[NLA] Discussion: Teacher Licensing (long)

[Fay, Mary Jayne]

Attached is an Excel chart of the credentialing requirements for each state.
You may be interested to see the varied educational and credentialing
requirements.  Other than Mass., I found only one other state that has a
credential that is both recognized by its state's Department of Education
and has parity with its K-12 licenses.
 
Mary Jayne Fay
Mass. ABE Licensure Coordinator
 
 
 
 

-----Original Message-----
From: David J. Rosen [mailto:DJRosen at theworld.com]
Sent: Saturday, June 29, 2002 7:15 PM
To: nla at lists.literacytent.org
Subject: [NLA] Discussion: Teacher Licensing (long)


NLA Colleagues,

The Occupational Outlook Handbook (OOH) (online) has an interesting page
describing adult literacy and other adult education teachers.  I thought
some of this information might  be relevant to our discussion on teacher
certification/licensing, and some other parts were an interesting commentary
on why our field will be growing.  Below are some excerpts (the underlining
is mine)  followed by the URL for the whole OOH page.

"Teachers-Adult Literacy and Remedial and Self-Enrichment Education 
------------------------------------------------------------------------
Nature of the Work | Working Conditions | Employment | Training, Other
Qualifications, and Advancement | Job Outlook | Earnings | Related
Occupations | Sources of Additional Information

Significant Points

*    The majority of employed adult teachers work part time and receive no
benefits; many unpaid volunteers also teach these subjects. 
*    Opportunities for teachers of English as a Second Language are expected
to be very good, as the number of immigrants seeking classes is
expected to increase. 
*    Demand for self-enrichment courses is expected to rise as more people
embrace lifelong learning."



"Working Conditions    

Because adult education teachers work with adult students, they do not
encounter some of the behavioral or social problems sometimes found with
younger students. Adults attend by choice, are highly motivated, and bring
years of experience to the classroom-attributes that can make teaching these
students rewarding and satisfying. However, teachers in remedial or adult
basic education deal with students who may lack effective study skills and
self-confidence have learning disabilities, and who may require more
attention and patience than other students. 

Adult education teachers often feel they are not as respected by education
departments as their general education peers. Many work with out-dated
computers or in spare rooms with few resources. Funding is rarely adequate
and class sizes are often large. 

Many adult education teachers work part time. Some have several part-time
teaching assignments or work a full-time job in addition to their part-time
teaching job, leading to long hours and a hectic schedule. Classes often are
held at night or on the weekends to accommodate students who may have a job
or family responsibilities. 

Training, Other Qualifications, and Advancement   

Requirements for teaching adult literacy and remedial education, including
ESL and GED preparation, vary by State and by program. Federally funded
programs run by State and local governments usually have higher standards
than programs run by religious, community, or volunteer organizations. Most
State and local governments and education institutions require that adult
teachers have at least a bachelor's degree and preferably a Master's degree.
Some require an elementary or secondary teaching certificate and a few have
recently begun requiring a certificate in ESL or adult education. Teaching
experience, especially with adults, also is preferred or required.
Volunteers usually do not need a bachelor's degree, but must attend a
preservice training program instead. 

Most programs recommend that adult literacy and remedial education teachers
take classes on teaching adults, using technology to teach, working with
learners from a variety of cultures, and teaching adults with learning
disabilities. ESL teachers should also have courses on second language
acquisition theory and linguistics. In addition, knowledge of the
citizenship and naturalization process is very useful. Knowledge of a second
language is not necessary to teach ESL students, but can be helpful in
understanding the students' difficulties. GED teachers should know what is
required to pass the GED and be able to instruct students in the subject
matter. Training for literacy volunteers usually consists of effective
teaching practices, needs assessment, lesson planning, materials selection,
characteristics of adult learners, and cross-cultural awareness. 

Adult education teachers must have the ability to work with a variety of
cultures, languages, and educational and economic backgrounds. They must be
understanding of their students' circumstances and familiar with their
concerns. All teachers, both paid and volunteer, should be able to
communicate well and be able to motivate their students. Previous experience
as a volunteer or an aide in a literacy program is recommended. 

Professional development among adult education teachers varies widely.
Because of the part-time nature of the job, attendance at classes is
difficult for many instructors. Therefore, professional development usually
consists of voluntary attendance at workshops, conferences, and seminars 1
or 2 days per year. The Internet is playing a larger role in helping
teachers learn to expand approaches and techniques in the classroom. They
can now take online courses, join chat groups with other teachers, and
research journal articles. 

There are very few opportunities for advancement in this profession. Most
jobs are part time and offer limited career potential. However, those who do
have full-time jobs often do administrative work along with teaching. Others
may go into policy work at a nonprofit organization or perform research. The
most experienced teachers may mentor new instructors and volunteers. 

The main qualification for self-enrichment teachers is expertise in the
subject area. A portfolio of one's work may be required. For example, to
secure a job teaching a photography course, an applicant would need to show
examples of previous work. Self-enrichment teachers should also have good
speaking skills and a talent for making the subject interesting. 

Job Outlook   

Opportunities for jobs as adult literacy, remedial, and self-enrichment
education teachers are expected to be very good. Employment is expected to
grow about as fast as the average for all occupations through 2010, and a
large number of job openings are expected due to the need to replace people
who leave the occupation or retire. Turnover is prevalent in this occupation
due to its many part-time jobs. In addition, a large number of all types of
teachers are expected to retire. Should a shortage of people seeking to
enter the teaching profession arise, many of these jobs will be hard to
fill. 

Much of the growth in employment will be for ESL teachers who will be needed
by the increasing number of immigrants and other nonEnglish speakers
entering this country. In addition, a greater percentage of immigrants are
expected to take ESL classes. With most immigrants going to States such as
California, Florida, Texas, and New York, demand will be greatest in these
regions. However, parts of the Midwest and Plains States have recently begun
to attract large numbers of immigrants, making for especially good
opportunities in those areas. 

As employers increasingly require a more literate workforce, workers' demand
will grow for all types of literacy and remedial classes. The need for basic
education and GED teachers is expected to increase despite an increasing
emphasis being placed on education. One reason is that the standards that
many school districts are imposing to improve elementary and secondary
education are causing some students who cannot meet the new criteria for
graduation to drop out of school and enroll in adult education classes.
Also, while dropout rates have declined for whites and blacks, they remain
high for foreign-born Hispanics, who make up an increasing share of the
population. Nevertheless, several branches of the military recently have
allowed those who have dropped out of school to enlist-as long as they pass
the GED first. This is expected to bring in new recruits and create demand
for GED teachers. 

The demand for literacy and basic education often fluctuates with the
economy. When the economy is good and workers are hard to find, employers
relax their standards and hire workers without a degree or GED. As the
economy softens, more students find they need additional education to get a
job. However, adult education classes are often subject to funding level
changes, which can cause the number of teaching jobs to fluctuate from year
to year. When this happens, volunteers may take the place of paid teachers. 

As the baby boomers begin to retire and have more time to take classes and
as more people embrace lifelong learning, the need for self-enrichment
teachers will grow. Subjects that are not easily researched on the Internet
and those that provide hands-on experiences will be in greater demand.
Classes on spirituality and self-improvement are expected to be popular
along with courses that provide hands-on experiences, like cooking and the
arts. Topics related to current trends are always well-received. 

Earnings 

Median hourly earnings of adult literacy and remedial education teachers and
GED instructors were $16.12 in 2000. The middle 50 percent earned between
$12.20 and $21.17. The lowest 10 percent earned less than $9.47, and the
highest 10 percent earned more than $28.50. Part-time adult literacy and
remedial education and GED instructors are generally paid by the hour or by
the class and receive no benefits. Full-time teachers are usually paid a
salary and receive good benefits if they work for a school system or
government. "

http://stats.bls.gov/oco/ocos064.htm <http://stats.bls.gov/oco/ocos064.htm> 


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