orientation program for recently-hired program administrators orientation program for recently-hired...

Orientation Program for Recently-Hired

Program Administrators

Orientation Program for Recently-Hired

Program Administrators

McLendon and Polis, 2007 2

WelcomeWelcome

Dianne Duthie,

Michigan State Director of Adult Education


The Local Adult Education Administrator

The Local Adult Education Administrator

It’s a tough job!


STAFF

DATA

ENTRY

INTAKE

ALP

REGISTRATION

CURRICULUM

ASSESSMENT

ABE

NRS

GED

PERFORMANCE

HSC

REPORTS

ESL

GOALS

STUDENTS


STAFF

DATA

ENTRY

INTAKE

ALP

REGISTRATION

CURRICULUM

STUDENT

ASSESSMENT

ABE

NRS

GED

PERFORMANCE

HSC

REPORTS

ESL

GOALS


How Did We Get Here?How Did We Get Here?

Nobody comes into adult education through the front door.

How did you get here?


How Did We Get Here?How Did We Get Here?

Introduce yourself.

Tell us a little about your background.

Tell us two questions you need to have answered today.


Introducing the Orientation Training Program for

New Adult Education Administrators



Three exciting components1. Face-to-face sessions on federal and state policies and

resources (October)

2. Specially-designed online course for new administrators (November – February)

3. New administrators’ needs assessment (February) with a follow up meeting to address particular concerns and issues (Spring State Conference - May)






1. Face-to-face sessions on federal and state policies

• Introduction to adult education• Assessment policy• MAERS• Student follow up• Hiring and motivating quality staff• Financial management






2. Specially-designed web-based course

1. Understanding Michigan’s structure for adult education (funding, eligibility, etc.)

2. Characteristics of adult learners

3. Student orientation and goal setting

4. Assessment

5. Tracking student progress

6. Special topics (e.g., learning disabilities, distance learning)






3. Follow Up Meeting

1. During State Adult Education Conference

2. Preceded by a short needs assessment to determine existing questions, problems, concerns, or issues

3. Focused and targeted resources and options to address your issues


Introduction to Adult Education


How did we get here?How did we get here?

Federally Funded Adult Education’s Evolution:

A Brief HistoryA Brief History


Evolution of Adult Education


1960s - Title III of the ESEA (The Adult Education Act), 3 R’s

1970s Adult Performance Levels (APL)Laura Weisel’s London Procedure




1980s Participatory Learning – Hannah Fingeret

1990s National Literacy Act Made some sweeping changes in adult education


The National Literacy ActThe National Literacy Act

Increased Funding

National Institute for Literacy

State Literacy ResourceCenters

Workforce Demonstration

Projects

Set-Aside Funding to Serve

Incarcerated Adults

Indicators of ProgramQuality

Gateway Grants forPublic Housing Literacy

Programs


19981998

The Workforce Investment

Act


CoordinationMeet Your New Best

Friends

CoordinationMeet Your New Best

FriendsTitle I Authorizes the new workforce investment system

Title II Reauthorizes Adult Education and Family Literacy Programs

Title III Deals with workforce related activities, including the Wagner-Peyser Act (Employment Service) and linkages with TAA/NAFTA-TAA, Veterans and Older Americans Acts

Title IV Reauthorizes and amends the Rehabilitation Act

Title V Contains general WIA provisions regarding state unified plans, transition provisions, and incentive grants


Lesson 1: Introduction to Adult Education

Lesson 1: Introduction to Adult Education

State BoardsState Boards Local BoardsLocal BoardsOne Stop SystemsOne Stop Systems

SharedAccountability

SharedAccountability

Workforce Investment

Act


WIATitle II - Adult Education and Family

Literacy Act

WIATitle II - Adult Education and Family

Literacy Act

WIA was what we have always asked for:Limit regulationsLet the states assess their needs and

prioritize their servicesEliminate set-asides


Continuous ImprovementContinuous Improvement

You can have the flexibility to design and deliver program services to meet the needs of your state.

However,

You just have to get better every year at serving adult learners.



Intensity and duration of instruction The 12-hour rule

Research-based practices No more “Gut and Guru”



Direct and equitable access

Emphasis on student outcomes


Earn a GED or high school diplomaEarn a GED or high school diploma

Enroll in postsecondary education or job trainingEnroll in postsecondary education or job training

Achieve educational gainsAchieve educational gains

Obtain and retain employmentObtain and retain employment

Core Performance MeasuresCore Performance Measures

Adult Education and Family Literacy Adult Education and Family Literacy ActAct

AccountabilityAccountability

Flexibility

Flexibility


Getting Serious About Accountability

Getting Serious About Accountability

National Reporting SystemNational Reporting SystemProvides national uniform standards for

data collection and reporting of adult education demographics and outcomesMandated Management Information Systems

(MAERS)Standardized definitionsStandardized pre- and post-assessmentStandardized student follow-up Annual reporting on core measures


Activity 1: Michigan’s Core Measures

2007-2008

Activity 1: Michigan’s Core Measures

2007-2008Mix and Match

Working in pairs, see if you can match the indicator with the correct performance benchmark.Core Indicator #1

Beginning Literacy ABE ___Beginning Basic Education ABE ___Low Intermediate ABE ___High Intermediate ABE ___Low Adult Secondary ___Beginning Literacy ESL ___Low Beginning ESL ___High Beginning ESL ___Low Intermediate ESL ___High Intermediate ESL ___Advanced ESL ___


Michigan’s Core Measures2006-2007

Michigan’s Core Measures2006-2007Mix and Match

Core Indicator #2Placement in Postsecondary Education or Job

Training ___

Placement in Unsubsidized Employment ___

Retention in Unsubsidized Employment ___

Core Indicator #3High School Completion (HS Diploma and GED) ___


WIAWIA

Look into your Look into your Crystal Ball:Crystal Ball:

Where are we Where are we going from going from

here?here?


Congress PerspectiveCongress Perspective

Maintain the performance indicators

Maintain quality focus

Perhaps expand professional development


Administration FocusAdministration Focus

Limited support for adult education

Attempts to move adult ed to DOL

Attempts to use partner funds to support One Stops


Planning for the Next Six Years


Reauthorization Continued emphasis on performance

Documentation of performance/reporting systemContinuous improvement

First six years: focus on documenting student success Reporting systems Assessment policy Follow up procedures




Next six years

Focus on getting better at what we do

Continuous Improvement


Who is the adult learner?

Activity 2Activity 2

What are some What are some characteristicscharacteristics

ofofadult learnersadult learners

in yourin yourprogram?program?



AutonomousAutonomous

Self-directedSelf-directed

Goal-orientedGoal-oriented

PracticalPractical

Relevancy-Relevancy-orientedoriented

Life Life ExperiencesExperiences


Who is the adult learner?Who is the adult learner?

Have attained 16 years of ageHave attained 16 years of age

Are not enrolled or required to be Are not enrolled or required to be enrolled in secondary schoolenrolled in secondary school

Lack sufficient mastery of basic skills to Lack sufficient mastery of basic skills to function in societyfunction in society

Do not have a secondary school diploma Do not have a secondary school diploma or its recognized equivalent, or have not or its recognized equivalent, or have not achieved an equivalent level of educationachieved an equivalent level of education

Are unable to speak, read, or write the Are unable to speak, read, or write the English languageEnglish language



•DiverseDiverse

•VoluntarVoluntaryy•PragmatPragmaticic•InsecureInsecure

•SkepticaSkepticall


What do adult learners need?


Who is the adult learner?Activity 3

Who is the adult learner?Activity 3

Your adult learners have different kinds of needs.

Some of these needs can make regular participation in your program difficult.

Make a list of some of the needs you believe your adult learners are facing.

Share with your table partners.


Barriers to Participation

Inconvenient class

schedules

Inaccessible class

locations

Low self-esteem

Memories of prior

academic failure

Family health care problems

Changes in work

schedules

Child care

issues

Lack of transportation

Lack of organizational and

problem solving skills

Lack of motivation

Unclear registration procedures Fear of social

disapproval from family and

friends

Lack of free time


What do adult learners want?

What do adult learners want?

Let’s listen to what some adult learners had to say.


Measuring Continuous Improvement


Session 2Session 2

Assessment

MAERS

Student Follow-Up


Your One-Stop Shop for State Policies and Procedures

Your One-Stop Shop for State Policies and Procedures

DLEG Adult Education Guidebookhttp://www.michigan.gov/mdcd/0,1607,7-1

22-1680_2798_31037---,00.html

http://www.michigan.gov/mdcd/0,1607,7-122-1680_2798_31037---,00.html

http://www.michigan.gov/mdcd/0,1607,7-122-1680_2798_31037---,00.html


AssessmentAssessment


Documenting Educational Gains

Documenting Educational Gains

Michigan’s Assessment Policy

All adult education participants must be pre-tested and post-tested using a DLEG approved assessment to determine educational gain as defined by the National Reporting System, including GED and HSC students.

Let’s see how much you know!


Activity 2: Assessment Jeopardy

Activity 2: Assessment Jeopardy


Sample Assessment PolicySample Assessment Policy

Template in your training packet


MAERSMAERS


Important Things to KnowImportant Things to Know

What is MAERS? (Michigan Adult Education Reporting System)

A web-based, participant tracking systemDesigned to meet NRS requirementsOperational 24 x 7 x 365Need a User Name and Passwordhttp://services.michworks.org

http://services.michworks.org/



Why do I need to enter MAERS data?To meet requirements of:

DLEGState AidUSDOE

* Most importantly – Program Evaluation and Improvement!



Why is MAERS data important?Used for funding and program decisions by:

DLEGUSDOELegislature (State and Federal)Governor

Data = Power and

Power = Dollars



What do I need to do?Enter data on a quarterly basisRun reports and review the dataUse data for program improvementPass on MAERS knowledgeTake the lead – Be a data guru

* We are migrating to data driven programs and funding!



MAERS Suggestions:Enroll for longest period possibleUpdate contact informationBridge participants when you canPROGRESS tests can be a POST testPOST test can be a PRE testUnintended Outcomes



Goal Setting:Participant and Staff select goals togetherSelect goals that can be achieved during

enrollment periodEnsure goals are entered correctly on

Enrollment and Outcome screensLook for Participant that change goals



Goal Setting – Continued: Two goals, one participant:

GED / HSD & Enter EmploymentGED / HSD & Improve EmploymentGED / HSD & Retain Employment



Important Reports:Participant Enrollment ReportMissing Data ReportUpcoming Soft Exit ReportParticipant Characteristics ReportNRS Tables



MAERS Resources: Help Sheet Users Manual Changes to MAERS for 2005-06 Document Follow Up Manual ALP & Technical Assistance Paper List of Important Dates Network with your colleagues

* All but the Help Sheet and your colleagues are on the Adult Education website


Student Follow-UpStudent Follow-Up



NRS-defined follow-up proceduresData match or student survey

Right now, Michigan uses student survey



Follow-up measures: Obtain a job Retain/improve job Enroll in postsecondary education or job training Earn a GED or high school diploma

Must use state-approved procedure and forms



Information source MAERS Follow-Up Manual http://www.michigan.gov/documents/Follow_Up_Manual_

2006_--_Final_167179_7.doc Copy in your training packet

http://www.michigan.gov/documents/Follow_Up_Manual_2006_--_Final_167179_7.doc

http://www.michigan.gov/documents/Follow_Up_Manual_2006_--_Final_167179_7.doc


Student Survey At a Glance


Inform student during intake and provide official notice and consent form.

Obtain alternate contact information during intake. Download quarterly follow up Contact List from MAERS. Use standardized telephone script developed by the

state. Must attempt contact a minimum of four times. Must have at least a 50% response rate.




Postsecondary/job training and GED/high school goals can be verified anytime prior to the October 25, 2008 reporting deadline.

Employment measures are TIME SENSITIVE!


Follow Up Measures

Student Population to Include

Time Period to Collect

Measures

Enter employment Students unemployed at entry with employment goal who exit during the program year

First quarter after exit quarter

Retain employment

Students unemployed at entry with employment goal who obtain a job during first quarter after exit; and students employed at entry with a goal of retained or improved employment who

exit during the program year

Third quarter after exit quarter


Stop and ReflectStop and Reflect

Do you have any other questions related to:AssessmentMAERSStudent follow-up?


Hiring and Retaining Quality Staff

Financial Management


Hiring and Motivating Hiring and Motivating Quality StaffQuality Staff


Our teachers come in “sideways” too!

Our teachers come in “sideways” too!

Let’s listen to some teachers talk about their first experiences in the classroom.


Building a Quality StaffBuilding a Quality Staff

HTT


Building a Quality StaffBuilding a Quality Staff

Hire right

Train right

Treat right


Michigan Teacher Certification


High School Completion Credit Classes Regular adult education day assignment (half-time or

more) valid teaching certificate as any other regular teaching

assignment Part-time (less than half-time) adult education day or

evening assignments can be under the auspices of a substitute permit.




Adult Basic Education Discretion of local school district to determine who is

qualified to teach in the Adult Basic Education Program

Permit not required if person holds either a valid elementary or secondary certificate




GED and Adult Learning Centers Multiple subjects in one classroom

District must request a substitute permit to cover the assignments outside the teacher’s certification area.

If the teacher is not certified in at least one of the subject areas being taught, full year permit approval is required.


Hiring Quality StaffHiring Quality Staff

Start with a clear and thorough job description

Expand your job posting radius, if possibleDesign an interview that gets at what you

need to know Behavior, skills, experiences Questions plus application

Can they pass the GED Practice Test?How are their writing skills?


Sample Interview Questions

Sample Interview Questions

How do you think teaching adults is different from teaching children?

What skills make you well-suited for teaching adults?

Tell me about a time when you had to resolve a problem.


Illegal Interview QuestionsIllegal Interview Questions Anything that relates to:

Age Race, ethnicity, or color Gender or sex Country of national origin or birth place Religion Disability Marital or family status or pregnancy

Do not ask any third party questions about applicant that are not permissible to ask applicant


Illegal Interview QuestionsIllegal Interview Questions

Examples:

What arrangements are you able to make for child care while you work?

How old are your children?

When did you graduate from high school?

Where did you live while you were growing up?

What does your wife/husband do for a living?


Motivating StaffMotivating Staff

Two good pieces of research The Gallup Study

What the World’s Greatest Managers Do Differently

NCSALL – Cristine SmithHow Teachers Changehttp://www.ncsall.net/?id=23#pd

http://www.ncsall.net/?id=23#pd




The Gallup StudyThe Gallup Study

What the World’s Greatest Managers Do Differently

Book First, Break All the Rules by Marcus Buckingham and

Curt Coffman


First, Break All the RulesFirst, Break All the Rules

In-depth interviews of over 80,000 managers in more than 400 companies, including education

Largest study of its kind ever undertakenHow do they keep their employees happy,

motivated, and productive?


The Six Big QuestionsThe Six Big Questions

1. Are my work patterns and environment healthy?

2. Do I have what I need to do the job?3. Do I know when I am doing a good job?4. Do I feel my job is important?5. Am I recognized as an individual?6. Am I learning and growing?


ToolsTools

Local Director Self-Assessment for Staffing Practices

Rating My Work Environment Checklist


How Teachers ChangeHow Teachers Change

Interviewed and observed teachers participating in three different models of PD multi-session workshops mentor-teacher groups practitioner research groups

Findings and recommendations Association of Adult Literacy Professional Developers (AALPD) http://www.aalpd.org/documents/PDPolicyMatrixFINAL10122005

.doc

http://www.aalpd.org/documents/PDPolicyMatrixFINAL10122005.doc

http://www.aalpd.org/documents/PDPolicyMatrixFINAL10122005.doc


How Teachers ChangeHow Teachers Change

Most distinguishing factors that supported change and retention: Paid prep time Benefits Decision making in the program Collegiality with other teachers

Tool: Evidence-Based Checklist for Teacher Practices


Activity 2: How Teachers Change

Activity 2: How Teachers Change

What types of activities can you do to involve teachers in decision making and connect them more with their fellow teachers?


Getting Teachers Off to a Good Start

Getting Teachers Off to a Good Start

Resources on the MAEPD website http://maepd.org/resources/admin/preservice.asp

Job Descriptions New Teacher Orientation Model Orientation Handbooks and Activity Packets for ABE

and ESL teachers New Teacher Checklist Face-to-Face Orientation Guide Mentoring Guide

http://maepd.org/resources/admin/preservice.asp


Financial ManagementFinancial ManagementOpen ForumOpen Forum


Next StepsNext Steps

Online Course Username Password Complete between November – February

Needs assessment survey – FebruaryFollow-up training – State Conference

(May 7 - 9, 2008)


http://www.maepd.org/moodle/

http://www.maepd.org/moodle/


KeywordKeyword

New DirectorNew Director


Always willing to help…Always willing to help…

Lennox McLendon [email protected]

Kathi Polis [email protected]

mailto:[email protected]

mailto:[email protected]


This project was developed by National Human This project was developed by National Human Resources Development, Inc. (NHRD) and the Resources Development, Inc. (NHRD) and the

National Adult Education Professional National Adult Education Professional Development Consortium in cooperation with the Development Consortium in cooperation with the

Michigan Department of Labor and Economic Michigan Department of Labor and Economic Growth and funded through a grant under Section Growth and funded through a grant under Section 222(a)(2) State Leadership Activities of the Adult 222(a)(2) State Leadership Activities of the Adult Education and Family Literacy Act, Title II of the Education and Family Literacy Act, Title II of the

Workforce Investment Act of 1998, amended. Workforce Investment Act of 1998, amended.

For more information visit:For more information visit:http:www.maepd.orghttp:www.maepd.org

orientation program for recently-hired program administrators orientation program for recently-hired...

Documents

adult education act

evolution of adult education

adult education funding

new administrators

distance learning slide

orientation training

brief history slide

student orientation