The following proficiencies were developed to guide the Adult Education
Instructor through the specified areas of the Indicators of Program Quality.
It should serve as a self-report for the instructor, not as a teacher
evaluation. Teachers should ask themselves to what extent (on a scale
from 1-3) they are implementing the proficiency. Circle the number of
your choice.
Adult Education Instructor Proficiencies
| IPQ AREA |
PROFICIENCY |
Some-times |
Most of the Time |
All of the Time |
| Learner
Outcomes |
I focus curriculum and instruction
on learner outcomes to address academic competencies needed for transition
to further education, workforce and personal development, and life-long
learning. |
1 |
2 |
3 |
| I am academically prepared
to implement a program which fosters achievement of student outcomes. |
1 |
2 |
3 |
| Curriculum
Instruction |
I facilitate learning using
processes consistent with how adults learn, supported by research
and knowledge of effective practice. |
1 |
2 |
3 |
| I build the instructional
program on the language, experience, and prior knowledge of the learners. |
1 |
2 |
3 |
| I integrate holistic, learner-centered
instruction in language and mathematics. |
1 |
2 |
3 |
| I use flexible grouping
for learner collaboration and interactive learning. |
1 |
2 |
3 |
| I use the goals and needs
of the learner to develop learner-centered plans, lessons and materials
which address prior knowledge, experience, learning goals, culture,
and environment. |
1 |
2 |
3 |
| I develop lessons using
materials directly from, or related to, the adult learner’s
environment or culture. |
1 |
2 |
3 |
| I base curriculum and instruction
decisions on continuous learner-centered instruction. |
1 |
2 |
3 |
| I involve the learners in
flexible multilevel groups to encourage the development of teamwork
and interpersonal skills through cooperative learning. |
1 |
2 |
3 |
| I assist learners in setting
both short and long term goals. |
1 |
2 |
3 |
| I provide instruction to
learners with diverse levels of proficiency. |
1 |
2 |
3 |
| I use authentic language
sources including those found in everyday life and learner generated
text. |
1 |
2 |
3 |
| I use story maps, data retrieval
charts, and other graphic organizers to facilitate learning. |
1 |
2 |
3 |
| I use meaningful interaction
with and among learners which integrates listening, speaking, reading
and writing. |
1 |
2 |
3 |
| I develop numeracy using
strategies for mathematical estimation, manipulation of data, problem
solving, and computation in meaningful life situations. |
1 |
2 |
3 |
| I teach strategies that
promote life-long learning. |
1 |
2 |
3 |
| I facilitate the development
of independent problem solvers and thinkers. |
1 |
2 |
3 |
| I use concrete, pictorial,
and abstract activities to develop language and mathematics understanding
and problem solving ability. |
1 |
2 |
3 |
| I use student collaboration
in assessment procedures. |
1 |
2 |
3 |
| I assess learner progress
holistically using a variety of valid and reliable strategies directly
related to the curriculum and learner’s needs and goals. |
1 |
2 |
3 |
| I use a curriculum which
is meaningful to the learners and which evolves and changes with
the learner’s needs. |
1 |
2 |
3 |
| I make instructional decisions
based on learner needs. |
1 |
2 |
3 |
| I assess learners’ progress
using authentic language that is clear and meaningful to the students. |
1 |
2 |
3 |
| Program
Planning |
I facilitate collaborative
program planning processes based on needs assessment and program
evaluation results. |
1 |
2 |
3 |
| I encourage active learner
involvement in program planning. |
1 |
2 |
3 |
| Recruitment |
I communicate to the community
and learner the value and purpose of the program. |
1 |
2 |
3 |
| I use personal contact to
encourage participation. |
1 |
2 |
3 |
| I encourage learner involvement
in recruiting. |
1 |
2 |
3 |
| Student
Retention |
I provide an encouraging
and supportive learning environment. |
1 |
2 |
3 |
| I assist learners in setting
realistic personal goals and in attaining these goals. |
1 |
2 |
3 |
| I coordinate these services
to enable learners to make timely transitions among programs. |
1 |
2 |
3 |
| I recognize learners’ accomplishments
and achievements. |
1 |
2 |
3 |
| I involve learners in planning
retention activities. |
1 |
2 |
3 |
| Support
Services |
I am knowledgeable of community
resources and support services and assist in accessing these services. |
1 |
2 |
3 |
| I incorporate knowledge
of community resources and support services into the curriculum. |
1 |
2 |
3 |
| Professional |
I can determine my own
strengths and weaknesses in relation to instructor proficiencies. |
1 |
2 |
3 |
| I participate in the development
and implementation of a plan to address collaboratively identified
needs. |
1 |
2 |
3 |
| I collaboratively participate
in the activities to identify and disseminate information about effective
instructional practice. |
1 |
2 |
3 |
