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
Massachusetts Professional Standards for Teachers of Adult Speakers of Other Languages — revised 2021
ESOL Professional Standards Self-Assessment Tool (2021)
Massachusetts Professional Standards for Teachers of Adult Basic Education — revised May 2021
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.
Mathematics Proficiency Guide for Teachers of Adult Education (August 2019)
English Language Arts Proficiency Guide for Teachers of Adult Education (August 2019)
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 Effectiveness
Grounded in the Massachusetts Professional Standards for Teachers of Adult Education, the Educator Growth and Effectiveness (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 Effectiveness (EGE) Cycle: A Quick Reference Guide
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 , 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' Dana Varzan-Parkerstandards for high quality professional development and incorporate current research and evidence-based instruction.
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.
Policy Memorandum 17.01: Change in ABE Teacher Licensure Process
Indicators of Effective Advising
The Indicators 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.
Last Updated: May 10, 2021