in our society. Adult educators must be prepared to help learners utilize this resource. Core proficiencies were developed for adult educators in Texas in 1999 by Project Inter-ALT, a special program funded by the Texas Education Agency.

Accountability Systems. Currently there is a focus on accountability for adult education services in Texas. The challenge lies in the documentation of successful adult education outcomes. Documentation, which may be formal or informal, includes standardized assessment and authentic assessment (such as portfolios). Program evaluation, also a part of accountability, involves student recruitment, retention, and achievement as well as other programmatic factors like sound budgeting and management.

Field Participation. A critical component of the credential model is participation in a field practicum in which the teacher observes and is observed and critiqued by a master teacher. The field participation component anchors the credential in practice and is well supported by the literature as a necessary part of any standard professional certification process.

Required years in the field:

new full-time 0-2
new part-time 0-2
experienced full-time over 3
experienced part-time over 3

Total points needed:

new full-time 125
new part-time 125
experienced full-time 125
experienced part-time 125

Completion deadline:

new full-time 3 years
new part-time 6 years
experienced full-time 3 years
experienced part-time 6 years

Experienced instructors with more than three years of experience teaching adults can earn credit for adult education-related graduate level coursework going back seven years and previous professional development activities such as workshops and institutes going back five years. In order to receive credit for previous professional development activities, written documentation must be provided that includes a reflection report (discussed below). The reflection report for experienced instructors discusses the current application of the professional development activity in their teaching.

Reflection Reports. In addition to accruing the necessary professional development points, candidates for the credential submit written reflection reports. The reflection reports provides a summary of the professional development activity and how the content of the training will be applied in their daily practice.

Credential Portfolio. The Credential Portfolio was developed during the 2000-2001 project. The first draft of the Credential Portfolio was distributed to over 300 adult education practitioners and administrators at state and regional workshops during 2000-2001. The Work Team pilot cohort used the Credential Portfolio to document their professional development. The organization and reporting forms were revised based upon feedback from the Work Team pilot cohort. These changes are reflected in the second draft of the Credential Portfolio and distributed for the Credential Model field test in 2001-2002.

The Adult Education Credential model pilot test began during the 2000-2001 fiscal year. A work team of eight adult educators and administrators was established to pilot test the proposed Credential Model. The primary role of the members of the work team for the 2000-2001 fiscal year was to use the proposed Credential Model to plan and document their professional development. Based upon their feedback, revisions and clarifications were made to the process and documentation procedures of the proposed Credential Model.

To date, the Credential Model has been pilot tested with a small cohort of teachers and administrators. The 2000-2001 project involved a larger field test of the Credential Model. To achieve this objective, Credential Project staff identified and proposed corrective action for procedural and documentation problems that might hinder a statewide implementation of the Credential Model.

Dr. Emily Miller Payne is Director of the The Education Institute (TEI), Associate Professor of Developmental and Adult Education, and former PI of the Credential grant at Texas State University.

Ms. Tamara Thornton Clunis is Director of the Risk Assessment Instrument Research Project in the The Education Institute (TEI), student in the Adult Education PhD program at Texas State University, and former Director of the Credential grant at Texas State University.