Adult and Community Learning Services (ACLS)

Educator Effectiveness

Massachusetts students need quality instruction and support provided by effective educators. In turn, educators need support from their program directors and high quality professional development and technical assistance in order to do their job well. ACLS, with help from SABES, has developed resources for educator effectiveness.

Professional Standards for Teachers of Adult Education

The Massachusetts Professional Standards for Teachers of Adult Education (revised 2019) outline what is important for effective adult education teachers of ESOL, mathematics, and/or English language arts to know and be able to do.

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Massachusetts Professional Standards for Teachers of Adult Education

At-A-Glance: MA Professional Standards for Teachers of Adult Education
Professional Knowledge Domain (K) Instructional Practice Domain (P) Continuous Improvement Domain (C)
Standard K1. Content, Theory, and Research
Indicators
K1.1    Adult Basic Education
K1.1    English for Speakers of Other Languages
K1.2    Adult Teaching & Learning
Standard P1. Design and Instruction
Indicators
P1.1    Standards-based Units
P1.2    Well-structured Lessons
P1.3    Student Engagement
P1.4    Meeting Diverse Needs
Standard C1. Growth Mindset
Indicators
C1.1    High Expectations
C1.2    Student Ownership
C1.3    Lifelong Learning
Standard K2. Standards
Indicators
K2.1
MA Professional Standards for Teachers of Adult Education
K2.2
College & Career Readiness Standards for Adult Education (ABE)
K2.2
MA English Language Proficiency Standards for Adult Education (ESOL)
Standard P2. Assessment
Indicators
P2.1    Assessment Methods
P2.2    Modifying Instruction
P2.3    Student Progress
Standard C2. Reflective Practice
Indicators
C2.1    Self-assessment
C2.2    Goal Setting
C2.3    Professional Development

Teacher Proficiency Guides

A companion resource is a set of proficiency guides for Mathematics, English Language Arts (ELA), and ESOL which are designed to help teachers engage in the work of improving teacher practice. The proficiency guides are based on the Massachusetts Professional Standards for Teachers of Adult Education and contain essential concepts teachers need to know and observable teacher and student behaviors. While not exhaustive, they indicate important knowledge and skills that effective teachers need to know and be able to do within the specific context the teach.

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Mathematics Proficiency Guide for Teachers of Adult Education (August 2019)

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English Language Arts Proficiency Guide for Teachers of Adult Education (August 2019)

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Massachusetts Professional Standards for Teachers of Adult Speakers of Other Languages (2014)
This document will be revised in 2020 as the ESOL Proficiency Guide for Teachers of Adult Education.

Use of the Math, ELA, and ESOL Proficiency Guides is intended to be supported by professional development and training. The SABES Mathematics, ELA, and ESOL Curriculum and Instruction Professional Development (PD) Centers are the state's go-to providers of high quality professional development and resources aligned with these resources. For more information about professional development and resources, contact:

Educator Growth and Evaluation

Grounded in the Massachusetts Professional Standards for Teachers of Adult Education, the Educator Growth and Evaluation (EGE) Model is a six-step process of continuous learning to improve teachers' professional practices. It was developed to support teachers and directors in reflecting upon and taking an active role in improving instructional practices. It is grounded in three key questions:

  • Are students learning?
  • What is the teacher doing that contributes to and supports the learning?
  • What else might the teacher do to enhance student learning?

The EGE Model guides teachers through a continuous learning cycle and provides a process that can be adopted or adapted according to local program and staff needs and resources.

The Educator Growth and Evaluation (EGE) Cycle: A Quick Reference Guide
EGE Quick Reference Guide: The 6-Step Cycle
The Educator Growth and Evaluation (EGE) Cycle
Continuous Learning Cycle
Program Planning (Step 1: Directors convene and inclusive team to develop a plan and identify resources for implementing EGE.)
Self-Assessment (Step 2: With guidance of an experienced coach and relevant Proficiency Guide, teachers reflect on their teaching.)
Goal Setting and PD Planning (Step 3: Teachers develop a professional learning plan with prioritized goals and action steps.)
PD Plan Implementation (Step 4: Teachers seek out and participate in high quality professional development (HQPD) and Gather Artifacts.)
Formative Assessment (Step 5: Teacher and coaches  work together to assess progress and plan for continuous improvement.)
Summative Reflection (Step 6: Teacher and coaches review the cumulative evidence of applied learning, assess progress toward goals, and determine next steps.)

The SABES Program Support PD Center provides support, guidance, and PD to program directors and EGE team leaders to assist them in adopting and adapting the EGE Model according to needs and resources; contact them for more information or to begin using the EGE Model.

For more information about these educator effectiveness resources, contact Dana Varzan-Parker, ACLS Curriculum, Instruction, and Assessment Specialist. All resources associated with the Professional Standards for Teachers of Adult Education, the proficiency guides, and the EGE Model meet the states' standards for high quality professional development and incorporate current research and evidence-based instruction.

Adult Basic Education Licensure

Adult educators are eligible to seek a provisional license that is valid for five years from the date of issue or a Professional License that is valid for five years and renewable for additional five-year terms.

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Policy Memorandum 17.01: Change in ABE Teacher Licensure Process

Indicators of Effective Advising

The Indicators Download Word Document are concise descriptors of effective advising for community adult learning centers. They were developed to help community adult learning programs strengthen their advising component. The Indicators reflect responsibilities of all staff to support the work of the advisor and to meet students' ongoing goal setting needs.

 
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Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906

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