instructor competencies and ind - calpro
TRANSCRIPT
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A Publication of
Building Professional Development Partnerships for Adult Educators Project
PRO-NET
February 1999
Reneϑ Sherman John Tibbetts
Darren Woodruff Danielle Weidler
Pelavin Research Institute
Sponsored by:
U.S. Department of Education Division of Adult Education and Literacy
Ronald Pugsley, Division Director Jim Parker, Project Officer
Introduction
In the field of adult education, the increasing emphasis on demonstrating learner outcomes
has renewed interest in the quality of instruction provided. While there is limited research showing
direct correlations between specific instructional procedures and adult learning, there are a number of
instructional practices and instructor competencies recognized as broadly effective by practitioners,
administrators, and learners (Galbraith & Gilley, 1986; U.S. Department of Labor, 1991; U.S.
Department of Education, 1992). These competencies can be replicated in a variety of programs and
learning environments.
Building Professional Development Partnerships in Adult Education (PRO-NET), a project
funded by the United States Department of Education, Division of Adult Education and Literacy, has
engaged in a multi-year process to develop instructor competencies and performance indicators for
adult education programs. This document provides instructors, administrators, and professional
development coordinators with a practical set of competencies and performance indicators that can
be utilized for improving the quality and effectiveness of adult education programs.
Instructor competencies and performance indicators may be used by various stakeholders
within the adult education community at the state, local and instructor levels to enhance instructor
performance and improve the quality of adult education programs. The specific uses are discussed
later in this document. To maximize program success in meeting these competencies, ongoing
administrative support and assistance are critical. In addition, local coordination of program
improvement with state level efforts (e.g., the development of standards) and collaboration with other
community agencies (e.g., accessing resources) will enhance the program’s ability to meet the
competencies.
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WHY ARE INSTRUCTOR COMPETENCIES IMPORTANT?
The competencies are a means for stimulating ongoing dialogue and collaboration between
program administrators and instructional staff around the interrelated goals of effective classroom
practices, professional development and positive learner outcomes. Several states have worked in
recent years to establish criteria for adult instruction and have produced their own guidelines. The
state of Minnesota, for example, published Teaching Principles and Competencies for the Minnesota
Adult Educator, which outlines performance expectations for adult education instructors. Kentucky
has developed a Competency Profile of an Adult Basic Skills Instructor, which lists over 60 tasks that
teachers should perform in areas related to instruction, counseling, and administration. Texas
developed the Adult Education Instructor, which focuses on improving curriculum and instruction.
In addition, California has disseminated several documents addressing instructor competencies,
including the ESL Handbook for Adult Education Instructors, Model Standards for Adult Basic
Education, and the Adult Education Programs of Excellence. Pennsylvania’s ABLE Practitioners of
Excellence project also developed a set of indicators for instructor excellence. Adult education,
however, has lacked a national standard for clearly stated and commonly accepted competencies that
an “effective” practitioner should possess. This is beginning to change, with a push at the national
level for effective program improvement models. The purpose of the PRO-NET effort is to build on
the progress initiated at the state level and to develop a set of competencies and performance
indicators that can be used by programs across the country.
Related to this goal is the 1998 Workforce Investment Act (WIA). Title II, the Adult
Education and Family Literacy Act, authorizes the “establishment or operation of professional
development programs to improve the quality of instruction.” Receipt of federal funding is tied into
the development and implementation of a five-year plan for improving instructional and professional
development outcomes. Programs for adults are now required to develop a strategic plan for
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increasing their effectiveness. The competencies provided here can be utilized as a guideline for
developing a strategic plan for professional development and for meeting the goals of the Adult
Education and Family Literacy Act.
HOW WERE THE COMPETENCIES DEVELOPED?
The competencies were developed through a field-based process utilizing the input and
support of over 300 adult education instructors and program administrators from across the country.
In addition, a literature review of instructional practices was undertaken, and the competencies were
developed and refined over several stages with the help of the PRO-NET Study Team and Working
Group. Performance indicators also were developed through a multi-stage process with adult
educators in Washington, DC, and through focus groups held across the country with adult learners,
administrators, and instructors. Performance indicators, in the context of the competencies, are
defined as instructor skills, behaviors, or practices that demonstrate the existence of the competency.
Input from the field was gathered to insure that multiple perspectives were represented on
competencies and indicators were developed.
In addition to the competencies and performance indicators, examples of competency
“evidence” were also developed that are illustrative of each of the performance indicators. Adult
educators reviewed each example to verify that it was a realistic application of the performance
indicator. The purpose of this evidence (provided in Appendix A) is to give instructors and program
administrators a concrete example of how the performance indicators might be demonstrated within
the learning environment. Each program, however, will have to develop its own examples of
competency evidence that are most relevant to their specific needs and objectives.
The framework for developing the competencies is based on three constructs. From the
research literature in adult learning, it is assumed that adults learn best when:
• They feel comfortable with the learning environment and attempt tasks that allow them to succeed within the contexts of their limited time and demanding lives;
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• They provide input into the planning of their own learning goals and process;
• They have opportunities to engage in social learning, i.e., they learn from peers as well as from the instructor;
• They have a variety of options appropriate to their learning styles (including sensory modalities, ways of thinking, and both individual and group learning) and have opportunities to analyze and expand their modes of learning;
• They are able to associate new learning with previous experiences and to use those experiences while learning; and
• They have the opportunity to apply theory/information to practical situations in their own lives.
The competencies, in accordance with these assumptions, are designed to strengthen the
ability of instructors to provide environments conducive to learning and to enhance student
outcomes.
Second, the competencies reflect the Secretary’s Commission on Achieving Necessary Skills
(SCANS) research on what defines effective job performance today. Many of the SCANS
competencies are integrated into the instructor competencies and indicators. For example, emphasis
is placed on interpersonal skills in a variety of contexts and situations including working with
supervisors, peers, and learners. Similarly, the ability to acquire and use information is evident in a
number of competencies. Working with technology, planning and allocating resources, and
understanding how systems operate are additional threads running throughout the competencies.
Third, the competencies reflect the work of the National Institute for Literacy Project,
Equipped For the Future (EFF). Instructors, to effectively meet the needs of adult learners, must
understand the demands of adults as workers, family members, citizens and community members and
structure learning activities that reflect these roles.
HOW ARE THE COMPETENCIES ORGANIZED?
The competencies presented here encompass several broad themes related to effective adult
instruction. The specific skills that instructors can develop within these themes promote quality
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instruction across a variety of missions, program goals, and instructional content. The three themes
are:
• Keeping current in content area and in instructional strategies. Instructors need to engage in a variety of ongoing professional development activities to keep abreast of new developments in curriculum content and related areas as well as instructional approaches.
• Communicating and collaborating with colleagues and learners to facilitate learning. The educational process involves a range of collaborative activities both within the organization and the community. Instructors require a variety of communication methods as they collaborate with diverse audiences and develop skills in problem solving, negotiation, and decision making.
• Working positively and nonjudgmentally with diverse populations. Instructors must be persistent in incorporating instructional materials and strategies that are inclusive and free of bias.
These themes are broad enough to be put into practice in a variety of contexts. Each
competency has a set of performance indicators and evidence examples that demonstrate the specific
competency put into practice. Instructors and supervisors also have an opportunity to work
collegially to develop program specific examples of how each competency could be put into practice.
The competencies are organized into six categories.
• Maintains Knowledge and Pursues Professional Development. Instructors are the primary facilitators of student learning and must have the requisite skills and content knowledge to guide the instructional process. The competencies emphasize construction of a knowledge base regarding adult learning, including such areas as learner motivation, cognition, and socio-cultural context as well as developing and maintaining appropriate knowledge of content matter and instruction. The competencies focus on the acquisition of knowledge through a variety of professional development activities (e.g., coursework, workshops, practitioner research, and journal reading), both individually and in collaboration with colleagues.
• Organizes and Delivers Instruction. Organizing and delivering instruction is at the heart of the learning process. Competencies for this area include the development of instructional plans, sequence and pacing of classroom activities, and linking instruction to learner needs and abilities. The competencies specified here encompass the delivery of a well-paced, appropriately planned lesson that also provides sufficient time for achieving learning objectives. Instructors should be able to demonstrate their knowledge of adult learning theory, learner cultures, and interpersonal dynamics by creating an environment conducive to learning.
• Manages Instructional Resources. Providing quality instruction requires an emphasis on managing instructional and planning time as well as learner time-on-task. Priority is
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placed on time management, preparing and adhering to course schedules, and making effective use of relevant technology. Additionally, the competencies for this category focus on incorporating community resources into instruction as well as the selection of materials appropriate to learner needs and program objectives.
• Continually Assesses and Monitors Learning. Assessing learner needs, monitoring progress, and providing feedback are essential components of the instructional process. There are many methods for monitoring the progress of learners including direct questioning, paper and pencil assessments, and performance based assessments. Learning also can be monitored in an individual or group setting. The competencies in this section focus on collecting and sharing information about learner needs and progress, and using the information to plan appropriate instruction.
• Manages Program Responsibilities and Enhances Program Organization. Practitioners conduct their work within a larger program mission and context. As such, the ability to collaborate and communicate effectively with administrators and instructional colleagues, and community members is important. The competencies in this section focus on collecting, managing, and sharing data and ideas to improve instruction and program quality.
• Provides Learner Guidance and Referral. The role of practitioners in adult education often goes beyond instructional tasks. Instructors often are called upon to serve the additional role of providing counseling and guidance to their students. Relevant competencies in this area include the knowledge of appropriate referral services and the ability to communicate learner needs to other service providers within the program.
WHO SHOULD USE THE COMPETENCIES?
The instructor competencies are intended for a wide audience. They can be used by adult
educators in support of developing and maintaining effective levels of instruction on a program-wide
basis. The competencies also can be used to develop an exemplary professional development
program, as a needs assessment instrument, or for prioritizing program characteristics and relevant
instructional skills. In this fashion the competencies are useful to many groups: state and local adult
education administrators, professional development coordinators, workshop facilitators, and
instructors. Collaboration between instructors and administrators, however, is key to implementing
the competencies.
Not every instructor in every program will need to become proficient in each competency. In
some situations, the competency may not be relevant (e.g., the technology related competencies may
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not be relevant if instructors lack access to computers and other technology). State and local
agencies should look upon the instructor competencies as a guide, not as a prescriptive document.
Used in this way, the competencies can be integrated into program management in ways that are
appropriate. The specific focus by practitioners should depend upon their role within the program.
Volunteer instructors, for example, may choose to focus only on competencies that are appropriate
for their instructional roles and logical to their time commitment. With the wide variability in
existing programs and goals it is important that the competencies be flexible enough to address the
needs of specific programs and specific instructors.
HOW CAN THE COMPETENCIES BE UTILIZED TO IMPROVE INSTRUCTION?
There are a variety of ways in which the instructor competencies and performance indicators
can be used at the state and local levels to enhance instructor performance and improve program
quality. Among these uses are to provide criteria for selecting qualified staff, to assess and evaluate
the performance of current staff, and to select appropriate professional development activities. The
competencies also can be used by instructors to assess their own performance and as a tool for peer
observations and feedback. Its specific use will depend upon program needs and the context in
which the program operates. Below is a brief description of some of its uses.
State Level Uses
Below are examples of the ways in which the competencies may be used at the state level.
• Align the competencies with state performance standards. Many states are in the process, or have already developed standards for performance in their educational systems. The competencies can be aligned with state level standards through a collaborative effort among program coordinators and administrators. For example, focus groups may be conducted to discuss how the competencies might best be used in accordance with previously developed standards in the state.
• Build on competencies that have already been developed or foster the development of competencies. A number of states have identified their own instructor competencies (e.g., California, Texas, Kentucky) or characteristics of programs of excellence (e.g., California). For these states, the performance indicators and illustrative evidence may be
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used to demonstrate how the competencies are implemented in programs. They could be helpful in training staff in what to look for in conducting observations and in identifying quality instruction. For states that have not developed instructor competencies, this document could be used to foster discussions about the kinds of skills and knowledge base necessary to improve the quality of instruction.
• Use as a basis for instructor certification. States vary in their requirements for certification in adult education. The primary requirement is certification in elementary and secondary education. However, other requirements include a combination of experience, degree, and coursework; endorsement of specialized adult education credit courses; and an emergency certification. States may use the competencies as part of their certification process. The competencies could be used as a measure for assessing the level of skills and knowledge that instructors are required to achieve before they are certified. The indicators are ways in which excellent instructors would demonstrate each competency.
• Develop guidelines for hiring and recruiting staff. The competencies also may be used by the states as guidelines to local programs for hiring qualified staff. New York state, for example, is referencing the competencies in their Adult Literacy Program Managers’ Guide 1999.
• Provide a basis for a needs assessment to determine professional development activities. The competencies may be used to help state professional development coordinators identify the kinds of professional development to offer their staff. States could incorporate the competencies into a needs assessment for instructional staff. The assessment could be completed by instructional staff and by local program administrators. Based on the results of the needs assessment, staff could target a particular set of competencies as the focus for an annual summer institute or for a series of workshops offered on a regional basis.
Local Level Uses
Use of the competencies at the local level reflects, in many ways, their uses at the state level.
• Recruit and hire qualified staff. The competencies could be used to assist local program administrators in developing job descriptions for the recruitment and hiring of qualified staff. The competencies could effectively communicate the broad range of skills desired. In addition, components of the competencies could be tailored to address specific hiring needs and serve as a reference for final hiring decisions.
• Assess staff needs for professional development. The competencies could be used as a needs assessment tool to determine the focus of professional development. Needs assessments could be conducted individually or with groups of instructors. Administrators, for example, could use a professional development or regular staff meeting, for instructors to engage in a group review of the competencies. Following their review, instructors could collaboratively prioritize the competencies considered most relevant to the work of the program, and each instructor could individually identify those competencies in which they desire professional development. The identified
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competencies could then become the basis for professional development activities by individual instructors. If a number of instructors identify the same competencies, then professional development activities in these areas could be developed on a program-wide basis.
• Promote collaboration in selecting areas for professional development. As a compilation of effective instructional practice, the competencies provide a useful context for instructors and administrators to work collaboratively for the ongoing benefit of their program. For example, in conjunction with input from instructional staff, program coordinators could develop topics for professional development that are most relevant to the needs of the program. Program administrators and instructors could discuss the need for professional development in a variety of areas, review the resources that are available, and work collaboratively to shape a useful professional development experience. Good communication and a solid partnership across administrative and instructional staff could provide a strong foundation for meeting the levels of excellence delineated by the competencies.
• Assess performance of existing staff. The competencies could serve as a springboard for regular, formative assessment of instructional practices. A variety of methods, such as peer group review and self- or supervisory assessments could be utilized to identify relevant instructor strengths as well as areas needing improvement. While standardized scoring has not been developed for the competencies, individual programs could tailor the competencies to their needs and then establish their own system for rating instructor performance. The performance indicators for each of the competencies provide descriptions of exemplary performance. Program administrators could develop a rating scale based upon these indicators to assess performance and identify staff in need of professional development support.
• Make recommendations for professional development. A tool such as the Recommended Professional Development Activities Instrument (Appendix C) which is based on the competencies, provides a mechanism for administrators and instructors to collaboratively identify the kinds of professional development that would be appropriate for instructors based on the results of needs assessments and program objectives. In addition to identifying skill areas, recommendations could include professional development activities that fall within the inquiry/research approach (e.g., study circles, mentoring, coaching, curriculum writing) as well as workshops, institutes, seminars and community college courses. Administrators also could assess the impact of the professional development activities related to the competencies by monitoring changes in instructor performance and progress toward meeting professional goals.
• Use as a professional development activity. Program administrators also could use the competencies as a tool for professional development. Administrative staff, for example, could work collaboratively with instructors, or have instructors work independently, to identify evidence for each of the performance indicators that most reflects the context in which their program operates. Using the competencies in this manner encourages instructors to reflect critically on their own practices. Conversely, professional development coordinators could ask instructors to construct a set of competencies based on the illustrative evidence provided. The above activities are a means for introducing the competencies to staff and for gaining input in to how competencies can be used
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within their program settings. These activities help develop a shared meaning and understanding of the competencies.
Instructor Uses
For instructors, the competencies can be used as a tool for assessing their own performance
and for peer reviews.
• Assess own knowledge and skills. The competencies could be used by individual staff to assess their knowledge and skills. The assessment would be confidential and provide a focus for developing an individual professional development plan. The Self-Assessment Instrument (Appendix B) is an example of the type of tool that could be used for assessments. This tool encourages staff to reflect on their own practices and to identify areas of strengths and areas needing improvement, to rate the competencies most applicable to their instructional program, and to identify the level of priority for the specific competencies. It is useful for developing priorities for professional development.
• Prepare for certification. If states decide to use the competencies as part of their instructor certification process, then instructors could use the competencies to help them prepare for certification. As with self-assessments, the competencies could be used by instructors to assess where they stand in relation to certification requirements.
• Conduct peer assessments. The competencies also could be used as a tool for instructors to use with their peers who want feedback on their own performance. The evidence that programs develop for each performance indicator can be a focus of peer observations. Feedback can then be provided by the observer on behaviors demonstrated in the learning environment.
The competencies should be used in a constructive manner to support continuous program
improvement. If used as a supervisory evaluation tool, administrators should conduct pre-
observation conferences to discuss the competencies on which instructors are being observed and the
tools that will be used in the observation. Feedback should be provided shortly after observations to
discuss areas of strength and areas in which improvement is required.
HOW CAN PROGRAMS PROMOTE THE USE OF COMPETENCIES?
There are several ways in which programs can begin to promote the use of competencies.
Some approaches have been alluded to in the section on uses of the competencies. What seems most
critical is that staff members have a clear understanding of the purposes of the competencies and how
these purposes relate to the goal of continuous program improvement. In addition, staff should feel
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comfortable incorporating the competencies into their daily work and should also provide input
regarding their practical use. Promoting understanding and buy-in may occur by:
• Incorporating the competencies in staff orientation and in-service training activities;
• Utilizing staff meeting time to discuss how the competencies and performance indicators can be used and how they relate to other state and local initiatives;
• Working collaboratively with staff to develop the evidence that illustrates each of the performance indicators within the context in which the program operates;
• Designating instructor “ambassadors” to assist in coordinating and promoting the use of the competencies among instructional colleagues;
• Analyzing the competencies in program newsletters; and
• Sharing the competencies with local colleges and universities that have adult education programs.
Successful implementation of the competencies will occur only through the collaborative
efforts of instructors and administrators and through administrative support for professional
development.
HOW IS THE COMPETENCIES DOCUMENT ORGANIZED?
The competencies document is divided into three sections. Section I, the Introduction,
provided above, discusses the purposes of the competencies, methodology for developing them, and
ways in which they can be used. Section II, Instructor Competencies and Performance Indicators, is
divided into four parts. Each part is designed to provide a more in-depth view of the competencies
and can be used as a way of introducing the competencies to program staff. The parts are: (1)
Overarching Characteristics of Effective Adult Instruction, (2) Instructor Competency Categories, (3)
Instructor Competencies by Category, and (4) Competencies and Performance Indicators. The last
part is a table that contains each of the competencies and the performance indicators that demonstrate
each competency. The table also includes space for instructors and administrators to collaboratively
develop program specific evidence that illustrates the performance indicator in the learning
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environment. It is recommended that local programs develop their own evidence of the performance
indicators based on their program mission and the roles and responsibilities of instructional staff.
Section III, the Appendices, includes resources that will be helpful for administrators and instructors
in using the competencies. It includes the following:
• Appendix A. Sample Illustrations of the Performance Indicators, provides an example of the kind of evidence that illustrates each performance indicator. It is only one of many possible examples and is meant to be used as a guide for developing examples that are specific to the individual program.
• Appendix B. Self-Assessment Instrument, is a tool for instructors to assess the relevance of the competency to their own instructional program, their strengths and areas for improvement on each of the competencies, and whether the competency is a priority.
• Appendix C. Recommended Professional Development Activities, provides a worksheet to identify the kinds of professional development activities that are needed to enhance instructional quality.
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Instructor Competencies and Performance Indicators*
This section of the document introduces instructors, state and local administrators, and
professional development coordinators to the actual competencies and performance indicators. It is
sequenced so that the reader is given first, a broad overview of the competencies and then, the
specific competencies and performance indicators. This sequence may be used to familiarize
instructors with the competencies. It includes the following:
• Overarching Characteristics of Effective Adult Instruction identifies the three characteristics of effective adult instruction that are found throughout the competencies.
• Instructor Competency Categories identifies the six categories under which the competencies fall.
• Instructor Competencies by Category places each of the 31 competencies in the appropriate category.
• Competencies and Performance Indicators charts the competencies and performance indicators associated with them. The first column, Competency, presents the individual competency. The second column, Indicators of Competency, presents the indicators that describe instructor behaviors, skills, or practices that demonstrate the existence of the competency. The last column, Program-Specific Evidence, is left blank. It is to be used by instructors and administrators to describe how the performance indicator would look in their own program. Appendix A provides sample illustrations of what may be included in the last column.
* Indicators are defined as instructor behaviors, skills, or practices that demonstrate the existence of the competency.
Overarching Characteristics of Effective Adult Instruction
• Keeping current in content area and in instructional strategies. Instructors need to engage in a variety of ongoing professional development activities to keep abreast of new developments in curriculum content and related areas as well as instructional approaches.
• Communicating and collaborating with colleagues and learners to facilitate learning. The educational process involves a range of collaborative activities both within the organization and the community. Instructors require a variety of communication methods as they collaborate with diverse audiences and develop skills in problem solving, negotiation, and decision making.
• Working positively and nonjudgmentally with diverse populations. Instructors must be persistent in incorporating instructional materials and strategies that are inclusive and free of bias.
Instructor Competency Categories
• Maintains Knowledge and Pursues Professional Development
• Organizes and Delivers Instruction
• Manages Instructional Resources
• Continually Assesses and Monitors Learning
• Manages Program Responsibilities and Enhances Program Organization
• Provides Learner Guidance and Referral
Instructor Competencies by Category
MAINTAINS KNOWLEDGE BASE AND PURSUES OWN PROFESSIONALISM
• Develops and maintains a knowledge base in adult learning and development.
• Develops and maintains an in-depth knowledge base in own content area and in other relevant areas.
• Knows how to instruct and/or refer adults who have learning disabilities and other special needs (e.g. age, prior education, physical limitations).
• Knows and is sensitive to demands and responsibilities of adults as workers, family members, citizens and community members.
• Knows how technological systems work and how to apply that knowledge to instructional and administrative functions.
• Knows about and/or knows how to access information about own organization, community resources and issues, relevant laws and regulations.
• Assesses own need for professional growth and develops and monitors own professional development plan.
• Engages in a variety of self-directed and collegial professional development activities and incorporates new skills and knowledge into learning environment to enhance the quality of instruction.
ORGANIZES AND DELIVERS INSTRUCTION
• Plans instruction that is consistent with the program’s mission and goals.
• Identifies and responds to learners’ individual and group needs, interests, and goals when developing instructional plans.
• Creates a physical and interpersonal climate that is conducive to learning by drawing on adult learning theory, and knowledge of learners’ cultures, and interpersonal dynamics.
• Instructor applies knowledge of teacher-directed and learner-centered instruction.
• Models communication, negotiation, decision-making and problem-solving skills for learners.
• Employs individual, group and team learning.
• Sequences and paces lessons appropriately.
• Is sensitive to and accommodates diverse learning styles, abilities, cultures, and experiences, including learners who have disabilities and other special needs.
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• Provides frequent and varied opportunities for students to apply their learning.
• Monitors and adjusts teaching strategies based upon student needs and performance.
• Effectively integrates current and appropriate media and technology as a tool for instruction.
• Integrates employment, family, and community-related activities into instruction.
• Selects and uses a variety of resources for the learning environment (print, human, and technological).
MANAGES INSTRUCTIONAL RESOURCES
(TIME, MATERIAL, SPACE, PEOPLE)
• Acquires, accesses, and uses technology for effective adult learning.
CONTINUOUSLY ASSESSES AND MONITORS LEARNING
• Works with learners to identify their needs, strengths and goals, and advises or refers them to appropriate programs and levels of instruction.
• Uses results of assessment data (diagnostic and needs) on a regular basis to plan lessons, develop curricula, monitor progress towards objectives and goals and to verify learning.
• Monitors learning beyond simple recall of information using a variety of assessment strategies.
• Structures and facilitates ways for learners and peers to evaluate and give feedback on their learning and performance, through reflection and self assessment.
• Guides learners in the development and ongoing review of their educational plans.
MANAGES PROGRAM RESPONSIBILITIES AND
ENHANCES PROGRAM ORGANIZATION
• Collects and manages accurate data for program improvement and accountability.
• Suggests and/or collaborates in modifying the program organization and in developing program alternatives.
2
PROVIDES LEARNER GUIDANCE AND REFERRAL
• Shares information with learners and colleagues about additional learning resources, educational opportunities, and options for accessing support services.
• Makes referrals to appropriate resources when guidance and counseling needs are beyond own expertise.
3
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xper
ienc
e. F
ield
dep
ende
nt le
arne
rs g
ener
ally
pre
fer
havi
ng th
e to
tal G
esta
lt of
a
give
n to
pic
and
like
grou
p w
ork
and
hand
s-on
lear
ning
. ∗∗
Fie
ld I
ndep
ende
nt L
earn
ing:
A w
ay o
f th
inki
ng in
whi
ch th
e le
arne
r fo
cuse
s on
par
ts a
nd o
n th
e ab
stra
ct e
lem
ents
of
an e
xper
ienc
e. F
ield
inde
pend
ent l
earn
ers
gene
rally
pre
fer
to w
ork
alon
e, li
ke to
w
ork
in-d
epth
on
a to
pic
and
are
less
con
cern
ed w
ith th
e su
rrou
ndin
g “f
ield
.”
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
1
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
MA
INT
AIN
S K
NO
WL
ED
GE
BA
SE A
ND
PU
RSU
ES
OW
N P
RO
FE
SSIO
NA
LIS
M
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am S
peci
fic
Evi
denc
e (C
ompl
eted
by
inst
ruct
ors
and
adm
inis
trat
ors
base
d on
the
indi
vidu
al p
rogr
am)
2.
Dev
elop
s an
d m
aint
ains
an
in-d
epth
kno
wle
dge
base
in o
wn
cont
ent a
rea
and
in o
ther
rel
evan
t ar
eas.
Mai
ntai
ns K
now
ledg
e B
ase:
2.1
Has
pro
fess
iona
l pre
para
tion
and
or
trai
ning
in th
e pr
imar
y co
nten
t are
a.
2.2
Part
icip
ates
in p
rofe
ssio
nal d
evel
opm
ent
rela
ted
to o
wn
or r
elev
ant a
reas
(e.
g.
read
ing
prof
essi
onal
jour
nals
, con
duct
ing
inqu
iry
rese
arch
pro
ject
sτ and
atte
ndin
g pr
ofes
sion
al m
eetin
gs).
2.3
Des
crib
es h
ow c
onte
nt a
rea
know
ledg
e ca
n be
tran
sfer
red
to th
e in
stru
ctio
nal
setti
ng.
2.4
Art
icul
ates
pro
gram
’s g
oals
and
mis
sion
st
atem
ent.
See
also
Ind
icat
or 9
.1.
τ Inq
uiry
Res
earc
h Pr
ojec
ts:
Prac
titio
ners
con
duct
spe
rmat
ic, i
nter
natio
nal,
fiel
d-ba
sed
inqu
iry
into
thei
r ow
n in
stru
ctio
nal p
ract
ices
. T
hey
pose
pro
blem
s fo
r in
quir
y ar
isin
g fr
om th
eir
own
setti
ngs,
th
eir
prio
r ex
peri
ence
s, a
nd th
eir
goal
s fo
r te
ache
rs a
nd le
arni
ng.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
2
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
MA
INT
AIN
S K
NO
WL
ED
GE
BA
SE A
ND
PU
RSU
ES
OW
N P
RO
FE
SSIO
NA
LIS
M
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am S
peci
fic
Evi
denc
e (C
ompl
eted
by
inst
ruct
ors
and
adm
inis
trat
ors
base
d on
the
indi
vidu
al p
rogr
am)
3.
Kno
ws
how
to in
stru
ct
and/
or r
efer
adu
lts w
ho
have
lear
ning
dis
abili
ties
and
othe
r sp
ecia
l nee
ds
(e.g
. age
, pri
or e
duca
tion,
ph
ysic
al li
mita
tions
).
Mai
ntai
ns K
now
ledg
e B
ase:
3.1
Art
icul
ates
str
ateg
ies
for
iden
tifyi
ng
stud
ents
who
hav
e sp
ecia
l nee
ds a
nd f
or
inst
ruct
ing
this
pop
ulat
ion.
3.2
Sugg
ests
way
s to
acc
omm
odat
e st
uden
ts
with
spe
cial
nee
ds.
3.3
Indi
cate
s ho
w to
ref
er s
tude
nts
to o
ther
se
rvic
es o
r ag
enci
es in
-hou
se a
nd
exte
rnal
, whe
n ap
prop
riat
e.
See
also
indi
cato
rs 1
6.1,
16.
2, 3
1.1,
31.
2,
31.3
.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
3
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
MA
INT
AIN
S K
NO
WL
ED
GE
BA
SE A
ND
PU
RSU
ES
OW
N P
RO
FE
SSIO
NA
LIS
M
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am S
peci
fic
Evi
denc
e (C
ompl
eted
by
inst
ruct
ors
and
adm
inis
trat
ors
base
d on
the
indi
vidu
al p
rogr
am)
4.
Kno
ws
and
is s
ensi
tive
to
dem
ands
and
re
spon
sibi
litie
s of
adu
lts
as w
orke
rs, f
amily
m
embe
rs, c
itize
ns a
nd
com
mun
ity m
embe
rs.
Mai
ntai
ns K
now
ledg
e B
ase:
4.1
Art
icul
ates
that
lear
ners
bri
ng
expe
rien
ces
from
mul
tiple
life
rol
es to
th
e in
stru
ctio
nal s
ettin
g.
4.2
Iden
tifie
s m
ater
ials
and
tech
nolo
gy th
at
refl
ect c
onte
xts
of h
ome,
wor
k an
d co
mm
unity
.
4.3
Iden
tifie
s st
rate
gies
that
are
fle
xibl
e en
ough
to a
ccom
mod
ate
adul
t sch
edul
ing
and
atte
ndan
ce n
eeds
.
See
also
indi
cato
r 20
.2.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
4
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
MA
INT
AIN
S K
NO
WL
ED
GE
BA
SE A
ND
PU
RSU
ES
OW
N P
RO
FE
SSIO
NA
LIS
M
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am S
peci
fic
Evi
denc
e (C
ompl
eted
by
inst
ruct
ors
and
adm
inis
trat
ors
base
d on
the
indi
vidu
al p
rogr
am)
5.
Kno
ws
how
tech
nolo
gica
l sy
stem
s w
ork
and
how
to
appl
y th
at k
now
ledg
e to
in
stru
ctio
nal a
nd
adm
inis
trat
ive
func
tions
.
Mai
ntai
ns K
now
ledg
e B
ase:
5.1
Illu
stra
tes
prof
icie
ncy
in u
sing
and
se
lect
ing
appr
opri
ate
and
curr
ent
tech
nolo
gy s
uch
as: w
ord
proc
essi
ng,
data
man
agem
ent,
pres
enta
tions
so
ftw
are,
tele
com
mun
icat
ions
, e-m
ail
and
othe
r m
eans
of
acce
ssin
g in
form
atio
n.
5.2
Des
igns
and
del
iver
s in
stru
ctio
n th
at
inco
rpor
ates
tech
nolo
gy in
a m
eani
ngfu
l w
ay in
to th
e cu
rric
ulum
.
5.3
Illu
stra
tes
how
tech
nolo
gy c
an b
e us
ed to
m
onito
r le
arni
ng; t
rack
atte
ndan
ce,
lear
ner
prog
ress
and
out
com
es; a
nd
com
mun
icat
e in
form
atio
n to
lear
ners
and
pr
ogra
m s
taff
and
oth
er s
take
hold
ers
(e.g
., le
gisl
ator
s).
5.4
Part
icip
ates
in te
chno
logi
cal t
rain
ing
to
be p
repa
red
to e
xplo
re, e
valu
ate
and
use
com
pute
r/te
chno
logi
cal r
esou
rces
.
See
also
indi
cato
r 19
.1.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
5
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
MA
INT
AIN
S K
NO
WL
ED
GE
BA
SE A
ND
PU
RSU
ES
OW
N P
RO
FE
SSIO
NA
LIS
M
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am S
peci
fic
Evi
denc
e (C
ompl
eted
by
inst
ruct
ors
and
adm
inis
trat
ors
base
d on
the
indi
vidu
al p
rogr
am)
6.
Kno
ws
abou
t and
/or
know
s ho
w to
acc
ess
info
rmat
ion
abou
t ow
n or
gani
zatio
n, c
omm
unity
re
sour
ces
and
issu
es,
rele
vant
law
s an
d re
gula
tions
.
Mai
ntai
ns K
now
ledg
e B
ase:
6.1
Iden
tifie
s ga
ps in
ow
n kn
owle
dge
and
seek
s to
fin
d in
form
atio
n to
add
ress
thos
e ga
ps.
6.2
Iden
tifie
s ow
n or
gani
zatio
n an
d co
mm
unity
res
ourc
es th
at c
an p
rovi
de
mat
eria
ls f
or in
stru
ctio
n (e
.g. L
eagu
e of
W
omen
Vot
ers,
Com
mun
ity R
esou
rce
Gui
de a
nd E
mpl
oym
ent C
omm
issi
on)
and
shar
es in
form
atio
n w
ith s
taff
and
st
uden
ts.
6.3
Des
igns
inst
ruct
iona
l uni
ts b
ased
upo
n le
arne
r ne
eds,
exp
erie
nces
, and
inte
rest
s;
com
mun
ity r
esou
rces
and
issu
es.
See
also
indi
cato
rs 2
0.1,
20.
2.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
6
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
MA
INT
AIN
S K
NO
WL
ED
GE
BA
SE A
ND
PU
RSU
ES
OW
N P
RO
FE
SSIO
NA
LIS
M
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am S
peci
fic
Evi
denc
e (C
ompl
eted
by
inst
ruct
ors
and
adm
inis
trat
ors
base
d on
the
indi
vidu
al p
rogr
am)
7.
Ass
esse
s ow
n ne
ed f
or
prof
essi
onal
gro
wth
and
de
velo
ps a
nd m
onito
rs
own
prof
essi
onal
de
velo
pmen
t pla
n.
Pur
sues
Ow
n P
rofe
ssio
nalis
m:
7.1
Rev
iew
s A
dult
Edu
cato
r In
stru
ctor
C
ompe
tenc
ies.
7.2
Ref
lect
s on
inst
ruct
iona
l pra
ctic
e an
d pr
ogra
m g
oals
and
initi
ativ
es
indi
vidu
ally
, and
with
col
leag
ues
(e.g
., th
roug
h pr
actit
ione
r re
sear
ch, s
tudy
ci
rcle
s, s
hari
ng/n
etw
orki
ng g
roup
s an
d w
ith te
am m
embe
rs).
7.3
Wor
ks w
ith c
olle
ague
s an
d su
perv
isor
s to
sel
ect a
ppro
pria
te p
rofe
ssio
nal
deve
lopm
ent a
ppro
ache
s (e
.g. i
nqui
ry
rese
arch
, wor
ksho
ps, o
bser
vatio
n/
feed
back
, pro
duct
dev
elop
men
t).
7.4
Seek
s ad
min
istr
ativ
e or
col
labo
rativ
e su
ppor
t in
deve
lopi
ng a
n in
divi
dual
pr
ofes
sion
al d
evel
opm
ent p
lan
that
in
clud
es g
oals
and
obj
ectiv
es.
7.5
Reg
ular
ly r
evie
ws
lear
ner
plac
emen
t, di
agno
stic
and
out
com
e da
ta to
det
erm
ine
prof
essi
onal
dev
elop
men
t nee
ds.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
7
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
MA
INT
AIN
S K
NO
WL
ED
GE
BA
SE A
ND
PU
RSU
ES
OW
N P
RO
FE
SSIO
NA
LIS
M
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am S
peci
fic
Evi
denc
e (C
ompl
eted
by
inst
ruct
ors
and
adm
inis
trat
ors
base
d on
the
indi
vidu
al p
rogr
am)
8.
Eng
ages
in a
var
iety
of
self
-dir
ecte
d an
d co
llegi
al
prof
essi
onal
dev
elop
men
t ac
tiviti
es a
nd
inco
rpor
ates
new
ski
lls
and
know
ledg
e in
to
lear
ning
env
iron
men
t to
enha
nce
the
qual
ity o
f in
stru
ctio
n.
Pur
sues
Ow
n P
rofe
ssio
nalis
m:
8.1
Part
icip
ates
in a
var
iety
of
prof
essi
onal
de
velo
pmen
t act
iviti
es, s
uch
as
wor
ksho
ps, i
nstit
utes
, obs
erva
tion/
fe
edba
ck, p
ract
ition
er r
esea
rch
(e.g
., on
line
or tr
aditi
onal
res
earc
h), s
tudy
gr
oups
and
pro
fess
iona
l ass
ocia
tions
(e
.g.,
loca
l, st
ate,
nat
iona
l) b
ased
on
indi
vidu
al a
nd p
rogr
am n
eeds
.
8.2
Prac
tices
and
inte
grat
es n
ew in
stru
ctio
nal
stra
tegi
es.
8.3
Eng
ages
in r
efle
ctiv
e ac
tiviti
es ∗ b
oth
indi
vidu
ally
and
with
oth
ers
(e.g
., m
ento
rs, s
uper
viso
rs).
See
also
indi
cato
r 23
.2, 7
.5.
∗ Ref
lect
ive
Act
iviti
es:
The
inst
ruct
or m
onito
rs a
nd e
valu
ates
app
roac
hes
to h
is/h
er o
wn
wor
k on
a c
ontin
ual b
asis
thro
ugh
obse
rvat
ions
, syn
thes
izin
g da
ta, f
orm
ulat
ing
prel
imin
ary
hypo
thes
es,
anal
yzin
g hy
poth
eses
, and
rev
isin
g in
stru
ctio
n pl
ans.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
8
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 9.
Pl
ans
inst
ruct
ion
that
is
cons
iste
nt w
ith th
e pr
ogra
m’s
mis
sion
and
go
als.
Org
aniz
es I
nstr
uctio
n:
9.1
Dev
elop
s, s
elec
ts a
nd e
valu
ates
in
stru
ctio
nal s
trat
egie
s an
d m
ater
ials
co
nsis
tent
with
the
mis
sion
and
goa
ls o
f th
e pr
ogra
m.
9.2
Dev
elop
s le
sson
s in
seq
uenc
e th
at f
ocus
on
nee
ded
skill
s an
d in
form
atio
n an
d th
at m
eet t
he le
arni
ng g
oals
of
the
stud
ent a
nd th
e ob
ject
ives
of
the
prog
ram
.
See
also
indi
cato
r 2.
4.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
9
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 10
. Id
entif
ies
and
resp
onds
to
lear
ners
’ in
divi
dual
an
d gr
oup
need
s,
inte
rest
s, a
nd g
oals
w
hen
deve
lopi
ng
inst
ruct
iona
l pla
ns.
Org
aniz
es I
nstr
uctio
n:
10.1
C
ondu
cts
prel
imin
ary
and
ongo
ing
stud
ent n
eeds
and
aca
dem
ic
asse
ssm
ents
τ thro
ugh
stud
ent i
nter
view
s,
surv
eys
and
unso
licite
d co
mm
ents
.
10.2
Id
entif
ies
inst
ruct
iona
l con
tent
and
co
ntex
t bas
ed u
pon
lear
ner
need
s,
inte
rest
s, g
oals
and
exp
erie
nces
.
10.3
Pl
ans
inst
ruct
iona
l act
iviti
es th
at in
volv
e le
arne
rs in
the
appl
icat
ion
of s
kills
w
ithin
the
lear
ning
env
iron
men
t and
to
real
life
exp
erie
nces
.
10.4
D
esig
ns in
stru
ctio
n th
at in
corp
orat
es
tech
nolo
gy.
See
also
indi
cato
r 1.
1, 1
.3,1
1.1,
18.
3, 2
7.1.
τ Aca
dem
ic A
sses
smen
ts:
Mea
sure
men
t of
lear
ners
’ pr
ogre
ss a
nd s
kills
atta
ined
in th
e ar
eas
of m
ath,
sci
ence
, his
tory
, Eng
lish,
etc
.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
10
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 11
. C
reat
es a
phy
sica
l and
in
terp
erso
nal c
limat
e th
at is
con
duci
ve to
le
arni
ng b
y dr
awin
g on
ad
ult l
earn
ing
theo
ry,
and
know
ledg
e of
le
arne
rs’
cultu
res,
and
in
terp
erso
nal d
ynam
ics.
Del
iver
s In
stru
ctio
n:
11.1
O
rgan
izes
the
phys
ical
env
iron
men
t for
ad
ults
(e.
g. m
ovea
ble
furn
iture
to
faci
litat
e di
ffer
ent g
roup
ing,
ade
quat
e lig
htin
g, c
omfo
rtab
le f
urni
ture
, te
mpe
ratu
re a
nd a
saf
e, n
on-t
hrea
teni
ng
envi
ronm
ent)
.
11.2
Se
lect
s ex
ampl
es, m
ater
ials
, and
gr
oupi
ng s
trat
egie
s ap
prop
riat
e fo
r th
e di
vers
ity o
f le
arne
rs in
clud
ing
fiel
d de
pend
ent a
nd f
ield
inde
pend
ent
lear
ning
as
wel
l as
indu
ctiv
e an
d de
duct
ive
lear
ning
.
11.3
E
ncou
rage
s le
arne
rs to
use
thei
r ow
n ex
peri
ence
s to
illu
stra
te a
nd c
lari
fy
lear
ning
.
11.4
M
odel
s cu
ltura
l sen
sitiv
ity r
elat
ed to
ge
nder
dif
fere
nces
, soc
io-e
cono
mic
st
atus
and
gro
up d
ynam
ics.
11.5
E
stab
lishe
s ra
ppor
t thr
ough
hum
or
enth
usia
sm, c
onfi
denc
e, r
espe
ct a
nd
man
ner.
See
also
indi
cato
r 1.
2, 1
.3, 1
0.3.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
11
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 12
. In
stru
ctor
app
lies
know
ledg
e of
teac
her-
dire
cted
and
lear
ner-
cent
ered
inst
ruct
ion.
Del
iver
s In
stru
ctio
n:
12.1
D
emon
stra
tes
a va
riet
y of
teac
hing
st
rate
gies
with
in th
e in
stru
ctio
nal
setti
ng.
12.2
Se
rves
as
a “f
acili
tato
r of
lear
ning
”τ and
as
a r
esou
rce
and
com
mun
icat
or o
f in
form
atio
n.
12.3
Sh
ares
with
lear
ners
app
ropr
iate
de
cisi
on m
akin
g re
spon
sibi
litie
s.
12.4
L
inks
inst
ruct
ion
to le
arne
rs’
need
s as
sess
men
ts.
12.5
D
raw
s up
on le
arne
r ex
peri
ence
s w
hen
prov
idin
g an
d de
liver
ing
inst
ruct
ion.
12.6
In
corp
orat
es in
stru
ctio
nal a
ctiv
ities
that
ac
tivel
y in
volv
e le
arne
rs in
the
appl
icat
ion
of s
kills
.
τ Fac
ilita
tor
of L
earn
ing:
Ins
truc
tor
prov
ides
an
envi
ronm
ent c
ondu
cive
to le
arni
ng in
whi
ch le
arne
rs a
re e
ncou
rage
d to
ask
que
stio
ns, d
raw
on
thei
r ow
n ex
peri
ence
s, a
nd b
uild
ow
n kn
owle
dge
base
.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
12
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 13
. M
odel
s co
mm
unic
atio
n,
nego
tiatio
n, d
ecis
ion-
mak
ing
and
prob
lem
-so
lvin
g sk
ills
for
lear
ners
.
Del
iver
s In
stru
ctio
n:
13.1
Com
mun
icat
es to
lear
ners
the
thin
king
pr
oces
s fo
r pr
oble
m s
olvi
ng a
nd m
eta
cogn
ition
τ and
enc
oura
ges
clas
sroo
m
deci
sion
mak
ing
by le
arne
rs.
13.2
Pro
vide
s tim
ely
feed
back
to le
arne
rs
rega
rdin
g th
eir
prog
ress
.
13.3
Allo
ws
clas
sroo
m ti
me
for
grou
p an
d in
divi
dual
pro
cess
ing
and
grou
p pr
oble
m s
olvi
ng.
13.4
Exh
ibits
sev
eral
sty
les
of
com
mun
icat
ion:
ver
bal,
non-
verb
al, a
nd
wri
tten.
13.5
Org
aniz
es in
stru
ctio
n an
d le
arni
ng
envi
ronm
ent t
o en
able
stu
dent
s to
pa
rtic
ipat
e in
rea
l lif
e co
mm
unic
atio
n,
nego
tiatio
n, p
robl
em s
olvi
ng a
nd
deci
sion
mak
ing.
τ Met
a-co
gniti
on:
An
awar
enes
s of
one
’s o
wn
uniq
ue th
inki
ng a
nd le
arni
ng h
abits
. M
etac
ogni
tion
can
be d
ivid
ed in
to th
ree
cate
gori
es:
cogn
itive
sel
f-aw
aren
ess
conc
erni
ng o
ne’s
hab
its o
f ga
ther
ing
info
rmat
ion,
sol
ving
pro
blem
s, p
lann
ing
and
thin
king
cri
tical
ly; p
erso
nal s
elf-
awar
enes
s co
ncer
ning
one
’s p
erso
nnel
goa
ls, v
alue
s, a
nd s
elf-
este
em; a
nd in
terp
erso
nal s
elf-
awar
enes
s co
ncer
ning
one
’s
habi
ts o
f co
mm
unic
atio
n, c
ompe
titio
n, a
nd c
oope
ratio
n w
ith o
ther
s.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
13
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 14
. E
mpl
oys
indi
vidu
al,
grou
p an
d te
am
lear
ning
.
Del
iver
s In
stru
ctio
n:
14.1
Use
s in
divi
dual
, gro
up a
nd te
am
activ
ities
.
14.2
Org
aniz
es a
ctiv
ities
that
ena
ble
lear
ners
to
rec
ogni
ze th
e im
port
ance
of
grou
p/
team
goa
ls a
nd in
divi
dual
con
trib
utio
ns.
14.3
Enc
oura
ges
lear
ner
refl
ectio
nτ on
both
th
e pr
oces
s an
d re
sults
of
activ
ities
.
14.4
Dev
elop
s ac
tiviti
es th
at e
ncou
rage
pee
r an
d se
lf e
valu
atio
n.
τ Lea
rner
Ref
lect
ion:
Lea
rner
s ar
e as
ked
to th
ink
abou
t lea
rnin
g ac
tiviti
es a
nd n
ew k
now
ledg
e ga
ined
incl
udin
g th
e pr
oces
s by
whi
ch th
e ne
w k
now
ledg
e w
as a
ttain
ed a
s w
ell a
s th
e re
sult
such
kn
owle
dge
has
for
the
futu
re (
why
the
lear
ner
is le
arni
ng th
is).
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
14
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 15
. Se
quen
ces
and
pace
s le
sson
s ap
prop
riat
ely.
D
eliv
ers
Inst
ruct
ion:
15.1
Is
sens
itive
to le
arne
r cu
es r
egar
ding
le
arni
ng p
ace
and
dept
h of
un
ders
tand
ing.
15.2
Ens
ures
that
seq
uenc
ing
follo
ws
the
logi
c of
the
inst
ruct
iona
l obj
ectiv
e.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
15
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 16
. Is
sen
sitiv
e to
and
ac
com
mod
ates
div
erse
le
arni
ng s
tyle
s, a
bilit
ies,
cu
lture
s, a
nd
expe
rien
ces,
incl
udin
g le
arne
rs w
ho h
ave
disa
bilit
ies
and
othe
r sp
ecia
l nee
ds.
Del
iver
s In
stru
ctio
n:
16.1
R
ecog
nize
s an
d pr
ovid
es f
or th
e sp
ecia
l ne
eds
of a
ll le
arne
rs u
tiliz
ing
prog
ram
re
sour
ces,
cou
nsel
ors,
ref
erra
l age
ncie
s an
d te
stin
g da
ta.
16.2
U
ses
a va
riet
y of
teac
hing
str
ateg
ies
that
ad
dres
s se
vera
l lea
rnin
g st
yles
/ m
odal
ities
suc
h as
: vis
ual/a
ural
/ora
l, ki
nest
hetic
/tact
ile, l
eft/r
ight
bra
in, a
nd
glob
al/a
naly
tical
and
mul
tiple
in
telli
genc
es.
16.3
In
clud
es c
ultu
rally
div
erse
act
iviti
es
duri
ng in
stru
ctio
n.
See
also
indi
cato
r 3.
1, 3
.2, 3
.3, 1
1.1,
11.
2.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
16
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 17
. Pr
ovid
es f
requ
ent a
nd
vari
ed o
ppor
tuni
ties
for
stud
ents
to a
pply
thei
r le
arni
ng.
Del
iver
s In
stru
ctio
n:
17.1
Pro
vide
s fo
r re
al-l
ife
and
sim
ulat
ed
appl
icat
ions
of
the
activ
ity.
17.2
Em
ploy
s re
al-l
ife
scen
ario
s du
ring
in
stru
ctio
n.
17.3
Pro
vide
s op
port
uniti
es f
or le
arne
rs to
sh
are
lear
ning
that
occ
urs
outs
ide
of th
e cl
assr
oom
.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
17
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 18
. M
onito
rs a
nd a
djus
ts
teac
hing
str
ateg
ies
base
d up
on s
tude
nt
need
s an
d pe
rfor
man
ce.
Del
iver
s In
stru
ctio
n:
18.1
Use
s cu
rren
t stu
dent
dat
a to
mon
itor
and
adju
st in
stru
ctio
n.
18.2
Eng
ages
in f
orm
al a
nd in
form
al
mon
itori
ng (
e.g.
, tes
ts, w
ritte
n su
rvey
s,
inte
rvie
ws,
and
obs
erva
tions
) to
iden
tify
lear
ner
need
s.
18.3
Dem
onst
rate
s fl
exib
ility
in r
espo
ndin
g to
imm
edia
te le
arne
r ne
eds
and
inte
rest
s (t
each
able
mom
ents
τ ).
See
also
indi
cato
r 10
.3.
τ Tea
chab
le M
omen
ts:
The
abi
lity
of th
e in
stru
ctor
to r
ecog
nize
whe
n un
plan
ned,
yet
rel
evan
t iss
ues
aris
e du
ring
inst
ruct
ion,
and
to in
corp
orat
e th
ese
into
the
less
on.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
18
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 19
. E
ffec
tivel
y in
tegr
ates
cu
rren
t and
app
ropr
iate
m
edia
and
tech
nolo
gy
as a
tool
for
inst
ruct
ion.
Del
iver
s In
stru
ctio
n:
19.1
D
eliv
ers
inst
ruct
ion
that
inco
rpor
ates
te
chno
logy
(e.
g. c
asse
tte a
nd v
ideo
re
cord
ers,
ove
rhea
d pr
ojec
tors
, fax
m
achi
nes,
com
pute
rs, c
ompr
esse
d vi
deo)
.
See
also
indi
cato
rs 5
.1, 5
.2, 5
.3, 2
1.1-
21.4
, 22
.1-2
2.3.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
19
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 20
. In
tegr
ates
em
ploy
men
t, fa
mily
, and
com
mun
ity-
rela
ted
activ
ities
into
in
stru
ctio
n.
Del
iver
s In
stru
ctio
n:
20.1
Use
s co
mm
unity
res
ourc
es s
uch
as
spea
kers
and
fie
ld tr
ips
to e
xten
d th
e cl
assr
oom
into
the
com
mun
ity.
20.2
Use
s va
riou
s le
arne
r ro
les
(em
ploy
ee,
fam
ily m
embe
r, c
omm
unity
mem
ber)
in
sele
ctin
g m
ater
ials
and
pro
vidi
ng
cont
extu
ally
- ba
sed
inst
ruct
ion.
See
also
indi
cato
rs 6
.2, 6
.3, 4
.2.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
20
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
MA
NA
GE
S IN
STR
UC
TIO
NA
L R
ESO
UR
CE
S (T
IME
, MA
TE
RIA
LS,
SP
AC
E, P
EO
PL
E)
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 21
. Se
lect
s an
d us
es a
var
iety
of
res
ourc
es f
or th
e le
arni
ng e
nvir
onm
ent
(pri
nt, h
uman
, and
te
chno
logi
cal)
.
Man
ages
Ins
truc
tiona
l Res
ourc
es:
21.1
Use
s re
sour
ces
that
are
app
ropr
iate
for
ad
ults
(e.
g. r
efle
ct a
dult
need
s, in
tere
sts
and
expe
rien
ces)
at a
ppro
pria
te le
vels
of
inst
ruct
ion,
and
sen
sitiv
e/re
spec
tful
of
raci
al e
thni
c, c
ultu
ral a
nd g
ende
r is
sues
.
21.2
Use
s re
sour
ces
that
add
ress
a v
arie
ty o
f le
arni
ng m
odal
ities
(vi
sual
, aud
itory
, ki
nest
hetic
) an
d pr
efer
ence
s (i
ndep
ende
nt a
nd g
roup
lear
ning
).
21.3
Org
aniz
es a
nd m
aint
ains
res
ourc
es a
nd
mat
eria
ls s
o th
at th
ey a
re e
asily
ac
cess
ible
to o
ther
s fo
r in
stru
ctio
n an
d ar
e us
er-f
rien
dly
(e.g
. ,in
clud
es
dire
ctio
ns o
n us
e).
21.4
Allo
cate
s, a
cqui
res
and
utili
zes
reso
urce
s su
ch a
s pe
ople
, tim
e, b
udge
ts,
tech
nolo
gy a
nd th
e ph
ysic
al
envi
ronm
ent.
See
also
indi
cato
rs 1
.2, 1
1.1,
16.
2, 1
6.3,
19.
1.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
21
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
MA
NA
GE
S IN
STR
UC
TIO
NA
L R
ESO
UR
CE
S (T
IME
, MA
TE
RIA
LS,
SP
AC
E, P
EO
PL
E)
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 22
. A
cqui
res,
acc
esse
s, a
nd
uses
tech
nolo
gy f
or
effe
ctiv
e ad
ult l
earn
ing.
Man
ages
Ins
truc
tiona
l Res
ourc
es:
22.1
Exp
lore
s, e
valu
ates
and
use
s co
mpu
ter/
tech
nolo
gy r
esou
rces
in
clud
ing
appl
icat
ions
, too
ls,
educ
atio
nal s
oftw
are
and
asso
ciat
ed
docu
men
tatio
n.
22.2
Col
labo
rate
s w
ith c
omm
unity
age
ncie
s to
acc
ess
tech
nolo
gy r
esou
rces
.
22.3
Des
igns
, del
iver
s an
d as
sess
es s
tude
nt
lear
ning
act
iviti
es th
at in
tegr
ate
com
pute
rs/te
chno
logy
for
div
erse
st
uden
t pop
ulat
ions
.
22.4
Pra
ctic
es r
espo
nsib
le, e
thic
al a
nd le
gal
uses
of
tech
nolo
gy, i
nfor
mat
ion
and
soft
war
e re
sour
ces.
See
also
indi
cato
rs 5
.1, 5
.2, 5
.3, 5
.4, 1
9.1.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
22
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
CO
NT
INU
OU
SLY
ASS
ESS
ES
AN
D M
ON
ITO
RS
LE
AR
NIN
G
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 23
. W
orks
with
lear
ners
to
iden
tify
thei
r ne
eds,
st
reng
ths
and
goal
s, a
nd
advi
ses
or r
efer
s th
em to
ap
prop
riat
e pr
ogra
ms
and
leve
ls o
f in
stru
ctio
n.
Con
tinuo
usly
Ass
esse
s an
d M
onito
rs
Lear
ning
:
23.1
Con
duct
s or
fac
ilita
tes
cont
inuo
us n
eeds
as
sess
men
ts w
ith le
arne
rs a
nd u
ses
info
rmat
ion
for
prov
idin
g gu
idan
ce to
le
arne
rs a
bout
rel
evan
t pro
gram
s w
ithin
th
e or
gani
zatio
n or
com
mun
ity a
nd f
or
refe
rrin
g le
arne
rs to
app
ropr
iate
leve
ls
of in
stru
ctio
n.
23.2
Sel
ects
app
ropr
iate
ass
essm
ents
/ in
vent
orie
s (e
.g. e
duca
tiona
l ski
lls,
pers
onal
str
engt
hs, a
ptitu
des,
inte
rest
s,
lear
ning
sty
les,
vis
ion/
hear
ing
scre
enin
g, le
arni
ng d
isab
ilitie
s sc
reen
ing,
car
eer
asse
ssm
ents
scr
eeni
ng,
etc.
).
23.3
Dev
elop
s an
d m
aint
ains
alli
ance
s th
at
faci
litat
e re
ferr
als
with
oth
er a
dult
serv
ice
prov
ider
s.
23.4
Enc
oura
ges
and
supp
orts
stu
dent
tr
ansf
ers
to o
ther
cla
sses
, lev
els
and
prog
ram
s.
See
also
indi
cato
rs 2
8.1,
30.
1, 3
0.2,
30.
3.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
23
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
CO
NT
INU
OU
SLY
ASS
ESS
ES
AN
D M
ON
ITO
RS
LE
AR
NIN
G
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 24
. U
ses
resu
lts o
f as
sess
men
t dat
a (d
iagn
ostic
and
nee
ds)
on
a re
gula
r ba
sis
to p
lan
less
ons,
dev
elop
cu
rric
ula,
mon
itor
prog
ress
tow
ards
ob
ject
ives
and
goa
ls a
nd
to v
erif
y le
arni
ng.
Con
tinuo
usly
Ass
esse
s an
d M
onito
rs
Lear
ning
:
24.1
Ass
ists
lear
ners
in d
evel
opin
g in
divi
dual
ed
ucat
iona
l pla
ns, a
rtic
ulat
ing
goal
s,
deve
lopi
ng s
trat
egie
s fo
r ac
hiev
emen
t of
goal
s an
d m
onito
ring
goa
l atta
inm
ent.
24.2
Lin
ks a
nd in
corp
orat
es d
ata
from
as
sess
men
ts w
ith in
stru
ctio
nal
obje
ctiv
es a
nd s
trat
egie
s an
d sh
ares
in
form
atio
n w
ith le
arne
rs.
See
also
indi
cato
r 27
.1, 2
7.2.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
24
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
CO
NT
INU
OU
SLY
ASS
ESS
ES
AN
D M
ON
ITO
RS
LE
AR
NIN
G
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 25
. M
onito
rs le
arni
ng b
eyon
d si
mpl
e re
call
of
info
rmat
ion
usin
g a
vari
ety
of a
sses
smen
t st
rate
gies
.
Con
tinuo
usly
Ass
esse
s an
d M
onito
rs
Lear
ning
:
25.1
U
ses
ques
tioni
ng s
trat
egie
s at
var
ious
co
gniti
ve le
vels
(e.
g. r
ecal
l, in
fere
nce,
ge
nera
lizat
ion,
syn
thes
is a
nd
appl
icat
ion)
.
25.2
U
ses
a va
riet
y of
ass
essm
ent p
roce
dure
s in
clud
ing
pape
r an
d pe
ncil
mea
sure
s as
w
ell a
s pe
rfor
man
ce m
easu
res
(por
tfol
io, d
emon
stra
tion,
and
al
tern
ativ
e as
sess
men
ts).
25.3
U
ses
read
ing,
wri
ting
and
num
erac
y as
sess
men
ts th
at r
equi
re h
ighe
r le
vels
of
thin
king
, inc
ludi
ng p
robl
em s
olvi
ng a
nd
deci
sion
mak
ing.
25.4
U
ses
proj
ect-
base
d le
arni
ngτ to
ena
ble
stud
ents
to u
se c
ritic
al th
inki
ng s
kills
an
d de
mon
stra
te le
arni
ng th
roug
h bo
th
proc
ess
and
prod
uct.
See
also
indi
cato
rs 1
4.4,
26.
1.
τ Pro
ject
-bas
ed L
earn
ing:
The
inst
ruct
or in
corp
orat
es p
roje
cts,
whi
ch u
tiliz
e re
al w
orld
issu
es, i
nto
inst
ruct
ion
in th
e at
tem
pt to
dem
onst
rate
the
tran
sfer
of
know
ledg
e fr
om th
e cl
assr
oom
set
ting
to th
e ou
tsid
e w
orld
.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
25
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
CO
NT
INU
OU
SLY
ASS
ESS
ES
AN
D M
ON
ITO
RS
LE
AR
NIN
G
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 26
. St
ruct
ures
and
fac
ilita
tes
way
s fo
r le
arne
rs a
nd
peer
s to
eva
luat
e an
d gi
ve
feed
back
on
thei
r le
arni
ng
and
perf
orm
ance
, thr
ough
re
flec
tion
and
self
as
sess
men
t.
Con
tinuo
usly
Ass
esse
s an
d M
onito
rs
Lear
ning
:
26.1
U
ses
jour
nals
, log
s, a
nd le
arne
r po
rtfo
lios,
pre
sent
atio
ns a
nd m
ulti
med
ia te
chno
logy
to f
oste
r re
flec
tion
and
self
-ass
essm
ent.
26.2
A
ssis
ts le
arne
rs in
dev
elop
ing
met
acog
nitiv
e st
rate
gies
to h
elp
them
un
ders
tand
how
they
lear
n be
st.
See
also
indi
cato
rs 1
7.1,
17.
2, 2
5.2.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
26
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
CO
NT
INU
OU
SLY
ASS
ESS
ES
AN
D M
ON
ITO
RS
LE
AR
NIN
G
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 27
. G
uide
s le
arne
rs in
the
deve
lopm
ent a
nd o
ngoi
ng
revi
ew o
f th
eir
educ
atio
nal p
lans
.
Con
tinuo
usly
Ass
esse
s an
d M
onito
rs
Lear
ning
:
27.1
L
inks
lear
ner
asse
ssm
ents
clo
sely
to th
e co
nten
t of
inst
ruct
ion.
27.2
Sh
ares
ass
essm
ent d
ata
resu
lts w
ith
lear
ners
to h
elp
them
dev
elop
and
up
date
lear
ning
pla
ns.
See
also
indi
cato
rs 1
0.1,
24.
1.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
27
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
MA
NA
GE
S P
RO
GR
AM
RE
SPO
NSI
BIL
ITIE
S A
ND
EN
HA
NC
ES
PR
OG
RA
M O
RG
AN
IZA
TIO
N
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 28
. C
olle
cts
and
man
ages
ac
cura
te d
ata
for
prog
ram
im
prov
emen
t and
ac
coun
tabi
lity.
Man
ages
Pro
gram
Res
pons
ibili
ties
and
Enh
ance
s P
rogr
am O
rgan
izat
ion:
28.1
Col
lect
s st
uden
t inp
ut a
nd o
ther
dat
a th
at
will
yie
ld in
form
atio
n ab
out t
he p
rogr
ess
and
succ
ess
of in
divi
dual
s an
d th
e pr
ogra
m.
28.2
Use
s as
sess
men
t and
eva
luat
ion
data
to
supp
ort a
nd im
prov
e ac
coun
tabi
lity.
28.3
Par
ticip
ates
in th
e an
alys
is o
f da
ta f
or
prog
ram
impr
ovem
ent.
28.4
Sol
icits
fee
dbac
k fr
om s
tude
nts
rega
rdin
g in
stru
ctio
n an
d th
e re
ferr
al s
yste
m.
See
also
indi
cato
rs 1
8.1,
23.
4.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
28
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
MA
NA
GE
S P
RO
GR
AM
RE
SPO
NSI
BIL
ITIE
S A
ND
EN
HA
NC
ES
PR
OG
RA
M O
RG
AN
IZA
TIO
N
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 29
. Su
gges
ts a
nd/o
r co
llabo
rate
s in
mod
ifyi
ng
the
prog
ram
org
aniz
atio
n an
d in
dev
elop
ing
prog
ram
alte
rnat
ives
.
Man
ages
Pro
gram
Res
pons
ibili
ties
and
Enh
ance
s P
rogr
am O
rgan
izat
ion:
29.1
Col
labo
rate
s w
ith c
olle
ague
s,
adm
inis
trat
ors
and
stud
ents
in r
efin
ing
curr
ent p
rogr
ams
and
in d
evel
opin
g ne
w
prog
ram
s.
29.2
Col
labo
rate
s w
ith c
omm
unity
or
gani
zatio
ns to
link
pro
gram
or
gani
zatio
n an
d in
stru
ctio
n to
rel
evan
t w
orkp
lace
nee
ds, w
here
app
ropr
iate
.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
29
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
PR
OV
IDE
S L
EA
RN
ER
GU
IDA
NC
E A
ND
RE
FE
RR
AL
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 30
. Sh
ares
info
rmat
ion
with
le
arne
rs a
nd c
olle
ague
s ab
out a
dditi
onal
lear
ning
re
sour
ces,
edu
catio
nal
oppo
rtun
ities
, and
opt
ions
fo
r ac
cess
ing
supp
ort
serv
ices
.
Pro
vide
s Le
arne
r G
uida
nce
and
Ref
erra
l:
30.1
M
aint
ains
cur
rent
info
rmat
ion
abou
t le
arne
r re
sour
ces
(e.g
. lib
rari
es, G
ED
test
ce
nter
s, a
nd d
ista
nce
educ
atio
n),
educ
atio
nal o
ppor
tuni
ties
(e.g
., oc
cupa
tiona
l/voc
atio
nal p
rogr
ams,
co
mm
unity
col
lege
s, li
tera
cy p
rogr
ams)
, an
d su
ppor
t ser
vice
s (e
.g. f
amily
res
ourc
e ce
nter
s, w
elfa
re, c
hild
car
e,
tran
spor
tatio
n).
30.2
Sh
ares
info
rmat
ion
abou
t res
ourc
es b
y in
tegr
atin
g in
form
atio
n in
to th
e or
ient
atio
n an
d th
roug
hout
the
inst
ruct
iona
l pro
gram
.
30.3
O
bser
ves
indi
vidu
al n
eeds
thro
ugho
ut
the
inst
ruct
iona
l pro
cess
and
res
pond
s w
ith a
ppro
pria
te s
uppo
rt a
nd
docu
men
ts.
See
also
indi
ctor
s 23
.1, 2
3.2,
23.
3, 2
3.4.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
30
Com
pete
ncie
s an
d P
erfo
rman
ce I
ndic
ator
s1
PR
OV
IDE
S L
EA
RN
ER
GU
IDA
NC
E A
ND
RE
FE
RR
AL
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y P
rogr
am-S
peci
fic
Evi
denc
e 31
. M
akes
ref
erra
ls to
ap
prop
riat
e re
sour
ces
whe
n gu
idan
ce a
nd
coun
selin
g ne
eds
are
beyo
nd o
wn
expe
rtis
e.
Pro
vide
s Le
arne
r G
uida
nce
and
Ref
erra
l:
31.1
Rec
ogni
zes
whe
n it
is a
ppro
pria
te to
m
ake
a re
ferr
al.
31.2
C
olla
bora
tes
with
col
leag
ues
and
lear
ners
to m
aint
ain
a cu
rren
t lis
t of
agen
cy a
nd c
omm
unity
res
ourc
es w
ith
spec
ific
con
text
s.
31.3
M
akes
spe
cifi
c re
ferr
als,
doc
umen
ts,
and
follo
w-u
ps.
See
also
indi
cato
r 3.
3.
1 Indi
cato
rs:
Inst
ruct
or b
ehav
iors
, ski
lls, o
r pr
actic
es th
at d
emon
stra
te th
e ex
iste
nce
of th
e co
mpe
tenc
y.
31
Appendices
• Appendix A: Sample Illustrations of the Performance Indicators
• Appendix B: Self-Assessment Instrument
• Appendix C: Recommended Professional Development Activities
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
MA
INT
AIN
S K
NO
WL
ED
GE
AN
D P
UR
SES
OW
N P
RO
FE
SSIO
NA
LIS
M
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y Sa
mpl
e Il
lust
rati
on o
f th
e P
erfo
rman
ce I
ndic
ator
s 1.
D
evel
ops
and
mai
ntai
ns a
kn
owle
dge
base
in a
dult
lear
ning
and
de
velo
pmen
t.
Mai
ntai
ns K
now
ledg
e B
ase:
1.
1 Id
entif
ies
that
adu
lt le
arne
rs a
re
mot
ivat
ed b
y dr
awin
g on
thei
r ex
peri
ence
s, p
rovi
ding
opp
ortu
nitie
s fo
r le
arne
r su
cces
s to
bui
ld s
elf-
este
em
and
targ
etin
g in
stru
ctio
n ba
sed
on
lear
ner
goal
s.
In p
lann
ing
her
less
ons
for
an A
BE
cla
ss, t
he in
stru
ctor
rel
ies
on th
e fo
llow
ing
sour
ces
of in
form
atio
n: t
he in
form
atio
n ga
ined
thro
ugh
stud
y gr
oups
and
a w
orks
hop
seri
es o
n th
e ad
ult l
earn
er a
nd th
e ne
eds
asse
ssm
ent
from
lear
ners
. Sh
e pl
ans
less
ons
in b
rief
incr
emen
ts th
at w
ill a
llow
lear
ners
to
see
thei
r su
cces
ses
as w
ell a
s us
e th
eir
own
expe
rien
ces
as il
lust
ratio
ns.
For
exam
ple,
in m
akin
g a
job-
inte
rvie
w a
ppoi
ntm
ent,
lear
ners
are
en
cour
aged
to m
ake
a lis
t of
the
ques
tions
they
nee
d to
ask
(e.
g., w
here
? w
hat t
ime?
wha
t to
brin
g? w
ho w
ill s
he c
onta
ct?)
Lea
rner
s ca
n id
entif
y qu
estio
ns th
ey f
orgo
t to
ask
in m
akin
g pr
evio
us a
ppoi
ntm
ents
. 1.
2 Id
entif
ies
how
adu
lts le
arn
(cog
nitio
n)
by u
sing
mul
tiple
inst
ruct
iona
l ap
proa
ches
, fie
ld d
epen
dent
and
in
depe
nden
t lea
rnin
g an
d pr
oble
m
cent
ered
app
roac
hes
to le
arni
ng;
prov
idin
g m
ultip
le ty
pes
of s
enso
ry
expe
rien
ce; a
nd s
timul
atin
g le
arne
r re
flec
tion.
In p
lann
ing
for
a ne
w g
roup
of
lear
ners
, the
inst
ruct
or f
inds
that
the
maj
ority
of
them
are
His
pani
c w
ith n
o pr
ior
ESL
inst
ruct
ion.
She
, th
eref
ore,
bui
lds
into
her
inst
ruct
iona
l pla
ns a
lot o
f fi
eld-
depe
nden
t ac
tiviti
es w
here
by le
arne
rs c
an h
elp
each
oth
er in
sm
all g
roup
s w
hile
pr
actic
ing
Eng
lish.
She
als
o pl
ans
to u
se a
lot o
f re
al-l
ife
obje
cts
such
as
clot
hing
, hou
seho
ld it
ems
and
tool
s re
late
d to
thei
r w
ork.
1.3
Art
icul
ates
str
ateg
ies
and
cite
s m
ater
ials
app
ropr
iate
to d
iver
se
cultu
ral,
ethn
ic, r
acia
l, ag
e an
d so
cial
co
ntex
ts a
nd b
ackg
roun
ds, a
nd
reco
gniz
es th
at a
dults
are
at d
iffe
rent
st
ages
of
deve
lopm
ent.
The
inst
ruct
or a
sks
ESL
lear
ners
to b
ring
in o
ne s
hort
fab
le o
r fo
lk-s
tory
fr
om th
eir
cultu
re r
evea
ling
an im
port
ant c
ultu
ral v
alue
. A
stu
dent
fro
m
Wes
t Afr
ica,
for
exa
mpl
e, b
roug
ht in
a s
tory
abo
ut a
you
ng g
irl l
ost i
n th
e fo
rest
. N
o on
e w
ould
ans
wer
her
ple
as f
or h
elp
beca
use
she
had
been
ne
glec
ting
to g
reet
peo
ple
whe
n sh
e m
et th
em o
n th
e pa
th.
See
also
indi
cato
rs 9
.1, 1
0.2,
11.
2, 1
1.4
and
21.1
.
1
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
MA
INT
AIN
S K
NO
WL
ED
GE
AN
D P
UR
SES
OW
N P
RO
FE
SSIO
NA
LIS
M
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y Sa
mpl
e Il
lust
rati
on o
f th
e P
erfo
rman
ce I
ndic
ator
s 2.
D
evel
ops
and
mai
ntai
ns
an in
-dep
th k
now
ledg
e ba
se in
ow
n co
nten
t are
a an
d in
oth
er r
elev
ant
area
s.
Mai
ntai
ns K
now
ledg
e B
ase:
2.1
Has
pro
fess
iona
l pre
para
tion
and
or
trai
ning
in th
e pr
imar
y co
nten
t are
a.
Eve
ry y
ear,
the
inst
ruct
or ta
kes
a co
urse
at t
he c
omm
unity
col
lege
or
does
a
self
-stu
dy p
roje
ct in
com
pute
r ap
plic
atio
ns f
or h
er te
achi
ng a
rea.
The
ag
ency
giv
es h
er c
ontin
uing
edu
catio
n un
its (
CE
Us)
for
sal
ary
incr
ease
s up
on s
atis
fact
ory
com
plet
ion
of s
tudy
.
2.2
Part
icip
ates
in p
rofe
ssio
nal
deve
lopm
ent r
elat
ed to
ow
n or
rel
evan
t ar
eas
(e.g
. rea
ding
pro
fess
iona
l jo
urna
ls, c
ondu
ctin
g in
quir
y re
sear
ch
proj
ects
and
atte
ndin
g pr
ofes
sion
al
mee
tings
).
ESL
inst
ruct
ors
from
dif
fere
nt s
ites
in th
e ci
ty jo
ined
toge
ther
in a
n on
-lin
e ac
tion
rese
arch
pro
ject
to tr
y ou
t dif
fere
nt in
stru
ctio
nal s
trat
egie
s fo
r te
achi
ng c
onve
rsat
iona
l sub
ject
-ver
b ag
reem
ent t
o th
eir
adul
t lea
rner
s.
The
y ho
pe to
det
erm
ine
whi
ch s
trat
egie
s ha
ve th
e m
ost s
ucce
ss f
or
chan
ging
spe
akin
g pa
ttern
s.
2.3
Des
crib
es h
ow c
onte
nt a
rea
know
ledg
e ca
n be
tran
sfer
red
to th
e in
stru
ctio
nal
setti
ng.
In a
n on
goin
g se
min
ar o
n he
lpin
g le
arne
rs im
prov
e th
e ap
plic
atio
n of
le
arni
ng to
thei
r jo
bs, t
he in
stru
ctor
als
o sh
ares
with
stu
dent
s ho
w n
ew
cont
ent t
hey
have
lear
ned
is u
sed
in th
eir
inst
ruct
ion.
2.4
Art
icul
ates
pro
gram
’s g
oals
and
m
issi
on s
tate
men
t. In
the
supe
rmar
ket,
the
inst
ruct
or w
as c
onfr
onte
d by
a lo
cal b
usin
essm
an
who
exp
ress
ed a
bel
ief
that
the
adul
t edu
catio
n pr
ogra
m w
as d
isor
gani
zed
and
not p
repa
ring
lear
ners
for
suc
cess
in th
e w
orkp
lace
. Sh
e ex
plai
ned
that
w
orkp
lace
and
fam
ily li
tera
cy w
ere
both
maj
or o
bjec
tives
of
the
adul
t ed
ucat
ion
prog
ram
and
des
crib
ed w
ays
in w
hich
the
prog
ram
was
mee
ting
thos
e go
als.
See
also
indi
cato
r 9.
1.
2
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
MA
INT
AIN
S K
NO
WL
ED
GE
AN
D P
UR
SES
OW
N P
RO
FE
SSIO
NA
LIS
M
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y Sa
mpl
e Il
lust
rati
on o
f th
e P
erfo
rman
ce I
ndic
ator
s 3.
K
now
s ho
w to
inst
ruct
an
d/or
ref
er a
dults
who
ha
ve le
arni
ng d
isab
ilitie
s an
d ot
her
spec
ial n
eeds
(e
.g. a
ge, p
rior
edu
catio
n,
phys
ical
lim
itatio
ns).
Mai
ntai
ns K
now
ledg
e B
ase:
3.1
Art
icul
ates
str
ateg
ies
for
iden
tifyi
ng
stud
ents
who
hav
e sp
ecia
l nee
ds a
nd
for
inst
ruct
ing
this
pop
ulat
ion.
Dur
ing
a pr
ofes
sion
al d
evel
opm
ent s
essi
on o
n le
arni
ng d
isab
ilitie
s (L
D),
in
stru
ctor
s ar
e as
ked
to il
lust
rate
scr
eeni
ng te
chni
ques
for
LD
that
hav
e be
en s
ucce
ssfu
l for
them
.
3.2
Sugg
ests
way
s to
acc
omm
odat
e st
uden
ts w
ith s
peci
al n
eeds
. T
he in
stru
ctor
has
lear
ned
that
man
y A
BE
lear
ners
rea
d ve
ry s
low
ly b
ut
can
even
tual
ly c
ompr
ehen
d—gi
ven
exte
nded
tim
e or
spe
cial
ass
ista
nce.
O
ver
the
year
s sh
e ha
s le
arne
d w
ays
to a
llow
thos
e le
arne
rs to
be
succ
essf
ul w
hile
gra
dual
ly in
crea
sing
rea
ding
spe
ed.
She
now
men
tors
new
in
stru
ctor
s in
thos
e pr
oces
ses.
3.3
Indi
cate
s ho
w to
ref
er s
tude
nts
to o
ther
se
rvic
es o
r ag
enci
es in
-hou
se a
nd
exte
rnal
, whe
n ap
prop
riat
e.
The
age
ncy
mai
ntai
ns a
list
of
com
mun
ity r
esou
rces
for
lear
ners
with
sp
ecia
l nee
ds.
For
exam
ple,
a lo
cal o
ptom
etri
st o
ffer
s fr
ee v
isio
n sc
reen
ing
to a
genc
y-re
ferr
ed le
arne
rs.
At t
he e
nd o
f ea
ch in
stru
ctio
nal c
ycle
, in
stru
ctor
s do
cum
ent a
ll le
arne
rs w
ho w
ere
refe
rred
and
the
resu
lts o
f th
e re
ferr
al.
See
also
indi
cato
rs 1
6.1,
16.
2, 3
1.1,
31.
2,
31.3
.
3
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
MA
INT
AIN
S K
NO
WL
ED
GE
AN
D P
UR
SES
OW
N P
RO
FE
SSIO
NA
LIS
M
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y Sa
mpl
e Il
lust
rati
on o
f th
e P
erfo
rman
ce I
ndic
ator
s 4.
K
now
s an
d is
sen
sitiv
e to
de
man
ds a
nd
resp
onsi
bilit
ies
of a
dults
as
wor
kers
, fam
ily
mem
bers
, citi
zens
and
co
mm
unity
mem
bers
.
Mai
ntai
ns K
now
ledg
e B
ase:
4.1
Art
icul
ates
that
lear
ners
bri
ng
expe
rien
ces
from
mul
tiple
life
rol
es to
th
e in
stru
ctio
nal s
ettin
g.
The
inst
ruct
or a
sks
AB
E le
arne
rs to
tell
how
impr
ovin
g re
adin
g sk
ills
has
chan
ged
thei
r liv
es a
t wor
k, a
t hom
e, o
r in
the
com
mun
ity.
4.2
Iden
tifie
s m
ater
ials
and
tech
nolo
gy th
at
refl
ect c
onte
xts
of h
ome,
wor
k an
d co
mm
unity
.
A ta
sk-f
orce
of
inst
ruct
ors
scre
en c
ompu
ter
inst
ruct
iona
l sof
twar
e to
ens
ure
that
it c
an b
e ea
sily
ada
pted
to th
e lif
e an
d w
ork
of le
arne
rs in
this
co
mm
unity
. In
stru
ctor
s re
gula
rly
give
spe
cifi
c fe
edba
ck to
the
task
for
ce
on th
e su
cces
s of
the
soft
war
e.
4.3
Iden
tifie
s st
rate
gies
that
are
fle
xibl
e en
ough
to a
ccom
mod
ate
adul
t sc
hedu
ling
and
atte
ndan
ce n
eeds
.
The
ESL
inst
ruct
or b
egin
s ea
ch c
lass
by
revi
ewin
g ex
erci
ses
from
pre
viou
s le
sson
s so
that
lear
ners
who
hav
e m
isse
d cl
asse
s ca
n ca
tch-
up, a
nd s
tude
nts
who
atte
nded
can
pra
ctic
e.
See
also
indi
cato
r 20
.2.
4
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
MA
INT
AIN
S K
NO
WL
ED
GE
AN
D P
UR
SES
OW
N P
RO
FE
SSIO
NA
LIS
M
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y Sa
mpl
e Il
lust
rati
on o
f th
e P
erfo
rman
ce I
ndic
ator
s 5.
K
now
s ho
w
tech
nolo
gica
l sys
tem
s w
ork
and
how
to a
pply
th
at k
now
ledg
e to
in
stru
ctio
nal a
nd
adm
inis
trat
ive
func
tions
.
Mai
ntai
ns K
now
ledg
e B
ase:
5.1
Illu
stra
tes
prof
icie
ncy
in u
sing
and
se
lect
ing
appr
opri
ate
and
curr
ent
tech
nolo
gy s
uch
as: w
ord
proc
essi
ng,
data
man
agem
ent,
pres
enta
tions
so
ftw
are,
tele
com
mun
icat
ions
, e-m
ail
and
othe
r m
eans
of
acce
ssin
g in
form
atio
n.
Dur
ing
the
agen
cy’s
Med
ia F
air,
inst
ruct
ors
dem
onst
rate
a n
ew u
se o
f in
stru
ctio
nal t
echn
olog
y an
d ex
plai
n ho
w it
pre
pare
s le
arne
rs f
or h
ome,
w
ork,
or
for
com
mun
ity p
artic
ipat
ion.
5.2
Des
igns
and
del
iver
s in
stru
ctio
n th
at
inco
rpor
ates
tech
nolo
gy in
a
mea
ning
ful w
ay in
to th
e cu
rric
ulum
.
See
evid
ence
5.1
.
5.3
Illu
stra
tes
how
tech
nolo
gy c
an b
e us
ed
to m
onito
r le
arni
ng; t
rack
atte
ndan
ce,
lear
ner
prog
ress
and
out
com
es; a
nd
com
mun
icat
e in
form
atio
n to
lear
ners
an
d pr
ogra
m s
taff
and
oth
er
stak
ehol
ders
(e.
g., l
egis
lato
rs).
Inst
ruct
or p
rovi
des
the
agen
cy w
ith w
eekl
y da
ta o
n st
uden
t atte
ndan
ce, o
n an
y ne
w te
st s
core
s, o
r in
stan
ces
of s
tude
nt g
oal a
ttain
men
t. T
he d
ata
are
ente
red
in to
the
agen
cy’s
MIS
and
a m
onth
ly r
epor
t is
prov
ided
to th
e in
stru
ctor
, who
in tu
rn, u
ses
the
info
rmat
ion
to in
form
stu
dent
s.
5.4
Part
icip
ates
in te
chno
logi
cal t
rain
ing
to
be p
repa
red
to e
xplo
re, e
valu
ate
and
use
com
pute
r/te
chno
logi
cal r
esou
rces
.
Eac
h ye
ar a
ll in
stru
ctor
s ar
e ex
pect
ed to
eng
age
in o
ne a
ctiv
ity th
at e
xpan
ds
thei
r us
e of
tech
nolo
gy.
Inst
ruct
ors
keep
a b
rief
log
of th
ose
activ
ities
and
th
e in
stru
ctio
nal r
esul
ts.
See
also
indi
cato
r 19
.1.
5
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
MA
INT
AIN
S K
NO
WL
ED
GE
AN
D P
UR
SES
OW
N P
RO
FE
SSIO
NA
LIS
M
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y Sa
mpl
e Il
lust
rati
on o
f th
e P
erfo
rman
ce I
ndic
ator
s 6.
K
now
s ab
out a
nd/o
r kn
ows
how
to a
cces
s in
form
atio
n ab
out o
wn
orga
niza
tion,
com
mun
ity
reso
urce
s an
d is
sues
, re
leva
nt la
ws
and
regu
latio
ns.
Mai
ntai
ns K
now
ledg
e B
ase:
6.1
Iden
tifie
s ga
ps in
ow
n kn
owle
dge
and
seek
s to
fin
d in
form
atio
n to
add
ress
th
ose
gaps
.
Inst
ruct
ors
each
yea
r us
e a
com
preh
ensi
ve li
st o
f in
stru
ctio
nal
com
pete
ncie
s to
ass
ess
area
s of
nee
ded
impr
ovem
ent a
nd d
esig
n in
divi
dual
de
velo
pmen
t pla
ns (
IDPs
) to
add
ress
thos
e ne
eds.
6.2
Iden
tifie
s ow
n or
gani
zatio
n an
d co
mm
unity
res
ourc
es th
at c
an p
rovi
de
mat
eria
ls f
or in
stru
ctio
n (e
.g. L
eagu
e of
W
omen
Vot
ers,
Com
mun
ity R
esou
rce
Gui
de a
nd E
mpl
oym
ent C
omm
issi
on)
and
shar
es in
form
atio
n w
ith s
taff
and
st
uden
ts.
Inst
ruct
ors
join
tly d
evel
op a
list
of
agen
cy a
nd c
omm
unity
inst
ruct
iona
l re
sour
ces
that
are
rea
dily
acc
essi
ble.
The
list
is u
pdat
ed y
earl
y w
ith n
ew
addi
tions
or
dele
tions
that
ref
lect
inst
ruct
or u
se a
nd s
atis
fact
ion.
6.3
Des
igns
inst
ruct
iona
l uni
ts b
ased
upo
n le
arne
r ne
eds,
exp
erie
nces
, and
in
tere
sts;
com
mun
ity r
esou
rces
and
is
sues
.
Whe
n lo
cal e
lect
ions
are
taki
ng p
lace
, ins
truc
tors
dev
elop
less
ons
that
pr
omot
e di
scus
sion
of
key
issu
es a
nd th
at e
ncou
rage
vot
er r
egis
trat
ion
and
votin
g.
See
also
indi
cato
rs 2
0.1,
20.
2.
6
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
MA
INT
AIN
S K
NO
WL
ED
GE
AN
D P
UR
SES
OW
N P
RO
FE
SSIO
NA
LIS
M
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y Sa
mpl
e Il
lust
rati
on o
f th
e P
erfo
rman
ce I
ndic
ator
s 7.
A
sses
ses
own
need
for
pr
ofes
sion
al g
row
th a
nd
deve
lops
and
mon
itors
ow
n pr
ofes
sion
al
deve
lopm
ent p
lan.
Pur
sues
Ow
n P
rofe
ssio
nalis
m:
7.1
Rev
iew
s A
dult
Edu
cato
r In
stru
ctor
C
ompe
tenc
ies.
U
sing
the
list o
f in
stru
ctio
nal c
ompe
tenc
ies
and
IDPs
dev
elop
ed in
6.1
, a
grou
p of
ESL
inst
ruct
ors
with
sim
ilar
obje
ctiv
es d
ecid
e to
for
m a
stu
dy
circ
le to
elim
inat
e th
e du
plic
atio
n of
eff
orts
and
to s
hare
inst
ruct
iona
l pr
actic
es th
at h
ave
prov
ed e
ffec
tive.
7.2
Ref
lect
s on
inst
ruct
iona
l pra
ctic
e an
d pr
ogra
m g
oals
and
initi
ativ
es
indi
vidu
ally
, and
with
col
leag
ues
(e.g
., th
roug
h pr
actit
ione
r re
sear
ch, s
tudy
ci
rcle
s, s
hari
ng/n
etw
orki
ng g
roup
s an
d w
ith te
am m
embe
rs).
See
evid
ence
7.1
.
7.3
Wor
ks w
ith c
olle
ague
s an
d su
perv
isor
s to
sel
ect a
ppro
pria
te p
rofe
ssio
nal
deve
lopm
ent a
ppro
ache
s (e
.g. i
nqui
ry
rese
arch
, wor
ksho
ps,
obse
rvat
ion/
feed
back
, pro
duct
de
velo
pmen
t).
Inst
ruct
ors
who
are
mem
bers
of
a st
udy
circ
le d
ecid
e th
ey w
ould
like
the
oppo
rtun
ity o
f ob
serv
ing
one
anot
her’
s le
sson
s re
late
d to
thei
r co
mm
on s
et
of o
bjec
tives
. T
hey
also
wan
t opp
ortu
nitie
s to
dis
cuss
obs
erva
tions
and
to
mod
ify
thei
r in
stru
ctio
nal s
trat
egie
s.
7.4
Seek
s ad
min
istr
ativ
e or
col
labo
rativ
e su
ppor
t in
deve
lopi
ng a
n in
divi
dual
pr
ofes
sion
al d
evel
opm
ent p
lan
that
in
clud
es g
oals
and
obj
ectiv
es.
In p
lann
ing
her
less
ons,
the
inst
ruct
or r
ealiz
es th
at s
he k
now
s lit
tle a
bout
ho
w to
mot
ivat
e le
arne
rs f
rom
oth
er c
ultu
res.
She
dec
ides
to d
o re
sear
ch
on h
er o
wn
with
the
help
of
a co
mpu
ter
netw
ork
of E
SL in
stru
ctor
s w
ho
also
are
inte
rest
ed in
this
topi
c an
d w
ill s
hare
thei
r re
sour
ces.
She
hop
es to
ob
serv
e ot
her
inst
ruct
ors
who
are
suc
cess
ful i
n m
otiv
atin
g th
eir
ESL
st
uden
ts.
She
desi
gns
a pr
ofes
sion
al d
evel
opm
ent p
lan
and
pres
ents
it to
th
e ad
min
istr
atio
n to
see
if th
ey w
ill p
rovi
de h
er w
ith s
ome
rele
ase
time
to
purs
ue h
er o
bjec
tives
. 7.
5 R
egul
arly
rev
iew
s le
arne
r pl
acem
ent,
diag
nost
ic a
nd o
utco
me
data
to
dete
rmin
e pr
ofes
sion
al d
evel
opm
ent
need
s.
As
part
of
her
inst
ruct
iona
l pro
fess
iona
l dev
elop
men
t pla
n (I
DP)
, the
in
stru
ctor
kee
ps a
jour
nal o
n th
e ef
fect
s he
r in
terv
entio
ns h
ave
on le
arne
rs
in te
rms
of le
arne
r go
al a
chie
vem
ent.
7
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
MA
INT
AIN
S K
NO
WL
ED
GE
AN
D P
UR
SES
OW
N P
RO
FE
SSIO
NA
LIS
M
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y Sa
mpl
e Il
lust
rati
on o
f th
e P
erfo
rman
ce I
ndic
ator
s 8.
E
ngag
es in
a v
arie
ty o
f se
lf-d
irec
ted
and
colle
gial
pro
fess
iona
l de
velo
pmen
t act
iviti
es
and
inco
rpor
ates
new
sk
ills
and
know
ledg
e in
to
lear
ning
env
iron
men
t to
enha
nce
the
qual
ity o
f in
stru
ctio
n.
Pur
sues
Ow
n P
rofe
ssio
nalis
m:
8.1
Part
icip
ates
in a
var
iety
of
prof
essi
onal
de
velo
pmen
t act
iviti
es, s
uch
as
wor
ksho
ps, i
nstit
utes
, ob
serv
atio
n/fe
edba
ck, p
ract
ition
er
rese
arch
(e.
g., o
nlin
e or
trad
ition
al
rese
arch
), s
tudy
gro
ups
and
prof
essi
onal
ass
ocia
tions
(e.
g., l
ocal
, st
ate,
nat
iona
l) b
ased
on
indi
vidu
al a
nd
prog
ram
nee
ds.
The
ESL
inst
ruct
or, a
lthou
gh p
art-
time,
fee
ls a
res
pons
ibili
ty to
be
as
prof
essi
onal
as
poss
ible
in h
er in
stru
ctio
nal r
ole.
She
atte
nds
as m
any
of
the
ESL
pro
fess
iona
l dev
elop
men
t wor
ksho
ps a
s sh
e ca
n. S
he a
lso
asks
to
sit-
in o
n so
me
of th
e st
udy
circ
le m
eetin
gs th
at r
elat
e to
her
inst
ruct
iona
l as
sign
men
t.
8.2
Prac
tices
and
inte
grat
es n
ew
inst
ruct
iona
l str
ateg
ies.
W
here
as th
e in
stru
ctor
has
dev
elop
ed n
umer
ous
inst
ruct
iona
l str
ateg
ies
that
le
arne
rs e
njoy
and
sho
w p
rogr
ess
from
, she
con
stan
tly s
earc
hes
for
new
de
vice
s an
d st
rate
gies
that
will
eng
age
lear
ners
and
pro
vide
var
iety
.
8.3
Eng
ages
in r
efle
ctiv
e ac
tiviti
es b
oth
indi
vidu
ally
and
with
oth
ers
(e.g
., m
ento
rs, s
uper
viso
rs).
From
tim
e-to
-tim
e, th
e in
stru
ctor
ask
s if
she
can
pre
sent
an
inst
ruct
iona
l pr
oble
m th
at s
he is
fac
ing
to th
e E
SL s
tudy
gro
up in
whi
ch s
he p
artic
ipat
es.
Alth
ough
thei
r ob
ject
ives
are
som
ewha
t dif
fere
nt f
rom
her
ow
n ID
P, s
he
valu
es th
eir
thin
king
and
fee
dbac
k.
See
also
indi
cato
r 23
.2, 7
.5.
8
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
CO
MP
ET
EN
CY
In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
9.
Plan
s in
stru
ctio
n th
at is
co
nsis
tent
with
the
prog
ram
’s m
issi
on a
nd
goal
s.
Org
aniz
es I
nstr
uctio
n:
9.1
Dev
elop
s, s
elec
ts a
nd e
valu
ates
in
stru
ctio
nal s
trat
egie
s an
d m
ater
ials
co
nsis
tent
with
the
mis
sion
and
goa
ls
of th
e pr
ogra
m.
Bec
ause
ther
e is
a g
row
ing
wor
kfor
ce n
eed
in th
eir
com
mun
ity a
nd th
e pr
ogra
m w
ants
to s
erve
that
nee
d, th
e in
stru
ctor
des
igns
a s
erie
s of
less
ons
for
her
AB
E le
arne
rs th
at a
ddre
ss c
omm
unity
in th
e w
orkp
lace
. Sh
e us
es
role
-pla
y an
d si
mul
atio
n ac
tiviti
es a
s w
ell a
s m
emo
wri
ting
and
read
ing
of
case
stu
dies
—m
any
of w
hich
ref
lect
inci
dent
s re
port
ed b
y le
arne
rs f
rom
th
eir
wor
kpla
ce e
xper
ienc
es.
9.2
Dev
elop
s le
sson
s in
seq
uenc
e th
at
focu
s on
nee
ded
skill
s an
d in
form
atio
n an
d th
at m
eet t
he le
arni
ng g
oals
of
the
stud
ent a
nd th
e ob
ject
ives
of
the
prog
ram
.
See
evid
ence
9.1
.
See
also
indi
cato
r 2.
4.
9
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
CO
MP
ET
EN
CY
In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
10. I
dent
ifie
s an
d re
spon
ds
to le
arne
rs’
indi
vidu
al
and
grou
p ne
eds,
in
tere
sts,
and
goa
ls
whe
n de
velo
ping
in
stru
ctio
nal p
lans
.
Org
aniz
es I
nstr
uctio
n:
10.1
Con
duct
s pr
elim
inar
y an
d on
goin
g st
uden
t nee
ds a
nd a
cade
mic
as
sess
men
ts th
roug
h st
uden
t in
terv
iew
s, s
urve
ys a
nd u
nsol
icite
d co
mm
ents
.
One
of
the
firs
t act
iviti
es th
at th
e in
stru
ctor
use
s w
ith h
is B
egin
ning
-lev
el
AB
E s
tude
nts
is to
hel
p th
em c
ompl
ete
a ne
eds
asse
ssm
ent s
urve
y in
clud
ing
such
item
s as
wha
t the
y ho
pe to
lear
n, h
ow th
ey p
lan
to u
se w
hat
they
lear
n, w
hat p
rior
sch
oolin
g th
ey h
ave
had,
and
whe
ther
pas
t sch
oolin
g pr
esen
ted
any
spec
ific
pro
blem
s. A
fter
see
ing
sam
ples
of
thei
r w
ork,
the
inst
ruct
or s
its d
own
with
eac
h st
uden
t and
rev
iew
s th
eir
expe
ctat
ions
and
th
e ta
sks
requ
ired
to r
each
thos
e ex
pect
atio
ns.
10.2
Ide
ntif
ies
inst
ruct
iona
l con
tent
and
co
ntex
t bas
ed u
pon
lear
ner
need
s,
inte
rest
s, g
oals
and
exp
erie
nces
.
Usi
ng th
e re
sults
of
the
lear
ner
need
s as
sess
men
t, th
e in
stru
ctor
rea
lizes
th
at th
e m
ajor
ity o
f hi
s A
BE
stu
dent
s fe
el th
at th
eir
lack
of
read
ing
wri
ting
skill
s ar
e im
pedi
ng jo
b pr
omot
ion.
The
y of
ten
refu
se to
acc
ept p
ositi
ons
that
req
uire
wri
ting
repo
rts
or r
eadi
ng c
ontr
acts
or
spec
ific
atio
n ch
arts
. T
he
inst
ruct
or v
isits
sev
eral
loca
l bus
ines
ses
and
asks
for
ano
nym
ous
sam
ples
of
rep
orts
, con
trac
ts a
nd o
ther
job-
rela
ted
read
ing/
wri
ting
task
s to
use
with
le
arne
rs s
o th
ey c
an u
nder
stan
d, b
e co
mfo
rtab
le w
ith, a
nd p
ract
ice
skill
s ne
eded
by
the
wor
kpla
ce.
10.3
Pla
ns in
stru
ctio
nal a
ctiv
ities
that
in
volv
e le
arne
rs in
the
appl
icat
ion
of
skill
s w
ithin
the
lear
ning
env
iron
men
t an
d to
rea
l lif
e ex
peri
ence
s.
See
evid
ence
10.
2.
10.4
Des
igns
inst
ruct
ion
that
inco
rpor
ates
te
chno
logy
. Pr
omot
ion
at lo
cal b
usin
esse
s in
crea
sing
ly r
equi
res
com
pete
nce
in u
sing
su
ch c
ompu
ter
prog
ram
s as
Mic
roso
ft W
ord
to w
rite
rep
orts
, gen
erat
e gr
aphs
, and
e-m
ail c
olle
ague
s. B
y us
ing
com
pute
r in
stru
ctio
n, th
e in
stru
ctor
can
wor
k on
wri
ting
skill
s at
the
sam
e tim
e th
at s
tude
nts
beco
me
skill
ed in
com
pute
r pr
ogra
ms.
Se
e al
so in
dica
tor
1.1,
1.3
,11.
1, 1
8.3,
27.
1.
10
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
CO
MP
ET
EN
CY
In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
11. C
reat
es a
phy
sica
l and
in
terp
erso
nal c
limat
e th
at is
con
duci
ve to
le
arni
ng b
y dr
awin
g on
ad
ult l
earn
ing
theo
ry,
and
know
ledg
e of
le
arne
rs’
cultu
res,
and
in
terp
erso
nal d
ynam
ics.
Del
iver
s In
stru
ctio
n:
11.1
Org
aniz
es th
e ph
ysic
al e
nvir
onm
ent f
or
adul
ts (
e.g.
mov
eabl
e fu
rnitu
re to
fa
cilit
ate
diff
eren
t gro
upin
g, a
dequ
ate
light
ing,
com
fort
able
fur
nitu
re,
tem
pera
ture
and
a s
afe,
non
-thr
eate
ning
en
viro
nmen
t).
Eve
n th
ough
the
inst
ruct
or h
as to
teac
h hi
s A
BE
cla
ss in
a r
oom
use
d by
the
seco
ndar
y pr
ogra
m d
urin
g th
e da
y, h
e re
arra
nges
the
furn
iture
fro
m “
row
,”
into
a s
emi-
circ
le s
o th
at th
e ad
ult l
earn
ers
can
see
one
anot
her
as th
ey
spea
k an
d so
that
des
ks c
an e
asily
be
turn
ed to
for
m s
mal
l gro
ups,
whe
n ne
eded
.
11.2
Sel
ects
exa
mpl
es, m
ater
ials
, and
gr
oupi
ng s
trat
egie
s ap
prop
riat
e fo
r th
e di
vers
ity o
f le
arne
rs in
clud
ing
fiel
d de
pend
ent a
nd f
ield
inde
pend
ent
lear
ning
as
wel
l as
indu
ctiv
e an
d de
duct
ive
lear
ning
.
The
inst
ruct
or m
akes
sur
e th
at e
very
2-h
our
clas
s in
clud
es a
sm
all-
grou
p ac
tivity
as
wel
l as
a “p
rese
ntat
ion”
and
som
e in
divi
dual
wor
k so
that
le
arne
rs w
ith d
iffe
rent
lear
ning
pre
fere
nces
can
eac
h fi
nd a
par
t of
each
se
ssio
n th
at b
est a
ccom
mod
ates
thei
r le
arni
ng p
refe
renc
es.
11.3
Enc
oura
ges
lear
ners
to u
se th
eir
own
expe
rien
ces
to il
lust
rate
and
cla
rify
le
arni
ng.
Onc
e le
arne
rs in
dica
te th
ey u
nder
stan
d a
part
icul
ar c
once
pt, t
he in
stru
ctor
as
ks th
em to
pro
vide
exa
mpl
es o
f ho
w th
e co
ncep
t rel
ates
to th
eir
own
lives
. Fo
r ex
ampl
e, h
e as
ked
stud
ents
to il
lust
rate
how
the
stud
y sk
ill o
f “p
arap
hras
ing”
can
als
o be
use
d in
thei
r w
orkp
lace
s.
11.4
Mod
els
cultu
ral s
ensi
tivity
rel
ated
to
gend
er d
iffe
renc
es, s
ocio
-eco
nom
ic
stat
us a
nd g
roup
dyn
amic
s.
In a
n E
SL c
lass
, the
inst
ruct
or s
omet
imes
gro
ups
by g
ende
r as
wel
l as
hete
roge
neou
sly
to a
ccom
mod
ate
thos
e cu
lture
s w
here
wom
en a
re
unco
mfo
rtab
le in
dis
agre
eing
with
men
. A
t the
sam
e tim
e, w
hen
usin
g m
ixed
gro
ups,
she
is c
aref
ul to
exp
lain
how
, in
this
cou
ntry
, men
and
w
omen
’s id
eas
are
expe
cted
to b
e eq
ually
val
ued.
11
.5 E
stab
lishe
s ra
ppor
t thr
ough
hum
or
enth
usia
sm, c
onfi
denc
e, r
espe
ct a
nd
man
ner.
Tel
ling
amus
ing
anec
dote
s ab
out h
er o
wn
mis
take
s w
ith la
ngua
ge a
llow
s th
e in
stru
ctor
to in
trod
uce
hum
or a
nd m
ake
the
lear
ners
mor
e w
illin
g to
di
scus
s th
eir
own
lang
uage
“fa
ux p
as.”
Se
e al
so in
dica
tor
1.2,
1.3
, 10.
3.
11
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
CO
MP
ET
EN
CY
In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
12. I
nstr
ucto
r ap
plie
s kn
owle
dge
of te
ache
r-di
rect
ed a
nd le
arne
r-ce
nter
ed in
stru
ctio
n.
Del
iver
s In
stru
ctio
n:
12.1
Dem
onst
rate
s a
vari
ety
of te
achi
ng
stra
tegi
es w
ithin
the
inst
ruct
iona
l se
tting
.
In a
n A
BE
rea
ding
cla
ss, t
he in
stru
ctor
is c
aref
ul to
inco
rpor
ate
a va
riet
y of
re
adin
g st
rate
gies
and
con
tent
. Fo
r ex
ampl
e, h
e so
met
imes
has
lear
ners
re
ad f
rom
TV
pro
gram
scr
ipts
, act
ing
out t
he p
arts
; pra
ctic
e re
adin
g pa
ssag
es th
at a
re d
esig
ned
to c
onvi
nce
som
eone
to d
o or
pur
chas
e so
met
hing
; or
read
alo
ud d
irec
tions
that
are
fol
low
ed a
s th
ey a
re r
ead.
12
.2 S
erve
s as
a “
faci
litat
or o
f le
arni
ng”
and
as a
res
ourc
e an
d co
mm
unic
ator
of
info
rmat
ion.
The
inst
ruct
or u
ses
a “c
ase
stud
y” th
at r
equi
res
stud
ents
to c
oope
rativ
ely
solv
e a
prob
lem
. H
e re
mai
ns a
s a
reso
urce
to c
lari
fy la
ngua
ge, e
xpla
in
proc
ess
and
lead
dis
cuss
ions
on
the
resu
lts.
Prio
r to
that
pro
cess
, how
ever
, he
is th
e di
spen
ser
of in
form
atio
n on
gro
up p
roce
ss, p
robl
em-s
olvi
ng
tech
niqu
es, a
nd lo
gica
l inq
uiry
. 12
.3 S
hare
s w
ith le
arne
rs a
ppro
pria
te
deci
sion
mak
ing
resp
onsi
bilit
ies.
W
hen
deci
sion
s ne
ed to
be
mad
e fr
om s
ever
al a
ltern
ativ
es, t
he in
stru
ctor
ex
plai
ns s
uch
devi
ces
as “
forc
e fi
eld”
ana
lysi
s to
hel
p se
e th
e ba
rrie
rs,
supp
orts
, and
like
lihoo
d of
suc
cess
of
vari
ous
alte
rnat
ive
solu
tions
. 12
.4 L
inks
inst
ruct
ion
to le
arne
rs n
eeds
as
sess
men
ts.
Dur
ing
an E
SL s
tude
nt n
eeds
ass
essm
ent,
seve
ral l
earn
ers
indi
cate
d th
ey
pref
er in
depe
nden
t stu
dy to
wor
king
in g
roup
s. T
he E
SL in
stru
ctor
is
care
ful t
o se
t up
grou
p w
ork
that
has
an
inde
pend
ent s
tudy
com
pone
nt.
For
exam
ple,
eac
h le
arne
r is
ask
ed to
rea
d in
form
atio
n in
depe
nden
tly a
nd
then
to s
hare
the
find
ings
with
oth
er le
arne
rs w
ho h
ave
done
like
wis
e w
ith
diff
eren
t inf
orm
atio
n. T
hus
lear
ners
see
how
inde
pend
ent l
earn
ing
fits
into
gr
oup
activ
ities
in s
ocie
ty o
r in
the
wor
kpla
ce.
12.5
Dra
ws
upon
lear
ner
expe
rien
ces
whe
n pr
ovid
ing
and
deliv
erin
g in
stru
ctio
n.
The
inst
ruct
or h
as e
ach
of h
er A
BE
stu
dent
s te
ll ab
out a
n in
cide
nt w
hen
they
wer
e “c
heat
ed”
by s
omeo
ne.
The
sto
ries
wer
e th
en ty
ped
by a
n ai
de
and
beca
me
a re
adin
g re
sour
ce f
or th
e le
arne
rs.
12.6
Inc
orpo
rate
s in
stru
ctio
nal a
ctiv
ities
that
ac
tivel
y in
volv
e le
arne
rs in
the
appl
icat
ion
of s
kills
.
Beg
inni
ng E
SL s
tude
nts
that
wer
e le
arni
ng a
ppro
pria
te E
nglis
h fo
r th
e su
perm
arke
t, se
t up
a “s
tore
” in
cla
ss w
here
by th
ey p
urch
ased
pro
duct
s (e
mpt
y co
ntai
ners
) br
ough
t in
by th
e le
arne
rs th
emse
lves
. L
earn
ers
role
-pl
ayed
the
cash
ier,
cou
rtes
y cl
erk,
and
cus
tom
er.
12
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
CO
MP
ET
EN
CY
In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
13. M
odel
s co
mm
unic
atio
n,
nego
tiatio
n, d
ecis
ion-
mak
ing
and
prob
lem
-so
lvin
g sk
ills
for
lear
ners
.
Del
iver
s In
stru
ctio
n:
13.1
Com
mun
icat
es to
lear
ners
the
thin
king
pr
oces
s fo
r pr
oble
m s
olvi
ng a
nd m
eta
cogn
ition
and
enc
oura
ges
clas
sroo
m
deci
sion
mak
ing
by le
arne
rs.
Lea
rner
s id
entif
y tr
ansp
orta
tion
prob
lem
s in
atte
ndin
g cl
asse
s at
nig
ht.
Tog
ethe
r, th
ey b
rain
stor
m e
ach
step
in th
e pr
oble
m-s
olvi
ng p
roce
ss a
nd
com
e up
with
alte
rnat
ives
for
dec
isio
n-m
akin
g. T
he in
stru
ctor
ask
s le
arne
rs h
ow th
is p
roce
ss m
ight
hel
p so
lve
othe
r pr
oble
ms
they
enc
ount
er.
13.2
Pro
vide
s tim
ely
feed
back
to le
arne
rs
rega
rdin
g th
eir
prog
ress
. B
ecau
se a
dults
in h
er A
BE
cla
ss le
ad b
usy
lives
, the
inst
ruct
or u
ses
brie
f w
ritte
n an
d re
adin
g ac
tiviti
es th
at c
an b
e di
scus
sed
and
corr
ecte
d im
med
iate
ly s
o th
at e
ach
sess
ion
is a
com
plet
e ev
ent.
Thi
s pr
oces
s av
oids
th
e pr
oble
ms
of a
bsen
t lea
rner
s du
ring
cru
cial
fee
dbac
k.
13.3
Allo
ws
clas
sroo
m ti
me
for
grou
p an
d in
divi
dual
pro
cess
ing
and
grou
p pr
oble
m s
olvi
ng.
See
evid
ence
13.
1.
13.4
Exh
ibits
sev
eral
sty
les
of
com
mun
icat
ion:
ver
bal,
non-
verb
al,
and
wri
tten.
The
inst
ruct
or u
ses
wor
kpla
ce s
cena
rios
that
invo
lve
wri
tten
mem
os th
at
are
mis
inte
rpre
ted.
The
sce
nari
o de
scri
bes
a co
nfro
ntat
ion
that
fol
low
s af
ter
wor
kers
rea
d th
e m
emo.
Lea
rner
s an
alyz
e th
e ef
fect
s of
the
wri
tten,
ver
bal
and
non-
verb
al c
omm
unic
atio
n an
d of
fer
solu
tions
for
the
way
the
mem
o sh
ould
hav
e be
en w
ritte
n.
13.5
Org
aniz
es in
stru
ctio
n an
d le
arni
ng
envi
ronm
ent t
o en
able
stu
dent
s to
pa
rtic
ipat
e in
rea
l lif
e co
mm
unic
atio
n,
nego
tiatio
n, p
robl
em s
olvi
ng a
nd
deci
sion
mak
ing.
The
inst
ruct
or a
sks
lear
ners
to b
rain
stor
m c
omm
unic
atio
n pr
oble
ms
they
ha
ve a
ctua
lly f
aced
. O
ne o
r tw
o pr
oble
ms
are
sele
cted
by
the
grou
p to
an
alyz
e an
d so
lve.
13
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
CO
MP
ET
EN
CY
In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
14. E
mpl
oys
indi
vidu
al,
grou
p an
d te
am le
arni
ng.
Del
iver
s In
stru
ctio
n:
14.1
Use
s in
divi
dual
, gro
up a
nd te
am
activ
ities
. T
he in
stru
ctor
est
ablis
hes
a re
al ta
sk f
or le
arne
rs th
at r
equi
res
team
-wor
k.
For
exam
ple,
lear
ners
wer
en’t
sur
e th
at th
e gr
oup
activ
ities
in th
e ad
ult
clas
s w
ere
real
ly u
sefu
l for
fut
ure
jobs
. T
hey
visi
ted
busi
ness
es o
n th
eir
own,
ask
ed q
uest
ions
des
igne
d in
cla
ss a
bout
team
wor
k in
the
wor
kpla
ce,
and
repo
rted
the
resu
lts.
14.2
Org
aniz
es a
ctiv
ities
that
ena
ble
lear
ners
to
rec
ogni
ze th
e im
port
ance
of
grou
p/te
am g
oals
and
indi
vidu
al
cont
ribu
tions
.
In e
stab
lishi
ng th
e pr
oble
m-b
ased
team
s, th
e in
stru
ctor
taug
ht a
bout
rol
es
that
team
mem
bers
pla
y an
d di
d si
mul
atio
n ro
le-p
layi
ng b
efor
e le
arne
rs
visi
ted
busi
ness
es.
14.3
Enc
oura
ges
lear
ner
refl
ectio
n on
bot
h th
e pr
oces
s an
d re
sults
of
activ
ities
. L
earn
er’s
ana
lyze
the
resu
lts o
f th
eir
busi
ness
vis
its a
nd m
ake
sugg
estio
ns
for
team
act
iviti
es th
at w
ould
hel
p th
em w
ith lo
cal e
mpl
oym
ent.
Lea
rner
s su
gges
t way
s th
ey c
ould
acc
ompl
ish
both
goa
ls, a
nd s
till r
ewar
d in
divi
dual
pr
oduc
tion.
14.4
Dev
elop
s ac
tiviti
es th
at e
ncou
rage
pee
r an
d se
lf e
valu
atio
n.
The
inst
ruct
or a
sks
lear
ners
to e
valu
ate
thei
r ow
n co
llabo
rativ
e ef
fort
s ba
sed
on a
list
of
10 c
rite
ria
esta
blis
hed
in c
lass
. T
hey
disc
uss
som
e be
havi
ors
(rea
l and
pos
sibl
e) th
at a
re d
etri
men
tal t
o te
am e
ffor
ts.
14
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
CO
MP
ET
EN
CY
In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
15. S
eque
nces
and
pac
es
less
ons
appr
opri
atel
y.
Del
iver
s In
stru
ctio
n:
15.1
Is
sens
itive
to le
arne
r cu
es r
egar
ding
le
arni
ng p
ace
and
dept
h of
un
ders
tand
ing.
The
inst
ruct
or is
kee
nly
awar
e of
lear
ner
non-
verb
al c
omm
unic
atio
n,
espe
cial
ly in
ESL
cla
sses
whe
re le
arne
rs a
re r
etic
ent a
bout
spe
akin
g ou
t. Fo
r ex
ampl
e, if
she
see
s fr
owns
or
squi
rmin
g or
con
fuse
d gl
ance
s be
twee
n le
arne
rs, s
he s
tops
inst
ruct
ion
until
she
det
erm
ines
whe
re s
tude
nts
are
havi
ng d
iffi
culty
—w
heth
er w
ith th
e la
ngua
ge it
self
or
with
unc
omfo
rtab
le
cultu
ral c
onte
nts.
15.2
Ens
ures
that
seq
uenc
ing
follo
ws
the
logi
c of
the
inst
ruct
iona
l obj
ectiv
e.
In p
rese
ntin
g a
new
rea
ding
ass
ignm
ent t
o he
r A
BE
lear
ners
, the
inst
ruct
or
alw
ays
asks
them
to u
se in
seq
uenc
e, a
dev
ice
such
as
SQ3R
so
they
will
th
ink
as th
ey r
ead.
In
this
pro
cess
, the
rea
ders
fir
st S
urve
y th
e m
ater
ial t
o be
rea
d (e
.g.,
title
, sub
-hea
ding
, etc
.); n
ext,
they
ask
Que
stio
ns th
at th
e re
adin
g pa
ssag
e m
ay a
nsw
er; t
hen
they
Rea
d th
e m
ater
ial,
Rev
iew
the
cont
ent i
n lig
ht o
f th
eir
surv
ey a
nd q
uest
ions
, and
then
Rec
ite w
hat t
hey
have
lear
ned.
15
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
CO
MP
ET
EN
CY
In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
16. I
s se
nsiti
ve to
and
ac
com
mod
ates
div
erse
le
arni
ng s
tyle
s, a
bilit
ies,
cu
lture
s, a
nd
expe
rien
ces,
incl
udin
g le
arne
rs w
ho h
ave
disa
bilit
ies
and
othe
r sp
ecia
l nee
ds.
Del
iver
s In
stru
ctio
n:
16.1
Rec
ogni
zes
and
prov
ides
for
the
spec
ial
need
s of
all
lear
ners
util
izin
g pr
ogra
m
reso
urce
s, c
ouns
elor
s, r
efer
ral a
genc
ies
and
test
ing
data
.
Seve
ral o
f th
e in
stru
ctor
’s A
BE
lear
ners
ret
urn
each
sem
este
r an
d ap
pear
in
the
inte
rim
to h
ave
unle
arne
d w
hate
ver
had
been
acc
ompl
ishe
d in
the
prev
ious
ses
sion
. T
he in
stru
ctor
dis
cuss
es th
is w
ith th
e vi
ce p
rinc
ipal
, who
al
so s
erve
s as
AB
E C
oord
inat
or.
The
Coo
rdin
ator
ask
s st
uden
ts if
they
w
ould
like
to ta
ke a
bat
tery
of
test
s to
hel
p id
entif
y le
arni
ng d
iffi
culti
es.
The
test
s w
ill b
e gi
ven
at th
e sc
hool
by
a re
pres
enta
tive
from
an
outs
ide
agen
cy.
All
but o
ne le
arne
r ag
rees
. 16
.2 U
ses
a va
riet
y of
teac
hing
str
ateg
ies
that
add
ress
sev
eral
lear
ning
st
yles
/mod
aliti
es s
uch
as:
visu
al/a
ural
/ora
l, ki
nest
hetic
/tact
ile,
left
/rig
ht b
rain
, and
glo
bal/a
naly
tical
an
d m
ultip
le in
telli
genc
es.
The
inst
ruct
or a
sks
all o
f he
r st
uden
ts to
des
crib
e ho
w th
ey b
elie
ve th
ey
lear
n be
st a
nd to
pro
vide
an
exam
ple
of th
at le
arni
ng.
She
wri
tes
dow
n th
e in
form
atio
n to
ens
ure
that
she
hon
ors
as w
ide
a va
riet
y of
teac
hing
ap
proa
ches
as
poss
ible
. Sh
e al
so e
xpla
ins
to s
tude
nts
why
she
is u
sing
a
part
icul
ar s
trat
egy.
16.3
Inc
lude
s cu
ltura
lly d
iver
se a
ctiv
ities
du
ring
inst
ruct
ion.
T
he in
stru
ctor
is c
aref
ul to
incl
ude
read
ing
abou
t cul
ture
s th
at a
re
repr
esen
ted
in h
er a
dvan
ced
ESL
cla
ss a
nd to
allo
w le
arne
rs to
dis
cuss
how
th
e co
nten
t agr
ees
with
or
is d
iffe
rent
fro
m li
fe in
this
cou
ntry
. H
ow to
ad
apt t
o lif
e in
a n
ew c
ultu
re is
alw
ays
enth
usia
stic
ally
dis
cuss
ed a
nd
affo
rds
an e
xcel
lent
opp
ortu
nity
to p
ract
ice
conv
ersa
tiona
l Eng
lish.
See
also
indi
cato
r 3.
1, 3
.2, 3
.3, 1
1.1,
11.
2.
16
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
CO
MP
ET
EN
CY
In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
17. P
rovi
des
freq
uent
and
va
ried
opp
ortu
nitie
s fo
r st
uden
ts to
app
ly th
eir
lear
ning
.
Del
iver
s In
stru
ctio
n:
17.1
Pro
vide
s fo
r re
al-l
ife
and
sim
ulat
ed
appl
icat
ions
of
the
activ
ity.
Aft
er c
ompl
etin
g a
less
on o
n pr
oble
m-s
olvi
ng, t
he in
stru
ctor
giv
es le
arne
rs
a w
orkp
lace
pro
blem
to s
olve
that
is b
ased
on
a pr
oble
m f
requ
ently
m
entio
ned
by o
ther
lear
ners
.
17.2
Em
ploy
s re
al-l
ife
scen
ario
s du
ring
in
stru
ctio
n.
The
inst
ruct
or a
sks
lear
ners
to d
evel
op a
sce
nari
o th
at r
equi
res
prob
lem
-so
lvin
g. S
he s
ugge
sts
that
they
use
a p
robl
em b
ased
on
som
eone
they
kn
ow.
17.3
Pro
vide
s op
port
uniti
es f
or le
arne
rs to
sh
are
lear
ning
that
occ
urs
outs
ide
of th
e cl
assr
oom
.
See
evid
ence
17.
2.
17
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
CO
MP
ET
EN
CY
In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
18. M
onito
rs a
nd a
djus
ts
teac
hing
str
ateg
ies
base
d up
on s
tude
nt n
eeds
and
pe
rfor
man
ce.
Del
iver
s In
stru
ctio
n:
18.1
Use
s cu
rren
t stu
dent
dat
a to
mon
itor
and
adju
st in
stru
ctio
n.
Inst
ruct
ors
use
both
stu
dent
nee
ds a
sses
smen
ts a
nd in
take
ass
essm
ents
to
esta
blis
h se
vera
l rea
ding
leve
ls a
nd to
sel
ect r
eadi
ng c
onte
nt f
or th
e A
BE
cl
asse
s.
18.2
Eng
ages
in f
orm
al a
nd in
form
al
mon
itori
ng (
e.g.
, tes
ts, w
ritte
n su
rvey
s,
inte
rvie
ws,
and
obs
erva
tions
) to
id
entif
y le
arne
r ne
eds.
In h
er I
nter
med
iate
ESL
cla
ss, t
he in
stru
ctor
ask
s qu
estio
ns th
at r
equi
re
anal
ysis
and
syn
thes
is o
f m
ater
ial t
augh
t. T
he r
espo
nse
from
lear
ners
hel
ps
her
know
whe
re m
ore
thin
king
ski
lls p
ract
ice
is n
eede
d.
18.3
Dem
onst
rate
s fl
exib
ility
in r
espo
ndin
g to
imm
edia
te le
arne
r ne
eds
and
inte
rest
s (t
each
able
mom
ents
).
Man
y E
SL le
arne
rs w
ere
upse
t tha
t ten
ants
wer
e be
ing
evic
ted
to m
ake
way
fo
r a
new
fre
eway
ext
ensi
on.
The
inst
ruct
or a
band
oned
her
for
mal
less
on
plan
on
subj
ect-
verb
agr
eem
ent a
nd u
sed
the
evic
tion
prob
lem
as
conv
ersa
tiona
l pra
ctic
e. S
he w
rote
dow
n ex
ampl
es o
f su
bjec
t-ve
rb
agre
emen
t pro
blem
s fo
r us
e at
a la
ter
time.
See
also
indi
cato
r 10
.3.
18
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
CO
MP
ET
EN
CY
In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
19. E
ffec
tivel
y in
tegr
ates
cu
rren
t and
app
ropr
iate
m
edia
and
tech
nolo
gy a
s a
tool
for
inst
ruct
ion.
Del
iver
s In
stru
ctio
n:
19.1
Del
iver
s in
stru
ctio
n th
at in
corp
orat
es
tech
nolo
gy (
e.g.
cas
sette
and
vid
eo
reco
rder
s, o
verh
ead
proj
ecto
rs, f
ax
mac
hine
s, c
ompu
ters
, com
pres
sed
vide
o).
The
inst
ruct
or f
requ
ently
vid
eota
pes
new
s ite
ms
abou
t cou
ntri
es f
rom
w
hich
her
ESL
lear
ners
com
e. S
he d
esig
ns q
uest
ioni
ng s
trat
egie
s th
at
requ
ire
Eng
lish
com
preh
ensi
on a
nd s
truc
ture
d re
spon
ses.
The
co
nver
satio
ns a
re ta
pe-r
ecor
ded
and
play
ed b
ack
for
lear
ners
to p
ract
ice
refi
ning
thei
r re
spon
ses.
See
also
indi
cato
rs 5
.1, 5
.2, 5
.3, 2
1.1-
21.4
, 22
.1-2
2.3.
19
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
OR
GA
NIZ
ES
AN
D D
EL
IVE
RS
INST
RU
CT
ION
CO
MP
ET
EN
CY
In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
20. I
nteg
rate
s em
ploy
men
t, fa
mily
, and
com
mun
ity-
rela
ted
activ
ities
into
in
stru
ctio
n.
Del
iver
s In
stru
ctio
n:
20.1
Use
s co
mm
unity
res
ourc
es s
uch
as
spea
kers
and
fie
ld tr
ips
to e
xten
d th
e cl
assr
oom
into
the
com
mun
ity.
The
inst
ruct
or o
rgan
izes
a f
ield
trip
for
her
ESL
lear
ners
to th
e of
fice
s of
ci
ty o
ffic
ials
to d
iscu
ss p
robl
ems
they
hav
e w
ithin
thei
r co
mm
unity
. L
earn
ers
prac
tice
appr
opri
ate
lang
uage
and
tone
bef
ore
the
fiel
d tr
ip a
nd
prac
tice
disc
ussi
ng th
e ev
ent i
n fu
ture
less
ons.
20.2
Use
s va
riou
s le
arne
r ro
les
(em
ploy
ee,
fam
ily m
embe
r, c
omm
unity
mem
ber)
in
sel
ectin
g m
ater
ials
and
pro
vidi
ng
cont
extu
ally
- ba
sed
inst
ruct
ion.
One
val
uabl
e ex
tens
ion
of th
e fi
eld
trip
s is
for
lear
ners
to r
ole-
play
the
city
of
fici
als
as w
ell a
s th
e in
terv
iew
er.
The
y ge
t to
“try
on”
dif
fere
nt la
ngua
ge
and
diff
eren
t thi
nkin
g pa
ttern
s.
See
also
indi
cato
rs 6
.2, 6
.3, 4
.2.
20
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
Man
ages
Ins
truc
tion
al R
esou
rces
(T
ime,
Mat
eria
ls, S
pace
, Peo
ple)
C
ompe
tenc
y In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
21. S
elec
ts a
nd u
ses
a va
riet
y of
res
ourc
es f
or
the
lear
ning
en
viro
nmen
t (pr
int,
hum
an, a
nd
tech
nolo
gica
l).
Man
ages
Ins
truc
tiona
l Res
ourc
es:
21.1
Use
s re
sour
ces
that
are
app
ropr
iate
for
ad
ults
(e.
g. r
efle
ct a
dult
need
s, in
tere
sts
and
expe
rien
ces)
at a
ppro
pria
te le
vels
of
inst
ruct
ion,
and
sen
sitiv
e/re
spec
tful
of
rac
ial e
thni
c, c
ultu
ral a
nd g
ende
r is
sues
.
In h
is A
BE
cla
ss, t
he in
stru
ctor
fre
quen
tly u
ses
as r
eadi
ng v
ehic
les,
sto
ries
th
at le
arne
rs te
ll (l
angu
age
expe
rien
ce s
tori
es)
to e
nsur
e th
at th
e co
nten
t is
both
inte
rest
ing
and
adul
t-or
ient
ed.
21.2
Use
s re
sour
ces
that
add
ress
a v
arie
ty o
f le
arni
ng m
odal
ities
(vi
sual
, aud
itory
, ki
nest
hetic
) an
d pr
efer
ence
s (i
ndep
ende
nt a
nd g
roup
lear
ning
).
In h
er b
egin
ning
ESL
cla
ss, t
he in
stru
ctor
bri
ngs
in f
amili
ar o
bjec
ts (
real
ia)
for
stud
ents
to ta
lk a
bout
. T
hey
disc
uss
how
the
obje
cts
feel
, sm
ell,
tast
e et
c. to
pra
ctic
e vo
cabu
lary
dev
elop
men
t.
21.3
Org
aniz
es a
nd m
aint
ains
res
ourc
es a
nd
mat
eria
ls s
o th
at th
ey a
re e
asily
ac
cess
ible
to o
ther
s fo
r in
stru
ctio
n an
d ar
e us
er-f
rien
dly
(e.g
., in
clud
es
dire
ctio
ns o
n us
e).
The
inst
ruct
or k
eeps
a c
upbo
ard
fille
d w
ith f
requ
ently
-use
d an
d ca
tego
rize
d re
alia
. Sh
e sh
ares
thes
e ite
ms
with
oth
er in
stru
ctor
s as
long
as
they
rep
lace
th
em in
the
prop
er c
ateg
ory
(e.g
. kitc
hen
uten
sils
).
21.4
Allo
cate
s, a
cqui
res
and
utili
zes
reso
urce
s su
ch a
s pe
ople
, tim
e,
budg
ets,
tech
nolo
gy a
nd th
e ph
ysic
al
envi
ronm
ent.
Whe
n hi
s A
BE
lear
ners
wer
e up
set w
ith th
e m
ayor
’s h
andl
ing
of c
ity
buss
es th
at w
ere
rare
ly o
n tim
e m
akin
g le
arne
rs la
te to
thei
r ad
ult c
lass
es,
the
inst
ruct
or in
vite
d th
e m
ayor
’s a
ssis
tant
to th
e cl
ass
to d
iscu
ss th
e pr
oble
m.
See
also
indi
cato
rs 1
.2, 1
1.1,
16.
2, 1
6.3,
19
.1.
21
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
Man
ages
Ins
truc
tion
al R
esou
rces
(T
ime,
Mat
eria
ls, S
pace
, Peo
ple)
C
ompe
tenc
y In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
22. A
cqui
res,
acc
esse
s, a
nd
uses
tech
nolo
gy f
or
effe
ctiv
e ad
ult l
earn
ing.
Man
ages
Ins
truc
tiona
l Res
ourc
es:
22.1
Exp
lore
s, e
valu
ates
and
use
s co
mpu
ter/
tech
nolo
gy r
esou
rces
in
clud
ing
appl
icat
ions
, too
ls,
educ
atio
nal s
oftw
are
and
asso
ciat
ed
docu
men
tatio
n.
Onc
e a
wee
k th
e A
BE
inst
ruct
or ta
kes
lear
ners
to th
e co
mpu
ter
lab
whe
re
they
are
abl
e to
sel
ect r
eadi
ng m
ater
ial o
f th
eir
choi
ce a
nd to
ent
er a
nsw
ers
to q
uest
ions
the
prob
lem
ask
s ab
out c
hara
cter
dev
elop
men
t, se
quen
ce, o
r co
mpr
ehen
sion
.
22.2
Col
labo
rate
s w
ith c
omm
unity
age
ncie
s to
acc
ess
tech
nolo
gy r
esou
rces
. B
ecau
se th
e co
mpu
ter
lab
is in
gre
at d
eman
d, th
e A
BE
inst
ruct
or h
as
subm
itted
a g
rant
pro
posa
l to
Hew
lett
Pack
ard
requ
estin
g se
vera
l co
mpu
ters
for
his
cla
ssro
om.
Lea
rner
s w
rote
lette
rs o
f te
stim
ony
to s
uppo
rt
the
prop
osal
.
22.3
Des
igns
, del
iver
s an
d as
sess
es s
tude
nt
lear
ning
act
iviti
es th
at in
tegr
ate
com
pute
rs/te
chno
logy
for
div
erse
st
uden
t pop
ulat
ions
.
One
of
the
bene
fits
the
inst
ruct
or e
njoy
s fr
om th
e us
e of
the
com
pute
r pr
ogra
ms
is th
at h
e ca
n pr
int-
out s
tude
nt r
espo
nses
to th
eir
read
ings
and
ta
rget
inst
ruct
ion
base
d on
thes
e fi
ndin
gs.
22.4
Pra
ctic
es r
espo
nsib
le, e
thic
al a
nd le
gal
uses
of
tech
nolo
gy, i
nfor
mat
ion
and
soft
war
e re
sour
ces.
The
inst
ruct
or d
isco
vere
d th
at s
ever
al T
V s
itcom
s w
ere
will
ing
to s
hare
th
eir
scri
pts
and
to p
erm
it du
plic
atio
n of
them
so
his
adva
nced
ESL
le
arne
rs c
ould
pra
ctic
e re
adin
g th
e ro
les.
Tap
es o
f th
e si
tcom
s w
ere
also
us
ed to
hel
p le
arne
rs w
ith p
ronu
ncia
tion
and
emph
asis
(A
mer
ican
cad
ence
).
See
also
indi
cato
rs 5
.1, 5
.2, 5
.3, 5
.4, 1
9.1.
22
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
CO
NT
INU
OU
SLY
ASS
ESS
ES
AN
D M
ON
ITO
RS
LE
AR
NIN
G
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y Sa
mpl
e Il
lust
rati
on o
f th
e P
erfo
rman
ce I
ndic
ator
s 23
. Wor
ks w
ith le
arne
rs to
id
entif
y th
eir
need
s,
stre
ngth
s an
d go
als,
and
ad
vise
s or
ref
ers
them
to
appr
opri
ate
prog
ram
s an
d le
vels
of
inst
ruct
ion.
Con
tinuo
usly
Ass
esse
s an
d M
onito
rs
Lear
ning
:
23.1
Con
duct
s or
fac
ilita
tes
cont
inuo
us
need
s as
sess
men
ts w
ith le
arne
rs a
nd
uses
info
rmat
ion
for
prov
idin
g gu
idan
ce to
lear
ners
abo
ut r
elev
ant
prog
ram
s w
ithin
the
orga
niza
tion
or
com
mun
ity a
nd f
or r
efer
ring
lear
ners
to
appr
opri
ate
leve
ls o
f in
stru
ctio
n.
Dur
ing
a re
gula
r ne
eds
asse
ssm
ent,
the
AB
E in
stru
ctor
dis
cove
red
that
her
st
uden
t com
plai
ned
of s
ever
e he
adac
hes
and
blur
red
visi
on a
fter
tryi
ng to
re
ad f
or a
n ex
tend
ed p
erio
d of
tim
e. S
he r
efer
red
him
to a
loca
l opt
omet
rist
w
ho is
will
ing
to p
erfo
rm f
ree
visi
on s
cree
ning
on
lear
ners
ref
erre
d by
the
adul
t sch
ool.
23.2
Sel
ects
app
ropr
iate
ass
essm
ents
/ in
vent
orie
s (e
.g. e
duca
tiona
l ski
lls,
pers
onal
str
engt
hs, a
ptitu
des,
inte
rest
s,
lear
ning
sty
les,
vis
ion/
hear
ing
scre
enin
g, le
arni
ng d
isab
ilitie
s sc
reen
ing,
car
eer
asse
ssm
ents
sc
reen
ing,
etc
.).
See
evid
ence
23.
1.
23.3
Dev
elop
s an
d m
aint
ains
alli
ance
s th
at
faci
litat
e re
ferr
als
with
oth
er a
dult
serv
ice
prov
ider
s.
Thr
ee a
dult
prog
ram
s de
cide
d to
poo
l the
ir r
esou
rces
in o
rder
to p
rovi
de
lear
ning
dis
abili
ties
scre
enin
g fo
r le
arne
rs w
ho m
anif
est c
onsi
sten
t pat
tern
s of
inab
ility
to le
arn.
Ins
truc
tors
obs
ervi
ng th
ese
patte
rns
conf
er w
ith
stud
ents
and
ask
if th
ey w
ould
like
to p
artic
ipat
e in
the
scre
enin
g pr
oces
s.
If y
es, t
hey
are
refe
rred
to th
e pr
ogra
m c
oord
inat
ed f
or f
urth
er r
efer
ral.
23.4
Enc
oura
ges
and
supp
orts
stu
dent
tr
ansf
ers
to o
ther
cla
sses
, lev
els
and
prog
ram
s.
The
ESL
inst
ruct
or f
inds
that
man
y le
arne
rs w
ho h
ave
beco
me
“com
fort
able
” in
her
cla
ss a
re r
eluc
tant
to m
ove
to a
hig
her
leve
l, ev
en
whe
n th
ey s
houl
d. I
n or
der
to e
ncou
rage
thei
r tr
ansf
er, s
he p
rom
ises
them
th
ey c
an r
etur
n to
her
cla
ss if
they
fin
d th
ey a
re u
nabl
e to
do
the
wor
k. S
o fa
r no
ne h
ave
retu
rned
. Se
e al
so in
dica
tors
28.
1, 3
0.1,
30.
2, 3
0.3.
23
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
CO
NT
INU
OU
SLY
ASS
ESS
ES
AN
D M
ON
ITO
RS
LE
AR
NIN
G
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y Sa
mpl
e Il
lust
rati
on o
f th
e P
erfo
rman
ce I
ndic
ator
s 24
. Use
s re
sults
of
asse
ssm
ent d
ata
(dia
gnos
tic a
nd n
eeds
) on
a r
egul
ar b
asis
to
plan
less
ons,
dev
elop
cu
rric
ula,
mon
itor
prog
ress
tow
ards
ob
ject
ives
and
goa
ls a
nd
to v
erif
y le
arni
ng.
Con
tinuo
usly
Ass
esse
s an
d M
onito
rs
Lear
ning
:
24.1
Ass
ists
lear
ners
in d
evel
opin
g in
divi
dual
edu
catio
nal p
lans
, ar
ticul
atin
g go
als,
dev
elop
ing
stra
tegi
es
for
achi
evem
ent o
f go
als
and
mon
itori
ng g
oal a
ttain
men
t.
Bec
ause
man
y ad
ult l
earn
ers
have
unr
ealis
tic g
oals
, the
AB
E in
stru
ctor
in
sist
s th
at le
arne
rs s
it do
wn
with
her
as
she
help
s th
em d
evel
op a
sho
rt a
nd
long
-ran
ge p
lan.
The
inst
ruct
or b
elie
ves
this
goa
l set
ting
has
prev
ente
d a
lot o
f le
arne
rs f
rom
dro
ppin
g ou
t bec
ause
they
fee
l the
y ar
en’t
lear
ning
fas
t en
ough
. 24
.2 L
inks
and
inco
rpor
ates
dat
a fr
om
asse
ssm
ents
with
inst
ruct
iona
l ob
ject
ives
and
str
ateg
ies
and
shar
es
info
rmat
ion
with
lear
ners
.
The
AB
E in
stru
ctor
dis
cove
red
in h
er n
eeds
ass
essm
ent t
hat s
ever
al
lear
ners
wer
e af
raid
of
losi
ng th
eir
jobs
bec
ause
of
wri
ting
defi
cien
cies
on
the
wor
kpla
ce c
ompu
ter
they
wer
e re
quir
ed to
use
. Sh
e se
cure
d se
vera
l re
com
men
ded
com
pute
r w
ritin
g im
prov
emen
t pro
gram
s fr
om th
e co
mpu
ter
lab
and
gave
thos
e le
arne
rs p
rior
ity o
n he
r 3
in-r
oom
com
pute
rs.
See
also
indi
cato
r 27
.1, 2
7.2.
24
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
CO
NT
INU
OU
SLY
ASS
ESS
ES
AN
D M
ON
ITO
RS
LE
AR
NIN
G
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y Sa
mpl
e Il
lust
rati
on o
f th
e P
erfo
rman
ce I
ndic
ator
s 25
. Mon
itors
lear
ning
be
yond
sim
ple
reca
ll of
in
form
atio
n us
ing
a va
riet
y of
ass
essm
ent
stra
tegi
es.
Con
tinuo
usly
Ass
esse
s an
d M
onito
rs
Lear
ning
:
25.1
Use
s qu
estio
ning
str
ateg
ies
at v
ario
us
cogn
itive
leve
ls (
e. g
. rec
all,
infe
renc
e,
gene
raliz
atio
n, s
ynth
esis
and
ap
plic
atio
n).
At l
east
onc
e a
mon
th, t
he A
BE
inst
ruct
or u
ses
a T
aba
Que
stio
ning
St
rate
gy a
ctiv
ity th
at r
equi
res
lear
ners
to m
ake
infe
renc
es, f
orm
ge
nera
lizat
ions
, app
ly th
ose
gene
raliz
atio
ns, a
nd e
valu
ate
the
resu
lts.
25.2
Use
s a
vari
ety
of a
sses
smen
t pr
oced
ures
incl
udin
g pa
per
and
penc
il m
easu
res
as w
ell a
s pe
rfor
man
ce
mea
sure
s (p
ortf
olio
, dem
onst
ratio
n,
and
alte
rnat
ive
asse
ssm
ents
).
The
inte
rmed
iate
ESL
inst
ruct
or r
equi
res
all o
f he
r le
arne
rs to
mai
ntai
n a
port
folio
of
thei
r si
gnif
ican
t lea
rnin
g ga
ins.
Per
iodi
cally
, the
y re
view
the
port
folio
s to
rei
nfor
ce th
at le
arne
rs h
ave
mad
e st
eady
pro
gres
s.
25.3
Use
s re
adin
g, w
ritin
g an
d nu
mer
acy
asse
ssm
ents
that
req
uire
hig
her
leve
ls
of th
inki
ng, i
nclu
ding
pro
blem
sol
ving
an
d de
cisi
on m
akin
g.
The
inst
ruct
or p
rovi
des
her
imm
edia
te A
BE
lear
ners
with
cas
e st
udy
abou
t a
sing
le p
aren
t who
wou
ld li
ke to
con
tinue
her
edu
catio
n bu
t lac
ks f
inan
cial
re
sour
ces.
She
ask
s le
arne
rs to
dev
elop
a b
udge
t and
a p
lan
that
wou
ld
allo
w th
e yo
ung
wom
an to
con
tinue
her
edu
catio
n.
25.4
Use
s pr
ojec
t-ba
sed
lear
ning
to e
nabl
e st
uden
ts to
use
cri
tical
thin
king
ski
lls
and
dem
onst
rate
lear
ning
thro
ugh
both
pr
oces
s an
d pr
oduc
t.
The
inst
ruct
or o
rgan
ized
a p
roje
ct o
n en
viro
nmen
tal p
ollu
tion.
Am
ong
othe
r ac
tiviti
es, l
earn
ers
inte
rvie
wed
com
mun
ity le
ader
s an
d ci
tizen
s on
ho
w to
impr
ove
the
air
qual
ity o
f th
eir
com
mun
ity.
The
res
ults
of
the
surv
ey w
ere
pres
ente
d to
the
loca
l Jr.
Cha
mbe
r of
Com
mer
ce.
See
also
indi
cato
rs 1
4.4,
26.
1.
25
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
CO
NT
INU
OU
SLY
ASS
ESS
ES
AN
D M
ON
ITO
RS
LE
AR
NIN
G
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y Sa
mpl
e Il
lust
rati
on o
f th
e P
erfo
rman
ce I
ndic
ator
s 26
. Str
uctu
res
and
faci
litat
es
way
s fo
r le
arne
rs a
nd
peer
s to
eva
luat
e an
d gi
ve f
eedb
ack
on th
eir
lear
ning
and
pe
rfor
man
ce, t
hrou
gh
refl
ectio
n an
d se
lf
asse
ssm
ent.
Con
tinuo
usly
Ass
esse
s an
d M
onito
rs
Lear
ning
:
26.1
Use
s jo
urna
ls, l
ogs,
and
lear
ner
port
folio
s, p
rese
ntat
ions
and
mul
tim
edia
tech
nolo
gy to
fos
ter
refl
ectio
n an
d se
lf-a
sses
smen
t.
The
inst
ruct
or a
sks
his
stud
ents
to k
eep
a jo
urna
l of
wor
k on
thei
r ow
n co
mpu
ter
disk
. T
hey
are
requ
ired
to r
etur
n to
pre
viou
s sa
mpl
es f
rom
tim
e-to
-tim
e to
det
erm
ine
for
them
selv
es if
they
are
mak
ing
prog
ress
in th
eir
wri
ting
and
read
ing
skill
s.
26.2
Ass
ists
lear
ners
in d
evel
opin
g m
etac
ogni
tive
stra
tegi
es to
hel
p th
em
unde
rsta
nd h
ow th
ey le
arn
best
.
The
inst
ruct
or d
emon
stra
tes
her
own
thin
king
pro
cess
es in
mak
ing
deci
sion
s ab
out h
ow to
teac
h a
part
icul
ar to
pic
to h
er s
tude
nts.
She
then
as
ks th
em to
thin
k, f
irst
sile
ntly
, and
then
alo
ud a
bout
thei
r ow
n le
arni
ng
stra
tegi
es f
or a
par
ticul
ar s
kill.
Oth
er s
tude
nts
talk
abo
ut h
ow th
eir
stra
tegi
es a
re d
iffe
rent
and
why
.
See
also
indi
cato
rs 1
7.1,
17.
2, 2
5.2.
26
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
CO
NT
INU
OU
SLY
ASS
ESS
ES
AN
D M
ON
ITO
RS
LE
AR
NIN
G
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y Sa
mpl
e Il
lust
rati
on o
f th
e P
erfo
rman
ce I
ndic
ator
s 27
. Gui
des
lear
ners
in th
e de
velo
pmen
t and
on
goin
g re
view
of
thei
r ed
ucat
iona
l pla
ns.
Con
tinuo
usly
Ass
esse
s an
d M
onito
rs
Lear
ning
:
27.1
Lin
ks le
arne
r as
sess
men
ts c
lose
ly to
th
e co
nten
t of
inst
ruct
ion.
T
he in
stru
ctor
use
s m
ultip
le a
sses
smen
ts:
stan
dard
ized
test
s, o
ral r
eadi
ng,
com
preh
ensi
on c
heck
s, a
nd q
uest
ioni
ng s
trat
egie
s to
det
erm
ine
the
lear
ner’
s ab
ility
to r
ead
and
obta
in m
eani
ng f
rom
rea
ding
. Sh
e em
ploy
s on
ly m
easu
res
that
giv
e he
r fe
edba
ck a
bout
the
type
of
prob
lem
s th
e le
arne
r is
hav
ing—
not j
ust a
n ar
bitr
ary
grad
e-le
vel s
core
, for
exa
mpl
e.
27.2
Sha
res
asse
ssm
ent d
ata
resu
lts w
ith
lear
ners
to h
elp
them
dev
elop
and
up
date
lear
ning
pla
ns.
The
inst
ruct
or g
ives
eac
h le
arne
r sp
ecif
ic f
eedb
ack
on th
eir
read
ing
prog
ress
and
rea
ding
pro
blem
s an
d ha
s th
em lo
ok a
t the
ir in
divi
dual
le
arni
ng p
lans
and
obj
ectiv
es to
see
if p
rogr
ess
is b
eing
mad
e an
d he
lps
the
lear
ners
rev
ise
thei
r le
arni
ng p
lans
acc
ordi
ngly
.
See
also
indi
cato
rs 1
0.1,
24.
1.
27
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
Man
ages
Pro
gram
Res
pons
ibili
ties
and
Enh
ance
s P
rogr
am O
rgan
izat
ion
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y Sa
mpl
e Il
lust
rati
on o
f th
e P
erfo
rman
ce I
ndic
ator
s 28
. Col
lect
s an
d m
anag
es
accu
rate
dat
a fo
r pr
ogra
m im
prov
emen
t an
d ac
coun
tabi
lity.
Man
ages
Pro
gram
Res
pons
ibili
ties
and
Enh
ance
s P
rogr
am O
rgan
izat
ion:
28.1
Col
lect
s st
uden
t inp
ut a
nd o
ther
dat
a th
at w
ill y
ield
info
rmat
ion
abou
t the
pr
ogre
ss a
nd s
ucce
ss o
f in
divi
dual
s an
d th
e pr
ogra
m.
The
inst
ruct
or p
erio
dica
lly h
as a
gro
up e
valu
atio
n se
ssio
n w
ith h
is A
BE
st
uden
ts to
det
erm
ine
thei
r pe
rcep
tions
abo
ut w
hich
inst
ruct
iona
l str
ateg
ies
are
mos
t hel
pful
and
wha
t str
ateg
ies
mig
ht f
urth
er a
ssis
t the
m to
ac
com
plis
h th
eir
goal
s. H
e al
so s
eeks
fee
dbac
k ab
out p
rogr
am s
uppo
rt th
at
is e
spec
ially
hel
pful
. T
he d
iscu
ssio
ns h
elp
lear
ners
dis
cove
r th
at d
iffe
rent
le
arne
rs n
eed
diff
eren
t app
roac
hes
and
diff
eren
t sup
port
. T
hat,
in tu
rn,
help
s th
em ta
ke g
reat
er c
ontr
ol o
ver
thei
r ow
n le
arni
ng.
28.2
Use
s as
sess
men
t and
eva
luat
ion
data
to
supp
ort a
nd im
prov
e ac
coun
tabi
lity.
B
y ke
epin
g bo
th a
necd
otal
rec
ords
and
test
sco
res
on a
com
pute
r da
ta b
ase
for
each
cla
ss ,t
he A
BE
inst
ruct
or is
abl
e to
giv
e th
e pr
ogra
m
adm
inis
trat
ors
accu
rate
and
com
preh
ensi
ve d
ata
on le
arne
r pr
ogre
ss.
28.3
Par
ticip
ates
in th
e an
alys
is o
f da
ta f
or
prog
ram
impr
ovem
ent.
Bec
ause
of
his
inte
rest
in k
eepi
ng a
ccur
ate
data
and
get
ting
quic
k tu
rnar
ound
of
scor
es f
rom
lear
ner
asse
ssm
ents
, the
AB
E in
stru
ctor
has
vo
lunt
eere
d to
ser
ve o
n th
e pr
ogra
m p
lann
ing
com
mitt
ee f
or a
sses
smen
t an
d ac
coun
tabi
lity.
28.4
Sol
icits
fee
dbac
k fr
om s
tude
nts
rega
rdin
g in
stru
ctio
n an
d th
e re
ferr
al
syst
em.
The
inst
ruct
or p
lace
s in
eac
h le
arne
r’s
grad
uatio
n pa
cket
fro
m th
e G
ED
pr
ogra
m a
pos
t car
d to
mai
l bac
k in
6 m
onth
s on
his
pro
gres
s as
a s
tude
nt
and
as a
wor
ker,
if h
e/sh
e is
em
ploy
ed.
The
car
d is
alr
eady
sta
mpe
d an
d ha
s ty
ped
cate
gori
es o
n th
e ba
ck to
mak
e it
as e
asy
as p
ossi
ble
to c
ompl
ete
and
mai
l.
See
also
indi
cato
rs 1
8.1,
23.
4.
28
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
Man
ages
Pro
gram
Res
pons
ibili
ties
and
Enh
ance
s P
rogr
am O
rgan
izat
ion
Com
pete
ncy
Indi
cato
rs o
f C
ompe
tenc
y Sa
mpl
e Il
lust
rati
on o
f th
e P
erfo
rman
ce I
ndic
ator
s 29
. Sug
gest
s an
d/or
co
llabo
rate
s in
m
odif
ying
the
prog
ram
or
gani
zatio
n an
d in
de
velo
ping
pro
gram
al
tern
ativ
es.
Man
ages
Pro
gram
Res
pons
ibili
ties
and
Enh
ance
s P
rogr
am O
rgan
izat
ion:
29.1
Col
labo
rate
s w
ith c
olle
ague
s,
adm
inis
trat
ors
and
stud
ents
in r
efin
ing
curr
ent p
rogr
ams
and
in d
evel
opin
g ne
w p
rogr
ams.
Lea
rner
s co
mpl
ain
to th
e in
stru
ctor
that
the
min
imal
am
ount
of
time
and
inst
ruct
ion
they
rec
eive
on
the
scho
ol’s
lim
ited
(and
oft
en o
utda
ted)
co
mpu
ters
, is
not e
nabl
ing
them
to g
et b
ette
r-pa
ying
jobs
or
to a
dvan
ce o
n th
e jo
b, w
hich
wer
e th
eir
goal
s in
atte
ndin
g th
e ad
ult p
rogr
am.
The
in
stru
ctor
met
with
the
inst
ruct
iona
l rep
rese
ntat
ive
to th
e sc
hool
’s
“Pro
gram
Dev
elop
men
t Com
mitt
ee”
and
aske
d th
at th
ey c
onsi
der
rede
sign
ing
the
prog
ram
and
get
ting
addi
tiona
l com
pute
rs w
ith u
pdat
ed
soft
war
e.
29.2
Col
labo
rate
s w
ith c
omm
unity
or
gani
zatio
ns to
link
pro
gram
or
gani
zatio
n an
d in
stru
ctio
n to
rel
evan
t w
orkp
lace
nee
ds, w
here
app
ropr
iate
.
Bec
ause
the
AB
E in
stru
ctor
is in
tere
sted
in h
elpi
ng h
is le
arne
rs m
eet t
he
requ
irem
ents
of
com
mun
ity e
mpl
oym
ent n
eeds
and
to in
crea
se th
e op
port
uniti
es f
or e
mpl
oym
ent,
he v
olun
tari
ly s
erve
s on
an
agen
cy li
aiso
n co
mm
ittee
com
pris
ed o
f in
dust
ry le
ader
s, e
duca
tors
, and
com
mun
ity
offi
cial
s.
29
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
Pro
vide
s L
earn
er G
uida
nce
and
Ref
erra
l C
ompe
tenc
y In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
30. S
hare
s in
form
atio
n w
ith
lear
ners
and
col
leag
ues
abou
t add
ition
al le
arni
ng
reso
urce
s, e
duca
tiona
l op
port
uniti
es, a
nd
optio
ns f
or a
cces
sing
su
ppor
t ser
vice
s.
Pro
vidi
ng L
earn
er G
uida
nce:
30.1
Mai
ntai
ns c
urre
nt in
form
atio
n ab
out
lear
ner
reso
urce
s (e
.g. l
ibra
ries
, GE
D
test
cen
ters
, and
dis
tanc
e ed
ucat
ion)
, ed
ucat
iona
l opp
ortu
nitie
s (e
.g.,
occu
patio
nal/v
ocat
iona
l pro
gram
s,
com
mun
ity c
olle
ges,
lite
racy
pr
ogra
ms)
, and
sup
port
ser
vice
s (e
.g.
fam
ily r
esou
rce
cent
ers,
wel
fare
, chi
ld
care
, tra
nspo
rtat
ion)
.
The
adu
lt ed
ucat
ion
agen
cy m
aint
ains
a li
st o
f re
sour
ces
for
stud
ents
of
oppo
rtun
ities
for
fur
ther
edu
catio
n, e
mpl
oym
ent a
nd s
uppo
rt s
ervi
ces.
The
A
BE
inst
ruct
or p
erio
dica
lly a
sks
the
lear
ners
to a
dd n
ew r
esou
rces
that
they
kn
ow a
bout
, and
add
s re
sour
ces
that
she
dis
cove
rs o
n T
V p
rogr
ams
or in
th
e ne
wsp
aper
. T
he a
genc
y ch
ecks
out
the
valid
ity o
f th
e pr
ogra
ms
befo
re
they
are
will
ing
to a
dd th
em to
the
offi
cial
list
.
30.2
Sha
res
info
rmat
ion
abou
t res
ourc
es b
y in
tegr
atin
g in
form
atio
n in
to th
e or
ient
atio
n an
d th
roug
hout
the
inst
ruct
iona
l pro
gram
.
A g
roup
of
inst
ruct
ors
and
agen
cy s
taff
hav
e m
ade
a vi
deo
tape
of
com
mun
ity r
esou
rces
usi
ng v
isua
ls f
rom
thos
e pr
ogra
ms,
test
imon
ials
fro
m
stud
ents
, and
bri
ef s
tate
men
ts f
rom
com
mun
ity r
esou
rce
peop
le c
iting
the
serv
ices
and
adv
anta
ges
of lo
cal c
omm
unity
res
ourc
es.
The
vid
eo ta
pe is
sh
own
duri
ng o
rien
tatio
n of
new
lear
ners
and
per
iodi
cally
by
inst
ruct
ors
in
all a
dult
educ
atio
n pr
ogra
ms.
30.3
Obs
erve
s in
divi
dual
nee
ds th
roug
hout
th
e in
stru
ctio
nal p
roce
ss a
nd r
espo
nds
with
app
ropr
iate
sup
port
and
do
cum
ents
.
Whe
n th
e in
stru
ctor
obs
erve
s le
arne
rs th
at a
re h
avin
g pr
oble
ms
with
vis
ion,
he
arin
g, o
r m
emor
y, h
e re
fers
them
to th
e pr
ogra
m c
oord
inat
or w
ho
inte
rvie
ws
the
lear
ner
and
refe
rs th
em to
age
ncy
or c
omm
unity
res
ourc
es,
as a
ppro
pria
te.
See
also
indi
ctor
s 23
.1, 2
3.2,
23.
3, 2
3.4.
30
AP
PE
ND
IX A
S A
MP
LE
IL
LU
STR
AT
ION
S O
F T
HE
PE
RF
OR
MA
NC
E I
ND
ICA
TO
RS
Pro
vide
s L
earn
er G
uida
nce
and
Ref
erra
l C
ompe
tenc
y In
dica
tors
of
Com
pete
ncy
Sam
ple
Illu
stra
tion
of
the
Per
form
ance
Ind
icat
ors
31. M
akes
ref
erra
ls to
ap
prop
riat
e re
sour
ces
whe
n gu
idan
ce a
nd
coun
selin
g ne
eds
are
beyo
nd o
wn
expe
rtis
e.
Pro
vidi
ng L
earn
er G
uida
nce:
31.1
Rec
ogni
zes
whe
n it
is a
ppro
pria
te to
m
ake
a re
ferr
al.
A le
arne
r co
nfid
ed to
the
inst
ruct
or th
at h
e be
lieve
s he
has
a le
arni
ng
disa
bilit
y be
caus
e of
his
long
tim
e in
sch
ools
and
his
con
tinue
d in
abili
ty to
re
ad.
He
asks
the
inst
ruct
or if
she
als
o th
inks
he
has
a le
arni
ng d
isab
ility
. Sh
e kn
ows
the
answ
er is
bey
ond
her
expe
rtis
e an
d, w
ith th
e le
arne
r’s
perm
issi
on, r
efer
s th
e le
arne
r to
the
adul
t sch
ool a
dmin
istr
ator
who
has
a
list o
f co
mm
unity
age
ncie
s th
at p
rovi
de s
ervi
ces
beyo
nd th
e sc
hool
’s
capa
bilit
y. T
he in
stru
ctor
req
uest
s th
at th
e le
arne
r be
scr
eene
d an
d di
agno
sed
for
poss
ible
lear
ning
dis
abili
ties.
31
.2 C
olla
bora
tes
with
col
leag
ues
and
lear
ners
to m
aint
ain
a cu
rren
t lis
t of
agen
cy a
nd c
omm
unity
res
ourc
es w
ith
spec
ific
con
text
s.
See
evid
ence
30.
2.
31.3
Mak
es s
peci
fic
refe
rral
s, d
ocum
ents
, an
d fo
llow
-ups
. A
fter
ref
erri
ng h
er b
egin
ning
ESL
lear
ner
for
a he
arin
g te
st, t
he in
stru
ctor
ha
s a
brie
f co
nfer
ence
with
her
to f
ind
out t
he r
esul
ts.
She
reco
mm
ends
th
at th
e le
arne
r ta
ke a
sea
t in
the
fron
t of
the
room
, so
that
she
can
mor
e ea
sily
hea
r th
e pr
esen
tatio
ns m
ade
by o
ther
lear
ners
. T
he in
stru
ctor
not
es
the
resu
lts o
f th
e he
arin
g te
st o
n th
e le
arne
r’s
reco
rds.
See
also
indi
cato
r 3.
3.
31
APPENDIX B SELF-ASSESSMENT INSTRUMENT
Directions: Review each of the competencies in Column 1. For each competency, using the Likert Scale in Column 2, indicate how relevant the competency is to your teaching. Number one indicates very relevant while number four indicates little relevancy. For each competency, enter the appropriate number in the box provided in the upper right hand corner of Column 2. Similarly, for each competency, using the Likert Scale, assess in Column 3 your proficiency with the competency. Number one indicates very proficient and number four indicates a need for improvement. Enter the appropriate number in the box in the upper right hand corner in Column 3. In Column 4, assess whether the competency is a priority for you. Number one on the Likert Scale indicates a high priority for you and number four indicates a low priority for you. Use the results of this self-assessment to determine areas for professional development. You will probably want to focus on those competencies that are most relevant to your teaching, areas where you need improvement, and areas that are a high priority for you. The ratings on this tool do not have to be shared. The findings are meant to help you plan your “professional” development activities. You can also use the self-assessment column to chart your progress in meeting the competency.
Relevant To My Teaching Self-Assessment Priority
1 2 3 4 1 2 3 4 1 2 3 4Competency
Relevant Not Relevant Excellent Needs
Improvement High Priority Low Priority
1. Develops and maintains a knowledge base in adult learning and development.
2. Develops and maintains an in-depth knowledge base in own content area and in other relevant areas.
3. Knows how to instruct and/or refer adults who have learning disabilities and other special needs.
4. Knows and is sensitive to demands of adult responsibilities as workers, family members, citizens and community members.
5. Knows how technological systems work and how to apply that knowledge to instructional and administrative functions.
6. Knows about and/or knows how to access information about own organization, community resources and issues, relevant laws and regulations.
7. Assess own need for professional growth and develops and monitors own professional development plan.
8. Engages in a variety of self-directed and collegial professional development activities and incorporates new skills and knowledge into the learning environment to enhance the quality of instruction.
Page 1 of 3
APPENDIX B SELF-ASSESSMENT INSTRUMENT
Relevant To My Teaching
Self-Assessment Priority
1 2 3 4 1 2 3 4 1 2 3 4Competency
Relevant Not Relevant Excellent Needs
Improvement High Priority Low Priority
9. Plans instruction that is consistent with the program’s mission and goals.
10. Identifies and responds to learners’ individual and group needs, interests, and goals when developing instructional plans.
11. Creates a physical and interpersonal climate that is conducive to learning by drawing on adult learning theory, and knowledge of learners’ cultures, and interpersonal dynamics.
12. Instructor applies knowledge of teacher directed and learner-centered instruction.
13. Models communication, negotiation, decision-making and problem-solving skills for learners.
14. Employs individual group and team learning.
15. Sequences and paces lessons appropriately.
16. Is sensitive to and accommodates diverse learning styles, abilities, cultures, and experiences, including learners who have disabilities and other special needs.
17. Provides frequent and varied opportunities for students to apply their learning.
18. Monitors and adjusts teaching strategies based upon student needs and performance.
19. Effectively integrates current and appropriate media and technology as a tool for instruction.
20. Integrates employment, family, and community related activities into instruction.
21. Selects and uses a variety of resources for the learning environment (print, human, and technological).
Page 2 of 3
APPENDIX B SELF-ASSESSMENT INSTRUMENT
Relevant To My Teaching
Self-Assessment Priority
1 2 3 4 1 2 3 4 1 2 3 4Competency
Relevant Not Relevant Excellent Needs
Improvement High Priority Low Priority
22. Acquires, accesses, and uses technology for effective adult learning.
23. Works with learners to identify their needs, strengths and goals and advises or refers them to appropriate programs and levels of instruction.
24. Uses results of assessment data (diagnostic and needs) on a regular basis to plan lessons, develop curricula, monitor progress towards objectives and goals and to verify learning.
25. Monitors learning beyond simple recall of information using a variety of assessment strategies.
26. Structures and facilitates ways for learners and peers to evaluate and give feedback on their learning and performance, through reflection and self-assessment.
27. Guides learners in the development and ongoing review of their educational plans.
28. Collects and manages accurate data for program improvement and accountability.
29. Suggests and/or collaborates in modifying the program organization and in developing program alternatives.
30. Shares information with learners and colleagues about additional learning resources, educational opportunities, and options for accessing support services.
31. Make referrals to appropriate resources when guidance and counseling needs are beyond own expertise.
Page 3 of 3
APPENDIX C RECOMMENDED PROFESSIONAL DEVELOPMENT ACTIVITIES
Directions: Review each competency and the results of needs assessments to identify the types of professional development needed to enhance instructional quality. This form can be completed individually by instructors, or collaboratively by groups of instructions or instructors and administrators. Professional development may include such activities as inquiry/research projects, workshops and institutes, observations and feedback, program or product development, mentoring, or courses at a community college.
Competency Professional Development Activities 1. Develops and maintains a
knowledge base in adult learning and development.
2. Develops and maintains an in-depth knowledge base in own content area and in other relevant areas.
3. Knows how to instruct and/or refer adults who have learning disabilities and other special needs.
4. Knows and is sensitive to demands of adult responsibilities as workers, family members, citizens and community members.
5. Knows how technological systems work and how to apply that knowledge to instructional and administrative functions.
6. Knows about and/or knows how to access information about own organization, community resources and issues, relevant laws and regulations.
7. Assess own need for professional growth and develops and monitors own professional development plan.
Page 1 of 4
APPENDIX C RECOMMENDED PROFESSIONAL DEVELOPMENT ACTIVITIES
Competency Professional Development Activities 8. Engages in a variety of self-
directed and collegial professional development activities and incorporates new skills and knowledge into the learning environment to enhance the quality of instruction.
9. Plans instruction that is consistent with the program’s mission and goals.
10. Identifies and responds to learners’ individual and group needs, interests, and goals when developing instructional plans.
11. Creates a physical and interpersonal climate that is conducive to learning by drawing on adult learning theory, and knowledge of learners’ cultures, and interpersonal dynamics.
12. Instructor applies knowledge of teacher directed and learner-centered instruction.
13. Models communication, negotiation, decision-making and problem-solving skills for learners.
14. Employs individual group and team learning.
15. Sequences and paces lessons appropriately.
Page 2 of 4
APPENDIX C RECOMMENDED PROFESSIONAL DEVELOPMENT ACTIVITIES
Competency Professional Development Activities 16. Is sensitive to and
accommodates diverse learning styles, abilities, cultures, and experiences, including learners who have disabilities and other special needs.
17. Provides frequent and varied opportunities for students to apply their learning.
18. Monitors and adjusts teaching strategies based upon student needs and performance.
19. Effectively integrates current and appropriate media and technology as a tool for instruction.
20. Integrates employment, family, and community related activities into instruction.
21. Selects and uses a variety of resources for the learning environment (print, human, and technological).
22. Acquires, accesses, and uses technology for effective adult learning.
23. Works with learners to identify their needs, strengths and goals and advises or refers them to appropriate programs and levels of instruction.
Page 3 of 4
APPENDIX C RECOMMENDED PROFESSIONAL DEVELOPMENT ACTIVITIES
Competency Professional Development Activities 24. Uses results of assessment
data (diagnostic and needs) on a regular basis to plan lessons, develop curricula, monitor progress towards objectives and goals and to verify learning.
25. Monitors learning beyond simple recall of information using a variety of assessment strategies.
26. Structures and facilitates ways for learners and peers to evaluate and give feedback on their learning and performance, through reflection and self-assessment.
27. Guides learners in the development and ongoing review of their educational plans.
28. Collects and manages accurate data for program improvement and accountability.
29. Suggests and/or collaborates in modifying the program organization and in developing program alternatives.
30. Shares information with learners and colleagues about additional learning resources, educational opportunities, and options for accessing support services.
31. Make referrals to appropriate resources when guidance and counseling needs are beyond own expertise.
Page 4 of 4