Charting a Course: Responding to the Industry-Related
Adult Basic Education Needs of the Texas Workforce
Handbook Two: Workplace Savy for Workforce-related Instruction
Modules # 5 & 6

Module Six: Delivering Instruction Responsive to Identified Needs

A Checklist for Instructors Delivering Workplace Education

When preparing to deliver industry-related instruction, an ESL instructor should be prepared to perform or 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 language task analysis activities 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; maintain confidentiality and protect individuals’ privacy.

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 learner's portfolio for each employee participant for the purpose of documenting learning process.

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 and demonstrate sensitivity to employees’ particular needs.

Be flexible and cooperative with company personnel, and follow agreed upon protocol for communication.

Be open to experimentation and able to implement a variety of instructional approaches.

Be prepared to develop lessons and activities based on job materials and contextual workplace needs.

Note: similar checklists for the employer and the program administrator are included in Handbook #1.

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