Code of Massachusetts Regulations
603 CMR - DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION
Title 603 CMR 47.00 - Licensure Of Adult Basic Education Teachers And Preparation Program Approval
Section 47.08 - Professional Standards for Adult Basic Education Teachers
Universal Citation: 603 MA Code of Regs 603.47
Current through Register 1531, September 27, 2024
(1) Application. The Professional Standards for Teachers define the pedagogical and other professional knowledge and skills required of ABE teachers. These Standards are used by ABE teacher preparation providers in preparing their candidates, by the Department in reviewing programs seeking state approval, and by the Department as the basis for evaluating applicants' proficiency. Candidates shall demonstrate that they meet the Standards required by the appropriate route to licensure ( 603 CMR 47.06) and in so doing shall participate in a performance assessment that includes a demonstration of teaching, either in a field-based experience ( 603 CMR 47.05) or for the ABE Panel Review for Licensure ( 603 CMR 47.04) .
(2) Professional Standards.
(a)
Understanding the Adult
Learner
1. Incorporates theories of
and research in adult development in designing effective instruction
appropriate to the learning environment (e.g., in the classroom, workplace,
homeless shelter).
2. Incorporates
theories of and research in adult learning and in learning disabilities in
designing effective instruction appropriate to the learning
environment.
3. Uses knowledge of
the factors that influence adult learners' participation and persistence in
adult basic education programs to increase learner success.
(b)
Diversity and
Equity
1. Interacts equitably and
responsibly with all learners.
2.
Provides learners with strategies and tools to collaborate with other learners,
co-workers, and community members.
3. Draws on the range of interests, needs,
and approaches of learners in planning instruction.
4. Promotes learner understanding of American
civic culture, its underlying ideals, political principles, institutions,
procedures, and processes in the design of curriculum.
5. Uses, in appropriate contexts,
instructional materials conveying a range of contributions of various immigrant
and native groups have made to American society.
(c)
Instructional Design and Teaching
Approaches
1. Draws on the history,
structure, purpose, and critical issues of adult basic education in planning
instruction.
2. Uses needs analyses
in the design of instruction.
3.
Designs curriculum relevant to the experiences, interests, and goals of
learners, the particular instructional setting, and the Department's adult
basic education curriculum frameworks.
4. Integrates appropriate use of technologies
into the adult education teaching and learning process.
5. Sets forth the learning objectives,
instructional methods, and their rationale in the design of instruction and
makes them available to colleagues and learners.
6. Uses a variety of instructional methods,
techniques, and tools that facilitate adult learning.
7. Uses strategies that are effective for
learners to develop and use critical thinking and to solve complex
problems.
(d)
Learner Assessment and Evaluation
1. Creates and uses formal and informal
assessments for the purpose of placing learners at the appropriate
instructional level.
2. Creates and
uses formative and summative assessments to evaluate learner
progress.
3. Confers with
colleagues, supervisors, and community resources when special assessments are
required.
4. Evaluates the
effectiveness of instruction and modifies it based upon results and student
feedback.
5. Uses data collection
systems for program improvement.
(e)
Facilitating the Adult Learning
Environment
1. Communicates
effectively and appropriately with learners.
2. Creates an environment conducive to adult
learning.
3. Promotes learner
involvement in community and societal issues.
4. Refers adult learners with challenging
life issues to the appropriate resources.
5. Uses resources available to learners to
develop employment readiness skills.
6. Collaborates effectively with learners,
colleagues, and relevant members of various educational settings (e.g., family
literacy, corrections, or workplace education) and the community at
large.
7. Incorporates the
principles of lifelong learning (e.g., modeling self-application methods) to
prepare learners for continued education and training outside the
classroom.
(f)
Professionalism/Continuing Education
1. Reflects critically on the experiences of
self and others, such as learners, colleagues, and supervisors.
2. Develops goals for an individual
professional development plan.
Disclaimer: These regulations may not be the most recent version. Massachusetts may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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