Requirements for teaching adult literacy and basic and secondary education vary by State and by program. Programs that are run by State and local governments require high accountability to student achievement standards. Most States require teachers in these programs to have some form of credential; the most common are a public school teacher license, an adult education credential, or both. However, programs in States that do not have these requirements still generally require that adult education teachers have at least a bachelor's degree and, preferably, a master's degree. Teaching experience, especially with adults, also is preferred or required. Those programs run by private religious, community, or volunteer organizations generally develop standards based on their own needs and organizational goals, but generally also require paid teachers to have at least a bachelor's degree. Volunteers usually do not need a bachelor's degree, but often must attend a training program before they are allowed to work with students.
Most programs recommend that adult literacy and basic and secondary education teachers take classes or workshops on teaching adults, using technology to teach, working with learners from a variety of cultures, and teaching adults with learning disabilities. ESOL teachers also should have courses or training in second-language acquisition theory and linguistics. In addition, knowledge of the citizenship and naturalization process may be useful. Knowledge of a second language is not necessary to teach ESOL students, but can be helpful in understanding the students' perspectives. GED teachers should know what is required to pass the GED and be able to instruct students in the subject matter. Training for literacy volunteers usually consists of instruction in effective teaching practices, needs assessment, lesson planning, the selection of appropriate instructional materials, characteristics of adult learners, and cross-cultural awareness.
Adult education and literacy teachers must have the ability to work with students who come from a variety of cultural, educational, and economic backgrounds. They must be understanding and respectful of their students' circumstances and be familiar with their concerns. All teachers, both paid and volunteer, should be able to communicate well and motivate their students.
Professional development among adult education and literacy teachers varies widely. Both part-time and full-time teachers are expected to participate in ongoing professional development activities in order to keep current on new developments in the field and to enhance skills already acquired. Each State's professional development system reflects the unique needs and organizational structure of that State. Attendance by teachers at professional development workshops and other activities is often outlined in State or local policy. Some teachers are able to access professional development activities through alternative delivery systems such as the Internet or distance learning.
Opportunities for advancement for adult education and literacy teachers again vary from State to State and program to program. Some part-time teachers are able to move into full-time teaching positions or program administrator positions, such as coordinator or director, when such vacancies occur. Others may decide to use their classroom experience to move into policy work at a nonprofit organization or with the local, State, or Federal government or to perform research.
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| Considerable Preparation Needed |
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Programs
| [ save ] | 1. | Adult and Continuing Education and Teaching | |
| Matching Occupations: 2 | |||
| A program that prepares individuals to teach adult students in various settings, including basic and remedial education programs, continuing education programs, and programs designed to develop or upgrade specific employment-related knowledge and skills. | |||
| [ save ] | 2. | Adult Literacy Tutor/Instructor | |
| Matching Occupations: 1 | |||
| A program that prepares individuals to serve as instructors and mentors for adults in basic or functional literacy programs in school, institutional, community, and private settings. | |||
| [ save ] | 3. | Bilingual and Multilingual Education | |
| Matching Occupations: 1 | |||
| A program that focuses on the design and provision of teaching and other educational services to bilingual/bicultural children or adults, and/or the design and implementation of educational programs having the goal of producing bilingual/bicultural individuals. Includes preparation to serve as teachers and administrators in bilingual/bicultural education programs. | |||
| [ save ] | 4. | Linguistics of ASL and Other Sign Languages | |
| Matching Occupations: 1 | |||
| A program that focuses on the scientific and scholarly study of the development, structure, and use of American Sign Language (ASL) and other visual signed languages, both as vehicles for communication within the deaf community and in relation to spoken and written languages. Includes instruction in cognitive linguistics; ASL and sign language phonology, syntax, and morphology; sociolinguistics of the deaf community; comparative linguistics; and studies of specific sign languages such as ASL, Auslan (Australian Sign Language), LSF (French Sign Language), Shuwa jiten (Japanese Sign Language), HamNoSys (German Sign Language), Gestuno, and others. | |||
| [ save ] | 5. | Multicultural Education | |
| Matching Occupations: 2 | |||
| A program that focuses on the design, and implementation of instructional and advising services for culturally diverse learning populations. Includes instruction in cultural diversity, at-risk populations, multilingual and ESL education, program and curriculum design, instructional technology, information resources, LEP and minority education strategies, counseling and communicating with multicultural populations, law and regulations, and applications to specific cultural groups, educational services, and research issues. | |||
| [ save ] | 6. | Teaching English as a Second or Foreign Language/ESL Language Instructor | |
| Matching Occupations: 1 | |||
| A program that focuses on the principles and practice of teaching English to students who are not proficient in English or who do not speak, read or write English, and that may prepare individuals to function as teachers and administrators in such programs. | |||
| [ save ] | 7. | Teaching French as a Second or Foreign Language | |
| Matching Occupations: 1 | |||
| A program study that focuses on the principles and practice of teaching French to students who are not proficient in French or who do not speak, read, or write French, and prepares individuals to serve as teachers and administrators. | |||
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