Instructor Competencies and Performance Indicators for the Improvement of Adult Education Programs.

Autor/inn/en	Sherman, Renee; Tibbetts, John; Woodruff, Darren; Weidler, Danielle
Institution	Pelavin Research Inst., Washington, DC.
Titel	Instructor Competencies and Performance Indicators for the Improvement of Adult Education Programs.
Quelle	(1999), (152 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adult Basic Education; Adult Education; Adult Educators; Adult Programs; Competence; Competency Based Teacher Education; Continuing Education; Educational Improvement; Inservice Teacher Education; Instruction; Knowledge Base for Teaching; Performance; Postsecondary Education; Professional Development; Program Improvement; Self Evaluation (Individuals); Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Adult education teacher; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Kompetenz; Weiterbildung; Teaching improvement; Unterrichtsentwicklung; Lehrerfortbildung; Teaching process; Unterrichtsprozess; Teaching theory; Theory of teaching; Unterrichtstheorie; Achievement; Leistung; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung
Abstract	This document contains 31 competencies organized by these three themes related to effective adult instruction: (1) keeping current in content area and in instructional strategies; (2) communicating and collaborating with colleagues and learners to facilitate learning; and (3) working positively and nonjudgmentally with diverse populations. The specific skills that instructors can develop within these themes promote quality instruction across a variety of missions, program goals, and instructional content. For each competency, performance indicators and evidence examples that demonstrate the specific competency in practice are listed. The competencies are organized into these six categories: professional development, instructional delivery, management of instructional resources, assessment and monitoring of learning, management of program responsibilities and program organization, and providing learner guidance and referral. Three sections discuss the purposes of the competencies, the methodology for developing them, and ways in which they can be used; describe instructor competencies and performance indicators; and include a table containing each of the instructor competencies and performance indicators. Three appendixes provide illustrations of the performance indicators, a self-assessment instrument for instructors, and recommended professional development activities. (KC)
Anmerkungen	For full text: http://www.air.org/nrs/reports/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC