[NLA] David's model and teacher certification

[David J. Rosen]

Kathleen and others,

KathleenBombach at aol.com wrote:

> If we move to accreditation of teachers, for God's sake, let's not 
> repeat the errors of the elementary and secondary school systems.  
> Should a future GED instructor take a major in adult education or 
> should he or she study math, science, English, etc. with a few courses 
> in teaching and curriculum

I am not in favor of undergraduates majoring in education.  This was 
done away with several years ago in our state for some of the reasons 
you mention.   

I would be interested, Kathleen -- and others -- to know what you think 
of the Massachusetts adult education teacher license model. You will 
find more information about it at http://www.sabes.org/license/  

And I am equally interested in reactions to the other features of the 
state level AELS model I proposed. A substantive teacher license (one 
with high but reasonable standards, many ways of attaining competencies, 
recognition for learning acquired in a variety of ways, 
performance-based assessment, and for which there is a return on 
teachers' investment) is only one part of a model state adult education 
and literacy system. It is only one part -- and not necessarily the most 
important one -- of a staff and program development system within a 
state AELS.

If you'd like to review these, you'll find my message which lays out 
some of the important elements of an ideal state level AELS at
http://lists.literacytent.org/pipermail/nla/2002/001183.html


David J. Rosen, Director
Adult Literacy Resource Institute/SABES Greater Boston Regional Support 
Center
University of Massachusetts Boston
<DJRosen at the world.com>
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