Current through Register Vol. 48, No. 39, March 25, 2024
Subpart 1.
Scope of practice.
A teacher of adult basic education is authorized to provide
to learners, who have aged out of the compulsory attendance requirement for
secondary schools as set forth in Minnesota Statutes, section
120A.22, and are not enrolled in
elementary or secondary schools, instruction that is designed to develop
mastery of basic education skills including English language skills. This part
shall not prohibit a school board from employing a teacher who holds a teaching
license but who is not licensed as a teacher of adult basic education to teach
adult basic education. A license under this part does not qualify a teacher to
provide instruction leading to a high school diploma.
Subp. 2.
Licensure requirements.
An applicant seeking a license to teach adult basic education
must meet the requirements for a license pursuant to parts
8710.0311 to
8710.0314 and Minnesota Statutes,
sections 122A.181 to
122A.184.
Subp. 2a.
Initial licensure program.
A candidate completing a board-approved initial licensure
program for adult basic education must demonstrate the content standards set
forth in subpart 3 and
the standards for effective practice in part
8710.2000, focused on teaching
adults as learners.
Subp.
2b.
Additional licensure program.
A candidate completing a board-approved additional licensure
program for adult basic education must demonstrate the content standards set
forth in subpart 3.
Subp. 2c.
Licensure via portfolio.
An applicant seeking an initial license via portfolio
pursuant to part 8710.0330
must submit a content portfolio aligned to the standards set forth in subpart
3 and a pedagogy portfolio
aligned to the standards for effective practice in part
8710.2000, focused on teaching
adults as learners.
Subp. 3.
Subject matter standards.
A candidate for licensure as a teacher of adult basic
education must demonstrate the knowledge and skills in items A to F.
A.
Organizational and systems
structure.
The candidate must understand adult basic education
organizational and system structure, including:
(1) the history and purpose of adult basic
education, including the learners served;
(2) federal and state adult basic education
legislation, policies, regulatory agencies , sources of funding, and related
services;
(3) models of delivering
adult education services, including eligible providers and distribution of
funds;
(4) types of programming
ofered, including English language instruction, high school diploma and
equivalency options, career and postsecondary preparation, and other basic
skills instruction;
(5)
accountability measures, including standardized assessments, learner outcome
expectations, and data collection requirements; and
(6) supports and technical assistance
resources available to adult basic education providers.
B.
Adult learning theories and teaching
practices.
The candidate must understand adult learning theories and
teaching practices, including:
(1)
characteristics common to all adult learners as well as those common to unique
populations;
(2) formative and
summative assessment practices that inform instructional planning and goal
setting for students;
(3)
application of instructional practices for testing that address the needs of
adult learners;
(4) application of
instructional strategies and resources for adult learners, including but not
limited to those who are incarcerated, survivors of trauma, refugees and
immigrants and those with low basic skills, limited formal schooling, and
physical or cognitive learning challenges;
(5) instructional planning at the lesson,
unit, and course level for basic skills, life skills, academic content (e.g.,
math, social studies), and career-contextualized instruction; and
(6) disposition and resources to attain the
content knowledge and related teaching practices needed to grow professionally
as an adult educator
C.
Content and effective practices.
The candidate must understand the content and effective
practices for teaching language and literacy, including:
(1) knowledge of reading processes and
instruction including:
(a) grapheme-phoneme
knowledge and morpheme relationships within words;
(b) the interrelationships between word
recognition and vocabulary knowledge, fluency, and comprehension in
understanding text and content materials;
(c) the importance of direct and indirect
vocabulary instruction that leads to enhanced general, academic, and
domain-specific word knowledge;
(d)
the interrelationships between and among comprehension processes related to
print processing abilities, motivation, reader's interest, background
knowledge, cognitive abilities, and knowledge of academic discourse;
and
(e) the development of academic
language and its impact on learning , school success, career pathways, and
civic engagement;
(2)
the ability to use a wide range of evidence-based practices, approaches,
methods, and print, visual, or digital materials to support reading instruction
including:
(a) the appropriate applications
of a variety of instructional frameworks that are effective in meeting the
needs of readers of varying proficiency levels and linguistic backgrounds in
adult education settings;
(b) the
ability to scaffold instruction for students who experience dificulties reading
or understanding a variety of texts, as well as an understanding of when and
how to gradually remove scaffolds;
(c) selection and implementation of a wide
variety of before, during, after and repeated reading comprehension strategies
that develop reading and metacognitive abilities necessary to access complex
text;
(d) the ability to help adult
learners develop, deepen, and broaden their understanding of general, academic,
and domain-specific content words;
(e) the ability to develop critical literacy
skills by teaching students to identify and evaluate evidence, make and support
inferences, and question and analyze texts from multiple viewpoints or
perspectives;
(f) the ability to
identify features of complexity within a text and associated challenges in
order to inform instruction; and
(g) an understanding of the rationale and
instructional use of a wide range of texts and text types within instruction,
including informational texts;
(3) understanding the content and effective
practices for teaching writing, including:
(a) the stages of the writing
process;
(b) the connections
between reading and writing;
(c)
instruction to build adult learners" abilities to communicate ideas clearly and
effectively to a variety of audiences in a variety of text types, with
increasing control over structures at the discourse, sentence, word, and
mechanics levels;
(d) how to teach
writing contextually to reflect actual uses using authentic materials and
situations that build on adult learners" prior knowledge; and
(e) multiple strategies to assess and provide
feedback to student writing; and
(4) understanding the context and effective
practices for teaching listening and speaking, including:
(a) the listening process and how to receive,
attend to, interpret, and respond appropriately to verbal messages and other
cues;
(b) ways of constructing and
expressing meaning for participation in formal and informal
situations;
(c) how to teach
listening and speaking contextually in a variety of work, community, and
academic settings using authentic materials and situations that build on adult
learners" prior knowledge;
(d) the
ability to develop critical learning skills by teaching adult learners to
identify and evaluate evidence in texts, make and support inferences, and
question and analyze multiple perspectives; and
(e) how to assist multilingual learners to
improve English pronunciation and achieve English proficiency.
D.
Mathematics.
A teacher of adult education must understand the content and
effective practices for teaching mathematics, including:
(1) adult numeracy and mathematical thinking
and strategies adults need in order to participate fully in their communities
and to pursue career and postsecondary opportunities;
(2) characteristics common to adult math
learners, including math anxiety, and strategies for instruction that develop
learners" skills and confidence;
(3) the mathematical thinking processes and
proficiencies that ensure strong math learning, including problem solving,
reasoning and proof, communication, representation, and connections;
(4) instructional practices for adult
learners that develop their ability to conduct math common in consumer,
household, citizenship, and workplace contexts; and
(5) disposition and resources to attain the
content knowledge and related teaching practices needed to teach adult
numeracy, including numbers and ratios, and understand operations, algebra and
functions, geometry, probability, and statistical
measurement.
E.
Employment and transition skills.
The candidate must understand the content and effective
practices for teaching academic, career , and employability skills needed to
transition to postsecondary education, career training, the workplace, and
deeper community involvement, including:
(1) the culture of the contemporary workplace
and the changing nature of job skills; and
(2) transition skills, including effective
communication, learning strategies, critical thinking, self-management,
developing a future pathway, and navigating systems.
F.
Digital literacy.
The candidate must understand the content and effective
practices for teaching digital literacy skills, including:
(1) development of digital literacy skills
needed for adult learners to seek, obtain, and retain employment; successfully
complete training and postsecondary education; and participate fully in their
communities; and
(2) instruction
that enables adult learners to perform tasks on computers and online, including
computer basics, essential software skills, and basic online skills, including:
(a) using technology to communicate in a
variety of contexts, including work, school, and community;
(b) using digital tools to enhance
communication and collaborate with others;
(c) thinking critically about digital
resources and using multiple online sources to find, evaluate, and test the
validity of information;
(d)
understanding rules and norms around technology use in diferent contexts;
and
(e) understanding the benefits
and risks of online communication in order to act as a responsible digital
citizen.
Subp.
3a.
Clinical experiences for candidates completing an
initial licensure program.
A candidate completing an initial licensure program to teach
adult basic education is exempt from the clinical experience requirements in
part 8705.1010, subpart
3, item C (Standard 11). The
candidate must complete at least 100 hours of clinical experiences in adult
basic education programs that include:
A. observations with actionable feedback to
ensure growth and attainment of standards with a minimum of three observations
conducted by the cooperating teacher;
B. observations with actionable feedback to
ensure growth and attainment of standards with a minimum of three observations
conducted by the supervisor;
C. a
minimum of two triad meetings with the cooperating teacher, the supervisor, and
the candidate for clear and consistent communication; and
D. at least one written evaluation by the
supervisor that addresses the candidate's ability to apply the standards in
this part and apply the standards of effective practice in part
8710.2000 in teaching adult
students.
For the purposes of clinical experiences, a candidate
completing an initial licensure program for adult basic education and another
licensure field must consider the other licensure field as the initial license
subject to part 8705.1010,
subpart 3, item
C (Standard 11), and consider the adult basic education license as an
additional license subject to subpart
3b.
Subp. 3b.
Clinical experiences for
candidates completing an additional licensure program.
A candidate completing an additional licensure program is
exempt from the clinical experience requirements in part
8705.1010, subpart
3, item E (Standard 13). The
candidate must complete at least 80 hours of clinical experiences in adult
basic education programs that include:
A. observations with actionable feedback to
ensure growth and attainment of standards with a minimum of two observations
conducted by the cooperating teacher;
B. observations with actionable feedback to
ensure growth and attainment of standards with a minimum of two observations
conducted by the supervisor;
C. a
minimum of one triad meeting with the cooperating teacher, the supervisor, and
the candidate for clear and consistent communication; and
D. at least one written evaluation by the
supervisor that addresses the candidate's ability to apply the standards in
this part and apply the standards of effective practice in part
8710.2000 in teaching adult
students.
Subp. 5. [Repealed,
L
2015 c 21 art 1
s
110]