EQuIP
Program services, procedures, and policies reflect a commitment to helping adults to develop basic and functional literacy skills required of adult life to enhance their individual performance and contribution to the community.
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EQuIP |
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Program services, procedures, and policies reflect a commitment to helping adults to develop basic and functional literacy skills required of adult life to enhance their individual performance and contribution to the community. |
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of Contents
Descriptor
5.1
Descriptor
5.2
Descriptor
5.3
Teacher/Administrator
Evaluation Checklist
Descriptor
3.1
Descriptor
3.2
Descriptor
3.3
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Overview
When all stakeholders in the learning community participate in shaping the school’s procedures and policies, quality of life is enhanced. Comparisons between approaching schools as “organizations” rather than as “learning communities” are examined. References to establishing Mission Statements and defining Program Values are also documented. Data are provided in this
focus area regarding procedures that guide the operation of adult education
programs. Adult Education in the State of Florida is competency-based;
therefore, much of the material in this focus area will be structured around
Competency-Based Adult Education (CBAE).
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Descriptor
5.1
Why?
How?
B. Create a Mission statement reflecting a community school view. Mission Statements as well as the overall Strategic Plan should encourage a community school view as opposed to an organizational view. The Community School approach is quite different from one of approaching school policy and procedures from an "organizational” view. When schools are viewed as organizations, the goal is to project rationality and strive to attain legitimacy. When schools are viewed as learning communities instead of organizations, bureaucratic expectations give way to professional values. Organizational bureaucracy
conflicts with professional values and prevents these values from emerging.
The following table illustrates this potential conflict.*
* Source: T.J., & Starratt, R.J. (1993). Supervision: A redefinition. New York, NY: McGraw-Hill. Resources for Module 1:
Module 2: Documentation reflecting Value, Mission, Vision, and Action Statements in program materials Why?
How?
B. Utilize Safrit’s strategic planning guidelines to ensure that values, mission, vision and action statements are an integral part of the strategic planning process. To promote professional values in the strategic planning process, Safrit (1994) designed an innovative approach specifically tailored to adult education classes. Utilization of his method by individual LEA’s will provide focus and clarity in four major areas of the organization. These are:
Resources
for Module 2:
Descriptor 5.2 Existence of documents, policies, and procedures that guide the operation of the adult education program Module 1: Competency-Based Adult Education Why? Adult education in the State of Florida is competency-based. Policies and procedures that reflect the existence of procedures that are based on specific competencies or performance standards are the backbone of the success for adult education programs. How?
B. Review the guidelines surrounding Competency-Based education. Competency-Based Adult Education (CBAE) is a mode of instruction that adheres to the mandated curriculum frameworks and course performance standards. Brevard Community College has been instrumental throughout the State of Florida in the design and distribution of CBAE curriculum. The curriculum is based on individualized instruction using student “learning guides”. The learning packets are tools to guide each student, individually, through each entire course. Pre and Post test measures determine which learning packets each student completes. The model has proved to be effective in the adult education arena where open-entry, open-exit programs are the policy. Furthermore, because CBAE is diagnostic/prescriptive in nature, the model works well with multi-faceted needs of adult learners. CBAE addresses both academic and life skills. Be aware of the difference in focus between a “teacher” versus a “facilitator”. Because Competency-Based education is individualized, whole group teaching is reduced to a minimum. Most efforts of the classroom facilitator include: providing resources/materials related to the topic for each student, assessing student academic gain and prescribing future endeavors, responding to specific questions of individual students or small groups, and keeping records of scored tests, attendance, etc. Identify that students assume a major role in their own learning. They engage in goal-setting, maintain their own progress checksheet, seek facilitation when in need, and self-pace their academic program. Measurement of their success in the program is decided with criterion-referenced tests, instead of norm-referenced. Consequently, the student is competing only with himself, not against others. (For more information on Criterion vs. Norm-Referenced tests, refer to Module 1 of Descriptor 1.1 (Educational Gains): “Standardized Testing”). Resources for Module 1:
Descriptor 5.3 Scope of services provided to the adult population by the program site and/or other sites in the community. Module 1: Scope of Services in Adult Education Why?
How?
Teacher/Administrator Evaluation Checklist Evaluator:__________________ Evaluatee:________________ Indicator Five: Program Orientation
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Developed with funds secured
by an Adult Education Grant, in cooperation with the Florida Division of
Workforce Development.
Authorization for reproduction
is hereby granted to the State System of Public Education as defined in
F.S. 228.041.1.