Program Challenges

Programs face a number of challenges in responding to the needs of learners in their geographic area, maintaining high quality, and fulfilling accountability requirements from funders. Two major challenges discussed here are (1) the recruitment and ongoing professional development of high-quality teachers and (2) assessment of learners and reporting results for program accountability. A helpful publication for adult educators seeking to establish, expand, or improve a program is Program Standards for Adult Education ESL Programs (TESOL, 2003).

Teacher Recruitment and Professional Development

The demand for qualified personnel to work with adult English language learners has greatly increased in recent years as a result of ever-increasing demands for classes (Florez & Burt, 2002). New teachers are entering the field, experienced teachers are being asked to take on greater challenges, and many adult basic education teachers are working with English language learners who are in classes with native English speakers. Much of this is occurring in areas where the adult ESL infrastructure is limited or nonexistent. Experienced, effective teachers need to be recruited for programs, and ongoing professional development needs to be provided.

Most adult ESL teachers are part-time, hourly employees who come to the field with varied backgrounds, training, and experiences. The wide range of instructional contexts (e.g., academic, workplace, family literacy, and volunteer programs) and curriculum content (e.g., employment, parenting, life skills, and civics) makes uniform professional development challenging. Certification and training requirements for teachers vary from state to state, and sometimes from program to program within a state (TESOL, 2003).

Descriptions of professional development efforts in adult education indicate that effective professional development is ongoing, extensive, and based in solid theory and research; involves teachers in the planning, implementation, and evaluation of the training efforts; provides teachers with opportunities and support to try new skills on the job and engage in feedback and follow-up activities; and provides adequate financial support for full-time and part-time teachers to participate in professional development activities. (For more information see Belzer, Drennon, & Smith, 2001; Florez & Burt, 2001; Smith, Hofer, & Gillespie, 2001).

Uses of technology for professional development are being explored by programs to increase delivery options and to address broad, often geographically dispersed audiences. Emerging technology applications for professional development include Web-based courses and training programs that integrate face-to-face meetings with Internet-based, video-based, or teleconferencing components.