Charting a Course: Responding to the Industry-Related
Adult Basic Education Needs of the Texas Workforce
Handbook One: Planning and Implementation Tips
for Program Planners and Administrators

Module Four: Defining and Agreeing Upon Mutual, Achievable Goals and Objectives

A Checklist for the Instructor

The adult education instructor should be prepared to perform / participate in the following tasks:

• Accompany the adult education provider to an initial meeting with employer representatives to discuss employee participants, selection criteria, class location, and employee and class schedules (see education service provider's checklist).
• Participate in the Language Task Analysis designed to assess the needs of both employer and employee and to identify the work-related language skills required by employees to perform their jobs successfully.
• Meet with all employee participants to administer initial assessments.
• Review assessment results and make recommendations regarding the configuration of classes and the selection of instructional materials.
• Respect the privacy of employees; do not disclose assessment information to the employer; only employees can share this information with their employers.
• Participate in orientation, arrange for a work site tour, or job shadow employees at their work stations prior to the start of instruction.
• Review the objectives of the workplace education program, understand the expectations of the employer and employees, and plan instruction responsive to these needs.
• Maintain regular communication with the employer's designated contact and employees' supervisors regarding instruction, participants' attendance and progress, and opportunities for reinforcing learning in the workplace.
• Prepare and maintain a portfolio for each employee participant for the purpose of documenting learner progress.
• File frequent and regular attendance reports with the employer's designated contact and the supervising education service provider.
• Work with the education service provider in the preparation of a mid-point formative report and an end-of-course summative evaluation.
• Participate in planning sessions and onsite visits prior to and during the instructional cycle.
• Be prepared to apply sound language learning principles in instruction and demonstrate sensitivity to employees’ particular needs.
• Be flexible and cooperative with company personnel, and follow agreed upon protocol for communication.
• Be prepared to develop lessons and activities based on job materials and contextual workplace needs. Be open to experimentation and able to implement a variety of instructional approaches.

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