[NLA] David's model and teacher certification

[Carey Reid]

Margaret,

The degree requirement was heavily discussed by all stakeholder groups
advising on or crafting the Massachusetts ABE teacher's license.  Those
who wanted to allow access (and they were many) to the license for good
teachers without degrees raised many of the points that you do.  Those
stakeholders who stressed the need for a degree (and they were many)
pointed out that the credibility of the new degree might suffer in
comparison to other educator's degrees in Massachusetts if a college
degree were not a baseline requirement.  An example often raised was
that in those work environments where a state license of some kind is
required--corrections institutions, school districts--employers might
conclude that a license without a degree requirement would not be
acceptable.  In our state, that would mean that hundreds of adult
literacy teachers could not use the ABE license to satisfy a basic
employment requirement.  In the end, the access need was somewhat
accommodated by the finally approved regulation that allows the ABE
license candidate to possess either a bachelor's or a master's degree. 
(The preK-12 requirement stipulates only bachelor's.)  The thinking is
that non-degree candidates can take advantage of accelerated master's
degree programs that jump over the bachelor's level and go right into
the master's; typically, these programs give broad credit for job and
life experience.  

SABES, funded by MassDOE, is now exploring ways to scaffold non-degreed
teachers into degree programs that can work for them.  We wants to know
about good, accredited degree programs that give credit for life/work
experiences, with low or at least reasonable tuition costs, and (if not
in Massachusetts) equipped for distance learning.  Please let me know if
you know of something.

Thank you,

Carey Reid
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>>> DoughtyHRC at aol.com 6/27/02 8:42:58 AM >>>
I want to share you to a concern that I believe will severely impact
the 
successful operation of community-based adult literacy programs in the
state. 
  The Texas Education Agency Adult Education Division has determined
that 
non-degreed staff may not teach in adult education classes.  This
implies 
that degreed staff perform better than non-degreed staff and that
non-degreed 
staff perform poorly.

Where is the evidence-based research that has been undertaken to show
that 
degreed staff out-perform staff with years of experience and intense
focused 
staff development.  As far as I can tell there is no evidence of any.
 
The Workforce Investment Act that flows the Adult Education federal
funds to 
Texas allows the state to issue waivers so that well-qualified but 
non-degreed staff performing successfully may teach adult education
classes.  
 This allows programs, especially community-based programs, to stretch
adult 
education dollars further and serve more clients.   Waivers have been 
permitted in the past but the state adult education director will not
now 
permit their use.   If there are no waivers the following will take
place:

* Many excellent instructors may be lost
* degreed staff paid $14 - $20 an hour will replace some current staff
paid 
at $8 - $14 an hour
* fewer staff will be hired 
* fewer learners will be served
* with 75% of current learners in many programs enrolled in ESL classes
this 
will impact the Hispanic population most severely

CBO's support the use of qualified, non-degreed staff and support
continual 
improvement and staff development.   The CBO's across the state with
whom I 
have worked engage in targeted staff development to enable instructors
to 
meet learner goals as quickly and efficiently as possible.   What would
make 
sense in terms of program improvement for literacy providers is not to

indiscriminately cut non-degreed staff, but to:

1. provide a credit system where staff development could lead
incrementally 
to a degree in the literacy field;
2. research teaching improvements made by such training before cutting

teachers who are clearly doing a good job in a very staff-challenged
field. 

(It makes no sense to hire a person with a geology degree over a
seasoned ESL 
teacher, who shows great competence in teaching English to immigrants,

reflects the background of the learners and consistently moves students
to 
the next level.)

In a time of budget cuts cost effectiveness must play a part in 
decision-making. CBO's struggle to raise funds, especially in times
when 
dollars are scarce.  To hire better 'paper qualified' staff at the
expense of 
'experience qualified' staff is costly.   It is a mistake to think that

paying less for staffing implies a less able staff.   It signifies that
the 
experience, passion and dedication that adult literacy instructors
bring to 
their work has little value in the eyes of the state adult education
system.

The Workforce Investment Act is to be reauthorized next.   Already
review is 
underway for improvement in the law.   The Texas Education Agency
should be 
prevented from removing the waiver until:

1. The agency has undertaken research to show whether degreed staff 
out-perform non-degreed staff and whether non-degreed staff perform 
adequately.
2. The WIA reauthorization activities have been completed so that
changes 
will be made with a thorough grasp of all the implications under the
new 
federal legislation.

This current action from TEA will deny services to thousands of
learners at a 
time when the state is trying to increase enrollment and provide the 
framework for decision making based on research. 

At this moment teachers have been alerted that they may not have a job
whent 
he new fiscal year begins next month.

Margaret Doughty

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