Update on State Initiatives

The Texas Adult Education Credential Project:
A Comprehensive Approach to Sustaining Successful Adult Education Programs in Texas

by Dr. Michelle Janysek and Mary Helen Martinez

Successful adult education programs require skilled administrators with knowledge of adult learners, program management, and curriculum as well as skilled teachers who can facilitate adult learning. Formal training and credentialing establishes high standards. The Texas Adult Education Credential Project continues to be the means by which adult education instructors and administrators demonstrate that they possess the knowledge and skills necessary to build and sustain successful adult education programs.

The Administrator Credential was launched in January 2009 following the completion of two successful pilot tests. In an effort to make the Administrator Credential widely accessible throughout the state, the introductory activity is available both electronically as well as face-to-face. The Administrator Credential has been well received by the field, with many taking advantage of the electronic option.

The Teacher Credential is experiencing an increase in interest and participation which may be attributed to two factors: Advocacy and outreach efforts by teachers and administrators who have earned their Credential and a focused outreach intended to re-engage teachers who expressed an interest in the Credential earlier in the project.

As part of the outreach project, the Credential Project has been engaged in a variety of activities intended to increase awareness of and participation in the Credential. Events such as discussion panels conducted at the 2009 Texas Association for Literacy and Adult Education (TALAE) Conference provided a public forum for administrators and teachers who had earned Credentials to share their experiences. In addition to sessions at the TALAE conference, staff members made presentations throughout the state at a variety of events including state-wide initiatives for the purpose of marketing the Credential Project to the field.

In addition to the activities which occurred throughout the state, staff members delivered presentations at national conferences such as the 2009 Commission on Adult Basic Education (COABE) National Conference. The focus of the COABE presentation was the establishment of professional credentials in adult education. The session. titled Improving Instructional and Programmatic Outcomes Through the Use of Professional Development and Critical Self-Reflection, was well attended and the audience consisted of representatives from other states who are in the early stages of developing adult education credentials. Few states offer or require licenses in adult education and some require adult education teachers to hold valid K-12 teaching licenses. Texas was the first state to offer a credential for adult education administrators and only Texas and Virginia offer credentials for both teachers and administrators. Following the presentation and conference, Credential staff members were contacted by representatives from other states for additional information concerning the Texas Adult Education Credential Model.

As the Credential Project prepares to begin the new program year, there will be an increased focus on data collection and research as well as new enhancements to the Credential intended to raise participation levels and access thru the use of distance and electronic technologies. During the coming year, an online option for the Professional Development Planning Workshop (PDPW) will be completed thus increasing access for teachers who have previously found it difficult to participate due to geographic isolation. Other technological enhancements coming in the next program year include a revised web site and the availability of the reflection writing workshop via electronic media.

As more teachers and administrators continue to earn Credentials, data collection and research opportunities will take on a larger role in the project. To date, a wealth of qualitative data has been collected from both program participants and those who have earned Credentials. Using a variety of qualitative methods such as surveys, interviews and focus groups, the project has collected a wealth of information concerning teacher and administrator perceptions related to instructional, student, and participant outcomes. The preliminary data indicate that earning a Credential does have a positive impact. On a recent survey both Teacher Credential and Administrator Credential completers were asked, “What impact has the Credential had on your career and/or your professional practice?” The following responses are representational of the data that were received:

Teacher response: It has had a great impact on me. I was promoted in my job from a teacher to a supervisory position with a pay increase. Also, I now work as a trainer.

Teacher response: The Credential produces a well-rounded professional that allows him/her to acknowledge the need to modify instruction in order to engage all learners. I see this in my classes as indicated by the stable number of contact hours and increased level of student persistence.

Administrator response: Regarding my ability to do my job, it has had a strong impact. I credit the process of developing the written product-and the product itself-with success in finding the grants that our organization needed to continue offering literacy services in our area.

Administrator response: …having two of my administrative team employees complete the Credential has helped solidify our shared understanding of our program goals and how best to achieve them. That has affected my career in that we have a strong team with a good working relationship-one that can understand decisions, one that can help make decisions, and one that implements decisions from a shared background of core knowledge.

In addition, quantitative data collected thus far includes: professional development selections, regional participation rates, completion rates, and assessment performance data. As participation continues to increase and the numbers of teachers and administrators with Credentials rises, future data collection and research will focus on student performance, student persistence, program performance, staff retention and leadership.

About the Author

D. Michelle Janysek holds a Ph.D. in Adult, Professional and Community Education. Her background is in educational assessment, educator training, teacher quality, novice educator induction and mentoring, adult education and postsecondary transitions.

Mary Helen Martinez holds a M.A. in Developmental and Adult Education. Her background is in adult education; developmental education; program development, administration and evaluation; workforce development and postsecondary transitions.

Texas Adult Education Credentials Earned as of September 22, 2009