Article Review #2: Sharing learning through narrative communication

Carol D. Fisher
Dr. Claudia Rosenberg
Adult Learning Theory – EDU 500
Strayer University
June 10, 2012

Abstract
This paper will discuss the need for quality teachers in adult education. It will also discuss five priority areas where improvements are needed to accomplish the goal of developing these teachers.

Improving Adult Education Teacher Effectiveness:
A Call to Action for a New Credential
Introduction
Helping adults to learn requires a targeted set of skills. The success of an adult education program depends for the most part on the teacher. The stakes for adult learners are higher than they have ever been and as a result they must meet the needs of the higher standards so that they could be better prepared for today’s workforce. To address these concerns a joint committee was formed and five key areas have been identified that will help teacher effectiveness.

In recent years there has been an increasing struggle to meet the challenge of preparing adult learners to gain employment with today’s new technology. There has been an alarming study that has forecasted workers retiring within the next twenty years will be replaced workers who have lower levels of skills and education (Hess, McLendon, & Moore, 2012). In “A Call to Action” it was determined that in order to counter these trends, the adult education system must make needed improvements. Two national organizations have decided to take on the challenge. They are the Commission for Adult Basic Education (COABE) and the National Adult Education Professional Development Consortium (NAEPDC). These organizations have taken on the task of defining and creating a system for a national credential for adult education instructional staff that will be based on research, best practices and industry-wide input. There are five priority areas that must be addressed when developing a strategy for improving teacher effectiveness in adult education. They are establishing high expectations for and support and reward effective teachers. Develop and support conditions for ongoing professional learning, create a culture of innovation and results and finally measure what matters. When establishing high expectations for teachers means identifying what effective adult educators should know and be able to do, implementing performance management systems that document teachers’ effectiveness relative to students’ outcomes and hold teachers accountable for student learning (Developing a Strategy for Improving Teacher Effectiveness in Adult Education, 2011). Administrators must develop strategies that will identify and scale effective models for teacher preparation and support and recognize and reward excellence in teacher performance (Developing a Strategy for Improving Teacher Effectiveness in Adult Education, 2011). Once the expectation and strategies have been established, administrators must develop and support conditions for ongoing professional learning. This is done by identifying, implementing and scaling effective models for teacher development, coaching and mentoring. Strategic investment in teacher preparation and classroom innovations is part of the plan to create a culture of innovation and results. Finally, measure what matters. This is done by collecting teacher data, using the data to drive continuous improvement and then to collaborate with researchers to identify new directions as suggested by the data.
As with any worthy endeavor, there are both supporters and proponents of this national approach. The supporters contend that the planned changes will attract the best and brightest educators as well as provide continuity from classroom to classroom, locality to locality and state to state (Hess, McLendon, & Moore, 2012). The proponents position center around the financial impact in relationship to money, time and energy because they believe many adult learners are low earning part-time employees. However, given the seriousness of the needs at issue at hand, it was determined that a plan of action was needed immediately that would develop a national knowledge and professional standards for all educators.
As this vision a reality, it is clear that it will consist of a two-tiered system. The intention is not to supersede any efforts already in place by individual institutions but to add to them. The goal is to establish a new standard that will be a game changer for not only the adult learners but the adult educators as well because at the end of the day adult learners deserve the best-prepared teachers to help make them the best prepared students.

References
Developing a Strategy for Improving Teacher Effectiveness in Adult Education. (2011). Retrieved from http://conference.novaresearch.com/2011aesd/presentations/Thurs/Strategic%20Directions%20for%20Teacher%20Quality%20and%20Effectiveness.pdf
Doherty, B. (2012, January 25). Tips for Teaching Adult Students. Retrieved from Faculty Focus: http://www.facultyfocus.com/articles/effective-teaching-strategies/tips-for-teaching-adult-students/
Hess, M., McLendon, L., & Moore, B. R. (2012, March 20). Improving Adult Education Teacher Effectiveness: A Call to Action for a New Credential. Retrieved from McGraw-Hill Research Foundation: http://www.mcgraw-hillresearchfoundation.org
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning In Adulthood. San Francisco: Jossey-Bass.