Describe your ABE experience, how you got into the field, length of time @ Program.
Describe your job responsibilities/workload (e.g., classes/levels you're teaching, assessment & placement, curriculum development, educational counseling, record keeping, etc.)
When you were hired, did you receive an orientation to the program/job and a copy of the program's written policies and procedures (including grievance procedures)? Please explain. (IPQ 7)
Describe (a) the processes for student recruitment, intake, assessment, placement, and orientation (including whether there's a student handbook), and (b) to what extent these processes are effective. (IPQs 1 & 3)
Describe your teaching or "what happens in the classroom". Is it based on student goals, needs, individual education plans? Accompanied by written evidence such as lesson plans? (IPQ 1)
Is teaching coordinated with curriculum design at the program level? Based on research in adult learning and learning disabilities? Modified as needed, based on student/other staff feedback? Does your teaching include structured approaches to acquisition of literacy? Does it incorporate themes and content areas relevant to students?
Does the Technology coordinator support you in effective use of technology for instruction? Do you receive training/assistance from the technology coordinator? If yes, please describe. (IPQ1)
In your teaching, do you utilize a variety of learning tools and methodologies? Emphasize group (vs. individual) instruction? Create a classroom atmosphere conducive to learner risk-taking? Allow for regular input and feedback from students? (IPQs 1 & 7)
Describe the process of curriculum development and its relationship to assessment and the Curriculum Frameworks. Does it involve all levels of stakeholders including students, teachers and the program director? Is the curriculum used by all teachers? Is it responsive to student needs/goals and diversity of student population? Does it build on students' skills and experience? Is it dependent upon multiple publications/texts? Does it integrate and connect with subjects across content areas? (IPQ 7)
What types of materials are generally used in class? Do they reflect the diversity/needs of the students? Do students use or keep certain texts at no cost? (IPQ 1)
What is the Program's student attendance policy, what is your involvement, and how is the policy monitored? How (else) does the Program promote and support student retention? (IPQ 7)
How do you measure student progress, both formally and informally? How do students review and evaluate their own progress/learning gains? Are program developed assessments and standardized assessments both used? Please describe. (IPQ 2)
How are student goals identified, reported, revisited and updated? How are follow-up services provided to students to determine goal attainment?
How do student learning gains impact their lives outside the classroom? (IPQ 2)
How are students transitioned from one level/class to the next? (IPQ 1)
Describe and quantify your staff development activities during the past year (e.g., SABES workshops, mailings, website; 15 hour New Staff Orientation if applicable; annual Network Conference; ADA compliance training; in-house trainings). Based on an individual professional development plan? (Other) documentation? (IPQ 6)
Describe (a) your involvement in program planning and evaluation, (b) whether/how they're linked with individual staff development, and (c) to what degree you participate in regularly scheduled staff meetings. (IPQ 5)
How are students involved in program planning and evaluation? (IPQ 5)
Describe your role and responsibilities related to the collection, review and analysis of student data (e.g., student attendance, trends in population, student achievements).
Describe the supervision you receive, and how your job performance is evaluated, including classroom observations. (IPQ 5)
How effectively do you feel the program is being managed? Please explain.
What are the strengths of the Program?
If you were in charge of the Program, what changes or additions would you make?
If a sequence of three classes is completed through collaboration, describe the alignment of the curricula across the levels of instruction. (IPQ 1)
Note: The Monitoring Team verifies a sampling of teachers' pay, e.g., by requesting that some teachers write their hourly rates of pay, and ratio of paid prep time to teaching time. The Team verifies the fringe and contact hourly rate with the Director and with accounting records. The monitoring team verifies a sampling of teachers paid hours/week, how many paid weeks/year # of paid instructional weeks vs. # of paid non-instructional weeks (when classes are not in session).
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