1. Practitioners understand that they need to possess knowledge and instructional skills that are needed to work effectively with individuals who have special learning needs.
2. Practitioners understand that most students in Adult Basic Education programs display learning difficulties.
3. Practitioners understand that the student’s learning difficulties will make it necessary for them to adapt and modify the materials and the techniques used in instruction so that instruction is appropriate for each student’s unique learning needs.
4. Practitioners understand that students who are diagnosed as having a handicap, are members of a protected class of individuals that have additional specific legal rights and protections.
5. Practitioners understand that many students may have undiagnosed learning difficulties. Instructors understand that they have a role in pursuing and acquiring appropriate assessments and educational services for each student.
6. Instructors and aides know how to effectively observe student behavior for the purpose of determining whether or not the student is acquiring the knowledge or skills that are identified in the student’s learning plan.
7. Instructors understand that they need to establish positive rapport with each student so that the student will want to learn the skills and knowledge designated in the learning plan.
8. Practitioners understand that instruction needs to be individualized, based on a diagnostic assessment of the student’s learning needs.
9. The instructor knows how to plan effective instruction for each student. That planning can utilize different text/graphic formats but it will always identify the following elements of instruction: the goal of the instruction, what materials will be used, what instructional techniques will be used, how long the instruction will last, what follow-up or practice will be provided, how the student’s learning will be measured, and what will be done in the future based on that measurement.
10. The instructor knows how to teach the same content in a variety of ways.
11. The instructor demonstrates knowledge of the skill/content being taught, can explain the steps and mental processes used in the skill, develops or acquires manipulative or graphic materials that illustrate key concepts, and uses available instructional materials to overcome learning problems that the student may display.
12. The instructor understands that it is his/her responsibility to document the extent to which instruction is resulting in the student learning the desired skills or knowledge. The instructor understands that standardized testing may need to be supplemented with observational data.
13. The instructor knows several techniques for measuring and documenting student learning gain.
14. The instructor is knowledgeable about multiple instructional materials and techniques so that they can adapt those materials to be consistent with the student’s learning styles and learning abilities.
15. The instructor understands that there are proven or “evidence based” methods and techniques, for teaching specific educational content. (i.e. knowledge of particular “methods” of teaching phonics, GED, or ESL).
16. Practitioners are aware that they function as mentors of both learning and behavior. As a result of that knowledge, they deliberately provide active role modeling of effective thinking, inquiry, and learning.
Area 2. The practitioner will demonstrate knowledge about Individuals With Specific Learning Disabilities And Other Recognized Disabilities.
1. Practitioners understand that within the population of students who have learning difficulties, there are specific sub populations of students who display characteristics that meet designated diagnostic criteria to be considered “Learning Disabilities.” The practitioner understands that it is their responsibility to advocate for appropriate educational services.
2. Practitioners know that students diagnosed as “handicapped” will be eligible for special services. Practitioners possess knowledge relative to the definitions, diagnostic criteria, assessment instruments, instructional accommodations, and materials and techniques appropriate for those groups. Practitioners do not formally diagnose, but are knowledgable about procedures to follow in pursuing a formal diagnosis.
3. Instructors understand the various general types of handicaps that students may possess including those due to psychiatric, intellectual, and sensory causality.
4. Instructors understand the National Joint Committee on Learning Disabilities (NJCLD) definition, and can identify different types of Specific Learning Disabilities.
5. Instructors are knowledgeable about both the primary disability and concurrent secondary difficulties that may be active in causing problems with motivation, attention, behavior, language, coordination, etc. The teacher understands the existence and interrelatedness of primary and secondary problems.
6. If employed as a GED® instructor, the teacher has knowledge of the procedures, forms, and assessment instruments used to request GED® test accommodations.
7. Instructors understand that, like any scientific field of studies, there is specific educational, medical and legal terminology relating to persons with learning difficulties and disabilities. The instructor understands the specific terminology related to the instruction of individuals with disabilities.
8. Instructors understand that many students in adult basic education programs have undiagnosed handicaps. They are aware of the procedures for referral of students for diagnostic assessment and/or appropriate services. Instructors have knowledge of local agencies and service providers who may be of assistance to students.
9. Instructors understand that materials adapted from general ABLE instruction will be appropriate for students diagnosed as handicapped.
10. Instructors know the resources and professional development opportunities that are available to them.
11. Instructors are familiar with basic diagnostic assessment instruments and techniques that can be used with adult students.
Last updated 9/3/09
Performance Competencies
Related to essential knowledge are the competencies that a beginning instructor or tutor should possess. The following is a draft of the competencies derived from the elements within the listing of essential knowledge.
Competencies that every practitioner should be able to demonstrate, and knowledge that every practitioner should have, when providing instruction to students who may display Learning Differences and Learning Disabilities.
Area 1: Essential Information and Knowledge
1.Articulates the causal and instructional differences found in students with mental retardation, learning disabilities, sensory impairments and educational problems caused by environmental factors.
2.Articulates the differences between inter and intra individual differences and how they apply to instructional planning.
3.Describes various types of learning problems in the areas of academic learning, self-regulation, and social development.
4.Demonstrates the ability to explain what is meant by “the continuum of learning difficulties.”
5.Demonstrates the ability to correctly define a learning disability as defined by the National Joint Committee on Learning Disabilities.
6.Demonstrates the ability to research (using the Internet and other sources) instructional techniques and materials appropriate for intervention in the areas or reading, math, writing, language and behavior.
7.Demonstrates a working knowledge of, and ability to maneuver within, five major web sites dealing with learning problems and disabilities.
8.Articulates a range of potential causes of learning differences and demonstrates knowledge of how those factors can interrelate. Effectively articulates the causal roles of those factors in primary and secondary learning difficulties.
9.Displays an accurate working knowledge of the terminology and vocabulary used in working with students who have learning difficulties and learning disabilities.
10.Displays insight and flexibility in the adaptation of instructional materials and techniques so that they better match the student’s unique learning needs.
Area 2: Screening and Assessment
1.Displays the capability to observe student performance and to make appropriate instructional decisions and plans based on those observations.
2.Displays the ability to conduct a diagnostic screening that result in a consistent and structured determination of the student’s strengths and weaknesses as they relate to learning.
3.Displays knowledge of the fundamentals of standardized testing including the need for adherence to designated procedures in administration and scoring.
4.Displays a working knowledge of at least three tests in each of the following areas that could validly be used with students in their program; reading decoding, mathematical calculation, reading comprehension, mathematical reasoning, and writing, and if appropriate to the individual’s teaching assignment, two tests in either ESL or GED instruction.
5.Displays the ability to complete diagnostic assessments to identify learning weaknesses in the areas of reading, math, writing, study skills, and verbal communications.
6.Displays the ability to use a criterion referenced or curriculum embedded test as the foundation for measurement of changes in content mastery.
7.Accurately describes the reasons for conducting the following types of assessments; screening, diagnostic, NRS pre and post, and clinical.
8.Demonstrates the ability perform objective and valid skill ratings using a variety of standardized rubrics.
9.Demonstrates the capacity to explain test results to the student using a framework of strengths and weakness profiling.
10.Articulates the criteria for obtaining legal accommodations and the procedures for requesting those accommodations.
11.Demonstrates the ability to effectively communicate progress information to the student.
Area 3: Instructional Planning
1.Displays the capacity to write a simple but accurate lesson plan that covers concurrent instruction in different areas, at different levels, to a small group of students.
2.Displays knowledge of 3 different lesson plan formats by developing a template for a lesson plan using each.
3.Displays the capacity to develop a lesson plan based upon a student’s strengths as determined by initial and ongoing observations.
4.Articulates, and has direct access to, a skills scope and sequence in reading, math, and writing and where such a sequence can be found.
Area 4: Instructional Delivery
1.Demonstrates a working knowledge of the ability to teach phonics using a clinically proven instructional program.
2.Demonstrates a working knowledge of the ability to teach math computation and reasoning using a variety of manipulative supplies.
3.Demonstrates a working knowledge of the ability to teach reading comprehension using materials/tasks relevant to the student’s life and job.
4.Demonstrates an ability to conduct lessons using the technique of Direct Instruction.
5.Demonstrates a working knowledge of instructional materials in the areas of reading, math, and writing by acquiring and using those materials in the classroom.
6.Demonstrates the capacity to establish rapport with students and to make them feel relaxed in the classroom.
7.Demonstrates classroom management skills by simultaneously providing instruction in three different area to three different students.
8.Demonstrates active and creative classroom management.
9.Demonstrates the ability to find or make instructional materials that will develop problem solving capabilities through the use of varying information processing channels.
10.Demonstrates the ability to design and use classroom adaptations.
11.Demonstrates the ability to motivate and engage students in learning.
8/3/06
Adult Education is a unique field because it covers such a wide range of academic complexity and content. Adults with learning differences can be found at all academic levels but they are disproportionately represented in Adult Basic Education, GED, and “remedial” programs. It is legitimate to ask the question, “Given the fact that these students have learning difficulties, what should a teacher, mentor or tutor know how to do in terms of instructional and classroom management skills?” The following section articulates the knowledge and skills that are needed by individuals working in adult education as instructors or tutors. In many respects, the content represents the skills and knowledge that every teacher should have.
The following listings can be used in many ways: teacher preparation institutions might view them as curriculum areas, while a professional development agency might view them as a starting point for discussions about an agency’s training needs. A teacher or tutor might use the listings as a checklist in their self-analysis of the training that is needed or their understanding of students with learning differences, or a program administrator might use the list to determine professional development needs for their agency.
Background: During the 2004-05 program year, teams of professionals from the PA Bureau of Adult Basic and Literacy Education, Professional Development Centers, and ABLE funded programs met to articulate the “essential knowledge” that an instructor or tutor working in adult education should possess. The teams represented many different focus areas, one of which was “learning differences.” The following items were identified as the important knowledge in the area of learning differences that a new instructor should develop.
During the 2009 - 2010 program year, there will be an emphasis on linking professional development with program improvement efforts. The skills below can be used as a checklist for identifying areas where you or your program can focus their professional development efforts.
The PA ABLE Teacher Competency Guide
The ABLE teacher competencies complement the essential knowledge statements and provide a thorough “how to” process for putting the important knowledge into practice. Click on the link below to go to the Teacher Competency section on AbleSite.
ABLE: Adult Teacher Competencies
Core Knowledge that Practitioners Should Have
Area 1. The practitioner will demonstrate knowledge about the variety of learning difficulties that are shown by the majority of Adult Basic Education students and the instructional adaptations that will be necessary to appropriately address those difficulties
