Educator Services Licensure
Adult Basic Education

Guidelines

Frequently Asked Questions
For the Guidelines for the Routes to Professional Licensure

With the publication of the Guidelines for the ABE Teacher's License, applicants have posed a number of questions. Below are several frequently asked questions regarding the Guidelines for the routes to the professional license. Please check the Department's web-site for the most up to date information on the ABE teacher's license. Periodically the Department will hold Q&A sessions across the state. Please watch the ABE Teacher's License Updates for more information.

1. What is the difference between a teaching portfolio and a performance portfolio?
   A teaching portfolio is a demonstration of the overall abilities of a teacher. The performance portfolio is more targeted and focuses only on the demonstration of the teacher standards required by the candidate's route to licensure.

2. How do the explanatory statements and the evidentiary documentation work together?
   The explanatory statements are your understanding of the "what," the "why," and the "how" of the content of the standard. The evidentiary documentation shows that you know how this particular knowledge is used in context. For evaluation purposes, you must make direct connections between your explanatory statements and your documentation (see the example below). For the statements that also require a demonstration of teaching, you must also make connections between the demonstration and your explanatory statements and documentation. These connections are how you will "prove" to the review panel that you are proficient in the standards for the license.
   Example of providing connection between explanatory statement and evidence:
   "There are several principles I use to guide me in selecting reading materials for adult learners and in determining strategies for teaching both reading and writing. One of the most important is to select literature that reflects the diversity (age, racial/ethnic background, etc.) of learners. (See Attachment A-3, for a list of reading materials for this curriculum.)"

3. When introducing which theory, concept, principle, or research I have used, how much information should I include about it in my explanatory statements?
   Typically a one to two paragraph summary should provide enough information for the evaluators to determine whether you have a grasp of the salient points of a theory, concept, principle or research. Think about how best to show evaluators that you have the knowledge, which will also be exhibited through your attached documentation [e.g., knowledge of theory might be demonstrated through successful completion of relevant coursework, or curriculum materials that show appropriate application (e.g., intent, population, purpose) of that theory in the classroom]. Put yourself in the position of the evaluators, "If I were reviewing this portfolio, is it clear that I have the requisite knowledge and skills to be considered proficient in this standard? Have I met the criteria asked for?"

4. If my ABE program requires me to use specific materials (e.g., curriculum, syllabus, series of lesson plans), may I use them as evidentiary documentation to demonstrate proficiency of a standard?
   In order to determine proficiency for the license, evaluators need to see evidence that you know how to develop or at least think about how to develop curricula, or syllabi, or lesson plans. If your ABE program requires you to use specific materials, you still must be able to demonstrate sufficient knowledge of the materials to respond to the explanatory statements. One way you may do this is to critique the required materials through your explanatory statements by showing how you would improve upon or adapt them.

5. If my ABE program requires me to use a specific assessment tool, may I use it?
   In order to determine proficiency for the license, evaluators need to see evidence that you know how to use and/or evaluate assessments appropriate for your learners. If your ABE program requires you to use specific assessments, you still must be able to demonstrate sufficient knowledge of the assessments to respond to the explanatory statements. Once again, one way you may do this is to critique the required assessments through your explanatory statements by showing your understanding of their strengths and limitations and how you would adapt or supplement them.

6. May I use one set of materials, a curriculum, a syllabus, or a series of lesson plans to demonstrate proficiency in more than one of the standards?
   Yes. In fact, the same set of materials may be used as evidentiary documentation for most, if not all, of the standards. This will be particularly useful for candidates who qualify to use route 4 and who only need to demonstrate eight designated standards

.

7. Why are there specific guidelines on the size of the performance portfolio?
   This seemingly arbitrary measurement is to keep the volume of materials needing review down to the essentials, thus expediting the review and licensing of candidates and taking care not to overburden our volunteer review panel members. Candidates are expected to be clear and concise in their explanatory statements and would be wise in using a single set of evidentiary documentation for more than one standard. If the binder is larger than 1" for a route 4 portfolio or 2" for routes 1-3, the Department will return the materials and ask that they be edited and resubmitted.

8. When I use a case study or submit examples of student work, how do I preserve confidentiality?
   When discussing learners or submitting examples of learners' work, please use a pseudonym or use only their first names and please white out any other identifying information on their work (e.g., last names, identification/social security numbers, city/town).

9. What if I work in a program in which learners come and go at such a pace that I can't give summative assessments (e.g., corrections, homeless shelter)? [See standard (d) 2]
   Assessment of this standard asks that you provide documentation of either a formative OR a summative assessment. As with curricula and lesson plans, the evaluators need to know that you know what either formative or summative assessments are and how to use them. If a summative assessment isn't used in your program, you could explain how you would use them or provide a copy of a curriculum in which you have used them.

10. What if I don't have a copy of the course syllabus for a course that I'm using for coursework evidence? If you've taken a course and want to use it to demonstrate a standard, but don't have a copy of the course syllabus, you can request a copy from the college/university. Colleges/universities are required to keep copies of all course descriptions and syllabi on file for accreditation purposes. Many colleges now keep them on microfiche.

11. May I use coursework to demonstrate the standards that have been identified for the demonstration of teaching?
    No. You may not use coursework solely to demonstrate any of the standards that have been designated for the demonstration of teaching because the purpose of the demonstration is to ensure that the candidate can facilitate learning that meets the standards for licensure. However, coursework may be use as additional support. These standards cannot be evaluated without the benefit of the demonstration of teaching.

12. What identification number should I use on my portfolio materials?
    You should use the same identification number that you used on your application for licensure. Candidates should be reassured that their personal information will be kept confidential as review panel members are asked to sign a confidentiality statement as part of their participation agreement.

13. May I audit courses and use them toward the license?
    No. When you audit a course, you are not assessed on your knowledge of the content of the course. You must be assessed on the course content in order to use it toward licensure or relicensure.

14. Are there circumstances when my professional development portfolio will be returned to me before the review panel has seen it?
    Yes. If you have not demonstrated, or adequately demonstrated, each of the requirements for your route to licensure; if the portfolio is not well organized or easy to follow; if it contains irrelevant documentation and is unwieldy; and if it has too many spelling and grammatical errors, it will be returned for completion and/or editing. Portfolios that are disorganized, unwieldy, and rife with grammatical and spelling errors are difficult for reviewers to evaluate and therefore the Department may return the portfolios for resubmission. Remember, running the spell check on the word processor is only the first step in the editing process. We strongly encourage candidates to have their portfolios edited by a third party. Please remember, poor grammar and spelling reflects poorly on applicants applying for a professional license and your performance portfolio is also a reflection on all ABE teachers.

15. After the Panel has reviewed my performance portfolio, will the Department return the extra copies to me?
    The Department will keep one copy of your portfolio on file. If you would like the other three copies returned to you, please send a request and a stamped-self addressed envelope to the ABE Panel Coordinator. Any extra copies will be destroyed three months after they are evaluated.

16. What is the difference between adult human development and adult learning theory?
    Adult human development refers to the psychological, sociological, cultural, moral, ethical, and biological changes adults undergo as they move through their lifespan. Adult learning theory addresses the reasons adults return to the classroom, the ways adults learn, and the methods and/or strategies that are most effective in teaching them.

17. May I uses PDP courses/workshops that were taken prior to 10-hour minimum requirement? For example, I have several workshops that were for 2, 3, or 4 hours.
    PDPs (professional development points) which do not meet the Department's current guidelines for professional development may be used in support of meeting the standard, but will not fulfill it by themselves. For example, a 10-or-more PDP training under the new Guidelines could be used as coursework in itself to cover a standard, but several similar trainings of less than 10 PDPs could be used only to supplement experiential evidence, such as a set of lesson plans. (See http://www.doe.mass.edu/recert/2000guidelines/ for the professional development guidelines.)

18. If I use coursework to fulfill criteria for a standard, does the Department need an official transcript?
    You should submit an official transcript with your application to validate your bachelor's or master's degree. In your performance portfolio, you may use a copy of that transcript; however, if you are citing coursework in your portfolio that was not covered by the transcript(s) submitted with your application (e.g., isolated courses taken beyond a bachelor's or a master's degree), then you must submit an official transcript citing those courses to the Department, separate from the copies you are providing in your portfolio. Hints:

    1. When submitting an application, if you are having your transcripts sent separately, please have them sent to the attention of the ABE Licensure Coordinator. This will help to expedite the review of your application.
    2. When you request an official transcript from your college, also request an unofficial copy for yourself. You can copy the unofficial transcript for use in your portfolio and the Department will have your official transcript on file.
    
    
    

19. Who is able to observe our teaching?
    You may have anyone who meets the qualifications in the Guidelines observe your teaching, provided that they are pre-approved by the Department and can objectively evaluate your teaching (friends and some colleagues will not be appropriate). In accordance with the Guidelines, observers must meet one of the following qualifications:

20. A M
    assachusetts ABE teacher's license at the Professional level and two years of experience supervising ABE teachers; or
    1. Three years, or the equivalent, of ABE teaching experience and two years of experience supervising ABE teachers; or
    2. Five years of supervising ABE teachers and a graduate degree in education, or related degree; or
    3. Three years of teacher supervisory experience within a teacher preparation program and, beginning 2006, a minimum of three years of teacher preparation supervisory experience and two years of ABE teaching experience; or
    4. A Massachusetts preK-12 teacher's license at the Professional level and two years of experience supervising ABE teachers.
    
    
    

21. I would like to have my demonstration lesson observed outside of the review panel process. The Guidelines refer to an "evaluation rubric," but I don't see it. Where do I get this?
    Each evaluation rubric consists of two parts, the first part, the criteria that candidates need to submit within their performance portfolio, is published in the Guidelines. Please note that the same rubrics are used for both the performance portfolio and the demonstration of teaching. The second part, which contains the evaluator's questions, is not a public document and is to be used only by approved observers and ABE Review Panelists. The evaluator's questions are based on the criteria that the candidates are asked to meet. They questions focus on whether the theories/lesson plans/instructional methods, etc. to be assessed by the standard are accepted by ABE (e.g., they have not been disproved by research), whether they are appropriate for the learning environment (e.g., workplace education, family literacy, corrections) and for the learners (e.g., level of learner, those with learning disabilities), and whether they are effective.

22. If I want to submit a video-tape of my teaching to fulfill the teaching demonstration requirement, do I need to hire a professional videographer?
    Candidates do not need to hire a professional to video-tape their teaching. Video cameras are widely available today, so candidates could use their own, borrow a camera (from a friend, their program, or one of the SABES regional support centers), or, as a last resort, rent one. If candidates have a small class, they could set up the camera on a tripod so as to capture themselves and their learners. If candidates have a large classroom, they could ask someone (a learner, another teacher, or a friend) to operate the camera, focusing on the teacher and the learners as needed. While the video quality need not be perfect, the review panel must be able to see and hear the candidate and their learner.

23. How will applicants know ahead of time whether coursework will satisfy the requirements so that they don't have to submit other documentation to meet the standards?
    Candidates should review the course description and/or syllabus along with the evaluation rubrics in the Guidelines and decide whether the content of the course, perhaps even combined with their experience, will help them to complete an entry for their performance portfolio that will meet the rubric. If candidates do not feel reasonably confident that their coursework alone will not meet the standard, they should consider providing additional experiential evidence to meet the criteria required within the rubric.

24. I have applied for the Provisional level of the license and have taken the Communication and Literacy Skills Test. Should I fax a copy of my test scores to the Department when I receive them?
    No. The Department receives your test scores directly from the testing company. Much like an original transcript, we need the original scores and will not accept faxed or photocopied results from applicants. Once we receive the scores from NES, it will prompt further movement on your application and you need not contact the Department.