USVI Public Records

Document text

DOCUMENT RESUME ED 109 337 95 CE 004 116 AUTHOR Zinn, Lorraine M. TITLE Adult Basic Education Teacher Competency Inventory: Virgin Islands. INSTITUTION Missouri Univ., Kansas City. Center for Resource Development in Adult Education.; Virgin Islands Government Dept. of Education, Charlotte Amalie. SPONS AGENCY Office of Education (DHEW), Washington, D.C. PUB DATE Mar 75 GRANT OEG-73-5213 NOTE 118p.; For a discussion of the Inventory, see ED 469 EDRS PRICE MF-$0.76 HC-$5.70 PLUS PCSTAGE DESCRIPTORS *Adult Basic Education; Aiult Education; *Adult Educators; Knowledge Level; Performance Criteria; *Surveys; Teacher Attitudes; Teacher Behavior; Teacher Evaluation; Teacher Response; *Teaching Skills IDENTIFIERS Adult Basic * cation Teacher Competency Inventory; Virgin Islane ABSTRACT Nineteen adult basic education teachers and fifty high school diploma teachers, representing 77 percent of the adult education teachers in the Virgin Islands, responded to a survey using a revised form of the Adult Basic Education Teacher Competency Inventory to determine teacher training priorities. Teachers were asked to indicate the degree of competence, on a scale of zero through seven, which they felt an ABE teacher should have, compared +o what they did have, on a list of 170 competencies in the Inventory. Results of the survey, related to the competency ratings and to local problems, are tabulated and discussed. Recommendations directed to planners of staff development activities in the Virgin Islands are made in the four general categories of pre-service training, teacher preparation; in-service training; teacher certification in adult basic education; and ongoing and periodic assessment of training needs. Appendixes contain the revised Adult Basic Education Teacher Competency Inventory; a rank order listing of responses of teachers in the high school diploma program; and a rank order listing of ABE teachers perceptions of their own competence. (Author/NH) Jog igo dog gio igio Gio ok oto oo rai ioigiok kk iokoio doko ok * Documents acquired by ERIC include many informal unpublished * * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * a * < * * * responsible for the quality’ of the original document. Reproductions supplied by EDRS are the best that can be made from the original. RIG fom iota oo doo ko ok center for resource development in adult education mel SA | POp | ml School of Education University of Missouri-Kansas City Kansas City, Missouri 64110 Center for Resource Development in Adult Education University of Missouri - Kansas City for the Department cf Education St. Thomas, Virgin Islands Adult Basic Edt cation Teacher Competency Inventory - VIRGIN ISLANDS - Lorraine M. Zinn March, 1975 The project reported herein was performed pursuant to a grant from the U. S. Office of Education, Depart- ment of Health, Education and Welfare. The opinions expressed herein, however, do not necessarily reflect the position or policy of the U. S. Office of Education, and no official endorsement by the LU. S. Office of Education should be inferred. Grant No. OEG-73-5213-(Spear) ACKNOWLEDGMENTS This study was completed only because the following persons were so cooperative and competent. I am gratefui to: Mr. Gordon Ault, for his constant interest and assistance throughout the stucy, especially in the processing and analysis of data; Dr. Donald W. Mocker, whose initial study inspired this one, and who provided valuable suggestions and assistance in carrying out this study; Dr. George E. Spear, whose support and confidence in the researcher is highly valued; Mr. John Chapman and Mr. Dan Ozenberger, who spent many hours programming and re-programming the computer; Ms. Peggy Purvis and Ms, Julie Terry, for t./ping page after page of draft copy and final manuscript; The 21 Adult Basic Education teachers and 52 Adult High School teachers from St. Thomas and St. Croix who took the tine to complete the Inventory; Mr. Daniel Merenda, who coordinated study efforts in the Virgin Islands; Dr. Husain Qazilbash and Dr. Vincent DeSanctis, who en- couraged the study as a support to the Region II ABE Staff Development Project. TABLE OF CONTENTS Acknowledgments Purpose ° > t . ° > > . i) ° ~ ~~ ~ _ = . _ > 2 = - . > 7 oa ] Background OF Stuts coda 6 cs ae ee 4 8 ee ee Procedures IRIEL PANNING 2. a 4s . Sample Selection ..... Survey Instrument. .... Bata GCOLTECtION. . « +s CR ANGI ISIS. 6 oe oe * 7 . * © Ane LS ° 7 aa = ° ° a Results Survey GOGUPNE 4. 6 6s <a ef Demographic Data ..... . Description of HSD Teachers. : Description of ABE Teachers. . Responses of Teachers in the High School Diploma Program. . . . «ss 0 es 0s 6I9 Responses of Adult Basic Education Teachers. .... .16 s 7 ” o > * = ° * a © o° o uo . & * ° 7 © — — —s Discussion and Conclusions Sample Selection and Survey Returns. Survey Instrument. .... . isk be Se ea Se ee ete Collection. « ..+ « * ; en were ek Ss oe Pret tie. of Man -Tmpcherss a4 < 6 see . ° ° 242 Profile of ABE Teachers. ... oa © alee ° 45 Training Priorities of ABE Teachers. oe oe 47 Recommendations . . G.. e Le: -ae e 2 2 - 7 # 2 ° ° . 2 .58 Appendix I: (A and B) Adult Basic Education Teacher Competency Inventory os. 6 i 6 at ew te ew CS II. Rank Order Listing of Responses of Teachers in the High School Sisto POO. Sk. ae se eae cnc = III. Rank Order Listing of ABE Teachers’ Perceptions of Their Own Competence. . .... . 107 wl PURPOSE This is the report of a study conducted by the Center for Resource Development in Adult Education (CRD), University of Missouri - Kansas City, for the Department of Education of the Virgin Islands of the United States, in conjunction with the Region II Adult Basic Education Staff Development effort. The purpose of this study was threefold: 1. To survey teachers of Adult Basic Education (ABE) and Adult High Sciiool in the Virgin Islands, to determine i; their training needs are similar or different; For Adult Basic Education teachers, to determine their perceptions about the priority order of a total of 170 statements describing the degree of competence which an ABE teacher should have. This will provide priorities for the planning of pre-service training and university teacher preparation courses, as well as criteria for establishing certification requirements for ABE teachers in the Virgin Islands; To determine the current training needs which can be met by in-service training activities planned through the staff developuent component of the Department of Education. BACKGROUND OF STUDY Since the time Adult Basic Education (ABE) pregrams began to multiply as a result of federal enabling legislation and establishment of national priorities, ABE teacher training has continued to be of prime importance. However, ABE teachers had relatively few curricular guidelines to follow that were specifically aimed at training teachers for the undereducated adult. From 1964 when the thrust in ABE began, to the present, curricula have been created fron the experiences of teacher trainers and the target ° practitioners in the field: ABE teachers and administrators. With ever increasing frequency, attempts have been made in institutes, workshops and other types of training sessions to identify what ABE teachers Should know, what strategies they should be able to command, and equally important, what effective behavior is critical to a successful instruction- al program. In July, 1973, Donald W. Mocker initiated a study which represented a systematic effort to identify, classify and rank the knowledges, behaviors and attitudes appropriate for Adult Basic Education teachers.! These know- Tedges, behaviors and attitudes were classified under one of the following categories: Curriculum, Scope and Goal of Adult Education, Instructional Process, or the ABE Learner.¢ A total of 234 ABE teachers and administrators, representing 33 states, participated in this initial study. As a result of IDonald W. Mocker. A Report on the Identification, Classification and Ranking of Competencies Appropriate for Adult Basic Eaucation Teachers. University of Missouri - Kansas City, July, 1974, 2The identified and ranked knowledges, behaviors and attitudes will] be hereafter referred to as "competencies." the study, a priority order listing of a total of 291 statements of teacher competencies was made. It was the researcher's conclusion that, “The ranked knowledges, behaviors and attitudes do provide a set of priorities for establishing criteria for curriculum planning in training ABE teachers." The Inventory developed by Donald W. Mocker was subsequently admin- istered to teachers in the State of Iowa and the Commonwealth of Puerto Rico, at the request cf the Departments of Education cf both Iowa and Puerto Rico. A ten percent sampling of A&8E teachers in both locations was surveyed and, like the national sample of teachers, provided a priority order ranking of the competency statements appropriate for their state and ‘ieiicitaatnt i respectively. At the conclusion of the three studies described, it was the feeling of tne researchers at the Center for Resource Developnient in Adult Educa- tion that the Inventory should be revised in content and format. Feedback had been received from teachers and administrators who participated in the original studies, as well as other adult educators who had beconie aware of the research and read the report cited. Gathering all such feedback, questions, criticisms and suggestions, the staff revised the Inventory, and 7 by October, 1974, printed the revised version. ° During September, 1974, the Director of Adult and Continuing Education for the Virgin Islands, Daniel W. Merenda, requested that the study be replicated in the Virgin Islands. The Center for Resource Development in Adult Education agreed to conduct siich a study for the Virgin Islands as a part of their ongoing technical assistance in the area of staff development in ABE. 3The revised Inventory forms are appended to this report (Appendix I). PROCEDI'AES INITIAL PLANNING Early in the month of September, 1974, CRD received a request, through the Region II Staff fevelopnient Project to conduct a study of Adult Basic Education teachers in the Virgin Islands. At that time, CRD staff were in the process of revising the original Inventory, and agreed to administer it to the Virgin Islands ABE teachers as soon as it was completed and ready for use. On September 30, Lorraine Zinn met with Daniel Merenda, Director of Adult Education for the Virgin Islands, to make arrangements to conduct the study. Following that tneeting, on October 2, Mr. Merenda wrote a letter to CRD confirming his request for é study to determine teacher training prioricies in the Virgin Islands. SAMPLE SELECTION As of October 24, a total of 35 teachers were employed in Adult Basic Education in the Virgin Isiands. Since this number is rather small, a decision was made to .urvey all teachers, providing a 100 per cent samole. Additionally, at Merenda's request, the 57 teachers employed in the high school diploma (HSD) program were to be included in the study, making a total of 92 teachers to be surveyec. Local prograni administrators were not included in the sample. SURVEY INSTRUMENT A revised form of the Adult Basic Education Teacher Competency Inven- tory (Appendix I) was used as the survey instrument for this study. Basically, the Inventory consists of a listing of 170 "competencies" which may be appropriate for Adult Basic Education teachers. On a scale of zero tnrough seven (0-7), teachers are asked to-indicate the degree of competenc? which they feel an Adult Basic Education teacher SHOULD have, as well as the degree of competence which they themselves DO have. Rather than asking teachers to-respond tc both aspects of all 170 items, which would necessitate a survey form of 340 items, the Inventory was printed in two different forms. On one form, for questions 1 through 85, teachers mark the degree of competence which they feel that ABE teachers should have. Then, for questions 86 through 170, they indicate the decree of competence they feel they do have. On the alternate form, the questions are reversed so that teachers responding to items 1 through 85 indicate their own degree of competence, and for questions 86 through 170, indicate the degree to which they feel an ASE teacher should be competent. In order to get a total picture of a specific teacher population, Inventories are distributed in equal quantities of the two forms, so that approximately. 50% of the respondents complete Form A and 50% complete Form B. In addition to the 170 questions, the Inventory solicits specific dem- “ographic vi cloaca from respondents. The teacher population can thus be described in terms ot location, sex, age, type of program, full-time or part-time commitment to ABE, previous training and experience, and teacher certification. DATA COLLECTION On November 19, 1974, a package of 120 Inventory forms was mailed to Dan Merenda in the Virgin islands. The number of Inventory forms exceeded the number of teachers employed as of Octcber 24, since the State Director had indicated that he expectec to hire approximately 30 additional teachers by the time the Inventory was administered. The Inventory forms arrived in-the Virgin Islands on December 1, and a 40 Merenda agreed to distribute them personally to the ABE and HSD teachers on the islands of St. Thomas aad St. Croix. Completed Inventories were returned to CRD in a single package on December 27, 1974. DATA ANALYSiS When completed Inventory forms arrived in Kansas City, they were separated into two groups, cne group comprised of Adult Basic Education (ABE) teachers from both islands (St. Thomas and St. Croix), and the other group comprised of teachers in the high school diploma (HSD) program from both islands. Demographic information was comoiled to describe the two groups of teachers, as well as the combined group of ABE and HSD teachers. Within these two groups, an additional sorting was done, so that the two forms of the Inventory could be recombineu to make up a composite picture of the total group of responses. For example, if in a given pro- gram ten teachers responded to the Inventory, five would have responded to the first form of the Inventory and five to the alternate form. Their combined responses could then be interpreted as if all ten teachers had responded to all of the 170 itens, marking their responses on two separate scales. For each group of respondents, ABE and HSD teachers, mean scores were established for responses to each of the 170-items in the Inventory. The mean scores were then listed in a ranked order, from highest to lowest, re- sulting in two lists of statements describing teacher competence. One list describes what an Adult Basic Education teacher SHOULD be able to do, with the statement having the highest mean score considered as the highest prior- ity. A second list describes the degree of competence which teachers in the Virgin Islands feel that they currently have. The statenent with the highest mean score in this list is considered to describe the behavior or s 11 activity in which teacners feel they are most competent. The listing of mean scores was then subdivided into the four pre- determined categories: Scope and Goal of Adult Educaticn, Curriculum, the ABE Learner or Instructional Process. The categories are defined as follows: ADULT EDUCATION is a planned process by which men and women seek to increase their knowledge, understanding or attitudes; CURRICULUM is a2 structured series of intended learning outcomes; an ABE LEARNER is a person 16 years of age or older, who has not achieved an eighth crade education or function- al equivalent and who is errolled in an ABE 5. ugram; and INSTRUCTIONAL PRO- CESS is defined as an organized plan establishea for the purpese of facili- tating the learning of the curriculum. Within each of these four categories, a comparison was made between tre listing of mean scores desc>“ ing what teachers SHOULD be abie “9 do and the listing which bes what the Virgin Islands teachers feel that they CAN do. An initial review of the data seemed to indicate that the gap between teachers’ perceptions of what ‘hey should be abie to do and their actual Capabilities might actually be sigrificant. In order to verify this, t-tests were done for each of the 170 items. Finally, charts aad tables were >re- pared to report the data. RESULTS SURVEY RETURNS At the time the Inventory was administered, during the month of December, 1974, a total of 90 teachers were employed in the Adult Basic Education and High School Diploma programs in the Virgin Islands. One- third of these (30) were ABE teachers; the remaining two-thirds were teachers in the High School Diploma Program. A total of 73 completed Inventories were returned to Kansas City. Of the 17 forms which were not returned, nine (9) were lost in the mail between Fredericksted, St. Croix and the office of the Department of Education in St. Thomas. The remaining eight Inventories were not completed due to teacher absence at the time the In- ventory was administered. Of the 73 Inventories which were completed and returned to CRD, four had been completed by program administrators who had no teaching responsi- bilities, and were therefore omitted from the studys This left a total of 69 completed Inventories representing 77% of the total teacher population for ABE -ind HSD teachers in the Virgin Islands. Nineteen out of thirty ABE teachers (63%) responded to the Inventory; 50 of the 60 HSD teachers (86%) responded. DEMOGRAPHIC DATA A compilation of demographic data for both Adult Basic Education and High School Diploma teachers appears in Table I (pp. 9-10). Since responses for ADE teachers will be discussed separately from those of HSD teachers, demographic data is also reported and discussed sep- arately. TAELE I: DEMOGRAPHIC DESCRIPTION OF ADULT EDUCATION TEACHERS IN THE VIRGIN ISLANDS P= m Number of respondents: -_ 1S al co se ~— Sex: Female Male NR (no response) onal ond O/|oj— ce) Age: Under 25 25-34 35-44 45-54 55-65 Over 65 NR { Ino —_— lo as Current ABE position: BE teacher, part-time (less than 20 hrs. per week) ABE teacher, full-time (more than 20 hrs. per week) ABE administrator, part-time ABE administrator, full-time Primarily ABE teacher, part- time administrator Primarily ABE administrator, part-time ABE teacher NR If part-time in ABE, what is full-time commitment: No full-time employment Teaching-elementary (K-6) Teaching-secondary (7-12) Teaching-college, university Counseling, guidance Elementary school administrator Secondary school administrator Housewife Other NR 4 — *ABE=Adult Basic Education; HSD=High School Diploma TABLE I: DEMOGRAPHIC DESCRIPTION, cont. Type of classes taught: ang °o ct m — ABE, 8th grade equivalency (only) English as a Second Language (only) ABE and ESL Adult high school, HSD GED, high scnool equivalency ABE and GED Other NR — PO LLL be bobsl Type of certification (if any): elementary secondary learning disabilities special education speech therapist counseling and guidance other NR bLLbLLKE Years Of experience in ABE: Less than 1 year 1 year 2 years 3 years 4 years 5 years More than 5 years NR olsbolllolele lelebabnlo lok: Most recent ABE training: _ © during past 6 months 6 months to 1 year ago more than J] year ago have never attended an ABE training function NR Heo lola Kk BL Type of ABE training functions attended (may check more than one): lecture, conference (1 day or less) workshop (2-5 days) institute (5 days or more) college credit course other NR or none lol. k BLL Bb loo *ABE=Adult Basic Education; HSD=High School Diploma 1u DESCRIPTION OF HSD TEACHERS A total of 50 HSD teachers completed the Inventory. Both sexes were represented about equally anong the respondents, Almost two-thirds (64% Of the HSD teachers were in the age group 25-34 years. A majority of these teachers (70%) are employed as HSD teachers on a part-time basis, less than 20 hours per week. Eight of them, however, in- aicated that they do teach full-time, or more than 20 hours per week. A total of six teachers did not respond to this question on the Inventory. Of the teachers employed part-time in the HSD program, more than half (56%) indicated that their full-time employment or commitment is teaching at the Secondary level (grades 7 through 12). A few teachers indicated that they teach full-time at the elenentary level, or work in the area of guidance and counseling; two of the teachers are employed full-time as school admin- istrators, one at the elenientary level, the other at the secondary level. Three teachers responded that they have no full-time employment other than their commitment to the High School Diploma program, In response to a question asking what, type of classes they teach, only 38 out of the 50 HSD teachers (76%) indicated that they teach Adult High School or High School Diploma classes. Three teachers did not respond to this question, and the others indicated that they teach either Adult Basic Education, English as a Second Lanyuage, a combination of ABE and ESL, or high school equivalency or GED classes. Two respondents indicated that their primary responsibility is in the area of counseling, one in library work, and another in physical education. A total of 88% of the HSD teachers responding to the Inventory are certified teachers. The majority (70%) are certified at the secondary level. A small percentage of the teachers (8%) are certified at the elementary level. One teacher indicated certification in learning disabilities, two teachers in guidance and counseling, another has a certification at the secondary level combined with counseling, and another is certified at-.the elementary level in special education. Responses to the question asking how many years of experience in adult education the teachers have showed a spread from less than one year to more than five years. About one-fourth of the teachers (26%) had been employed less than one year in the High School Diploma program. Since the Inventory was administered during the month of December, 1974, this probably mean: that they were hired at the beginning of the program year, during September or October. Another 22% of the teachers indicated that they have had two years of experience in adult education. Thus, more than half of the teachers in the High School Diploma program (58%) have been working in Adult Education for two years or less. This leaves a remainder of 34% who have three years or more of experience, and another 8% who did not respond to this question. A majority of the teachers in this group indicate that they had never attended an ABE training function. Fifty-two percent of the teachers re- sponded that they had never attended an ABE training function, and anotner 20% indicated that they had attended a training function, but that it was more than one year previous to this study. Only 16% of the teachers had attended some type of ABE training function in the past year. Another 12% did not respond to this question. When asked what type cf ABE training functions they attended, 60% again responded that they had never attended an ABE training function. Of the 40% who had attended some type of training, half, or 20 percent of the total group, had attenued a training workshop two to five days in length. Lectures or conferences of one day or less were slightly less attended, with 18% of the teachers indicating that at some time they had attended this type of training function. Four teachers responded that they had attended a train- ing institute of five days or more, and four teachers responded that they have participated in college credit courses in adult education. Another teacher specifically mentioned attending an undergraduate non-credit course. It should be noted that in responding to this question, teachers might have checked more than one type of function, so that the total number of responses add up to more than 100%. DESCRIPTION OF ABE TEACHERS A total of 19 ABE teachers completed the Inventory. 58% of these were female, the remaining 42% male. Almost one half (47%) of the ABE teachers were in th2 age group 25 to 34 vears. The remainder were under 25 years of age, or between 35 and 54 years. A majority of these teachers (84%) are employed as ABE teachers on a part-time basis, less than 20 hours per week. Only one teacher out of 19 indicated full-time employment in ABE (more than 20 hrs. per week); the re- maining two teachers are part-time ABE administrators and part-time ABE teachers. Of the teachers employed part-time in the ABE prograni, more than half (68%) indicated that their full-time employment or commitment {fs teaching at the elementary level (grades K - 6). Three teachers indicated that they teach full-time at the secondary level, two teachers work in the area of guidance and counseling, and another teacher is employed at the elementary level in special education. Fifty eight percent (58%) of the ABE teachers responded that they teach ABE classes or 8th grade equivalency only. Cne teaches a combination of ABE and English as a Second Language; another a combination of ABE and GED; and another works in the area of guidance and counseling. Four of the nine- teen teachers did not respond to this question. oe Almost all of the 19 who responded indicated that they are certified teachers, with over half (53%) certified at the elementar,’ level. This percentage increases to 68% with the addition of three teachers who have combination certification at the elementary level, specializing in learning disabilities or special education. Responses to the question regarding years of experience in adult basic education showed that 21% of tne ABE teachers had been employed less than 1 year at the time the Inventory was administered. Another 21% had already been employed for a year; and 26% for two years. The remaining 32% of the teachers had been employed in ABE for four years or more, More than half of the ABE teachers had attended an ABE training function during the 6 months previous to this study. The other half (42%) indicated that they had never attended an ABE training function. Thus, either the training was relatively recent or did not occur at all. The teachers who did attend an ABE training function dic not take any college credit courses. 37% had attended a workshop of two to five days in length; 26% had attended a lecture or conference lasting one das or less. One teacher attended an institute of five days or more; another indicated that training occurred Once a month; and another specified on-the-job training. It should be noted that in responding to this question, teachers might have chec! : more than one type of training function, so that the total number of responses adds up to more than 100%. RESPONSES OF TEACHERS IN THE HIGH SCHOOL DIPLOMA PROGRAM The reader should be reminded at this point that the Inventory was designed to solicit information fron teachers of adult basic education. All of the statemerts regarding teacher competency were either extracted from the literature in the field or contributed by adult educators who are famil- iar with the kind of teaching done in adult basic education. This stip- ulation was made at the initiation of the Virgin Islands study, when the State Director of Adult Education indicated that he would also like to in- clude in the study teachers in the high school diploma program. When responses of teachers in the HSD program were compiled and analyzed, the data appeared to lend support to this stipulation. The high school diploma program is just what the name implies, a program which provides adults the opportunity of gaining a high school diploma by completing the same courses which high school students complete, earning the same number of credits. It can be expected, therefore, that the curriculum would not be identical to a curriculum designed for adults who are functioning below an 8th grade level. Although some of the competency statements regarding curriculum might be appropriate for both ABE and HSD prugrams, not all of them could be considered appropriate. The same holds true for questions re- garding ABE Learners. The learner enrolled in an adult basic education pro- gram usually has specific needs and characteristics which are different from those of other adult learners. Statements on the Inventory which were categorized under Instructional Process are rather specific statements about what teachers do in the course of instruction. Again, ii scme cases they may be similar between AB+ and HSD classes; but in other cases they can be expected to be quite different. The fourth cateyory of statements, regard- ing Scope and Goal of Adu t Edtication, includes some questions about general . adult education and others which specifically describe adult basic educa- tion. Teachers in the high school diploma program should not be expected to have much knowledge about adult basic education. Responses to the 170 Inventory items showed enough differences be- tween responses of ABE teachers and HSD teachers to conclude that they rep- resent two separate populations, rather than a single combined population. Additionally, a review of responses by HSD teachers indicated several 1n- consistencies which would support the stipulation that the Inventory should be administered only to adult basic education teachers. For these reasons, responses of high school diploma teachers in the Virgin Islands will not be discussed in this report. An actual listing of responses in ranked order, however, is appended to this report (Appendix II). RESPONSES OF ADULT BASIC EDUCATION TEACHERS As described earlier, mean scores were obtained for each of the 170 items on the Inventory and listed in a ranked order from highest to lowest, resulting in two lists of statements describing teacher competencies. One list describes what an adult basic education teacher should be able to do, with the statement having the highest mean score considered as the highest priority. A second list describes the degree of competence which ABE teachers in the Virgin Islands feel that they currently have. The statement with the highest mean score in this list is considered to describe the behavior or activity in which teachers feel they are most competent. The two lists of mean scores were then subdivided into the four cate- gories described earlier in this report: Scope and Goal of Adult Education, Curriculum, ABE Learner and Instructional Process. For purnoses of visual comparison, scores were charted or a simple oran+, one araph for each category 5 af \ (Fiqures 1, 2, 3, 4 - panes 17-: m1 VIRGIN ISLANDS ABE TEACHERS To what degree SHOULD an ABE teacher be competent? (Statement No.) 82 102,132 I 79,85,155 13,51,80 31 92,137,142 7 Figure 1: Curriculum To what dearee are YOU (the ABE teacher) competent? =—me 67,74,85 COMPARISON OF MEAN SCORES VIRGIN ISLANDS Figure 2: ABE TEACHERS "Sheuld" vs, "Can" Adult Education .90- To what degree SHOULD To what degree are YOU 80- an ABE teacher be (the ABE teacher) : competent? competent? .70- .60- . 50- -40- 124,125,163 108,123,136 81 104,157,158 30,69 166 73 COMPARISON OF MEAN SCORES VIRGIN ISLANDS Fiqure 3: ABE TEACHERS "Should vs. Can" ABE Learner #3 To what degree SHOULD To what degree are YOU an ABE teacher be (the ABE teacher) competent? competent? 26,59,109, 68 COMPARISON OF MEAN SCORES VIRGIN ISLANDS Fiaqure 4: ABE TEACHERS "Should vs. Can" Instructional Process 146 To what dear SHOULD To what deqree are YOU an ABE teacher BA _ (the ABE teacher) competent? ats competent? 97 86,101 ’ ie, ~*~ \ 55,145 i227. 56,66 95,144. »% 42,44,94, Be. 135,169 S 37,45,48 aoe 101,114 86,97,143, 145 127,135,138, 1 169 94,95,1434 A separate chart was prepared for each of the four categories, as follows: Figure 1 (p. 17) represents mean scores for all responses to statements regarding the Curriculua Figure 2 (p. 18) represents mean scores for all responses to statenients recarding the Scope and Goal of Adult Education, Figure 3 (p. 19) represents mean scures for all responses to statements regarding the ABE Learner. Figure 4 (p. 20) represents only a portion of the responses to Statements describing the Instructional Process. Since this category wis so large, with a total of 103 statements, the mean scores depicted on the chart have been selected because they are Of particular interest in the interpretation of the data. They will be discussed in greater detail at a later point. As evident in Figures 1-4, a .‘sual scanning of the two lists shows that, for the most part, mean scores which indicate what an ABE teacher SHOULD be able to do are consistently higher than mean scores which indicate what this group of respondents ARE able to do, The next logical step in the analysis of data was to determine whether the differences between desirable teacher competency and current teacher capabilities were significant enough to warrant a recommendation for training in specific areas. When t-tests were used to measure the "gap" between the degree of compe- tence which teachers feei they SHOULD have, and the competence that they DO have, a total of eleven (11) of the 170 statements on the Inventory appeared to be significantly different (.05 level). These 11 statements are listed in Table 2 (p. 22); their significance will be discussed later. A scanning of the charts in Figures 1, 2, 3 and 4 also indicated the possibility that in some specific areas, teachers who responded may actually have a greater degree of competence than tehy feel an ABE teacner needs. These areas may be identified visually by noting specific items where the line crawn Detween the two sets of mean scores is.a broken line and slants upward peTepTsuod ere squsuazeEZS sAOge 3y3 JO TTe ‘aaey Od Ady 2eYQ BsOuSdZEeduOD |ayA pue ‘aarRY "TSAST GO* BUR 3e AUROTZTUBIS aq 03 TTA ATIC INOHS Asay [T9ez} SAsYyoORsy YITYM BsoUSZeduOD Jo saibep sy usemjzeq ,deb, eyQ sanseow oF s4sa 4-3 HuTSN , we 4 *SUOTRZENQTS TeUOTRONAASUT 03 butTuzesT ytnpe jo setTdtroutazad otseq Atdde *SOTITTTGQestp Hbutprsz 03 pe yetTez oq Aeu 3eyuQ SOeTTewoue HutTzesy pue UOTSTA se yons setousetotjep TeotsAud jo swoqjdwAds oeztu. sez Table 2 *uoTReAAZSUOWSp AO uosseT e JO squTOod uTew 34} MeTAST pue sztzeumMsS *AZaTOOS uPoTASBUTY JO sjoedse SRNOTIPA BYR OF UOTRAeTSA UT UOTRZeONpS yATnpe jo SENSST JUeATIND. pue sseq TeotudosotTtyd syy 3eArdz94uT *TTeder |aAeATTToezy 02 saenbtuyosy asn a ———_—_+ 2®AtT Ady YOTYM UT JUeUWUOATAUS 9YQ AOJ VsQeTadozadde aq OF SAeUTeeT JO wWaysdAS eNTRA |9Yy. sezTUboOdeIA + —--—_________—____-4 a — *SAIBUAPDT 3A JO suetqgord TeotboToySAsd bhutuzsouo0d uotzewOZUT AsYQeH *SZOUTPST JO SRUeTeQ TeTAUdI0d AItTRZUSp “4 aaANawaT Adv NOILONULSNI NOITLYONdA LING WONTOAOTYYNO *S3S9} apeu--reyoraq jo AVTTTQetTezr pue AATprTeEa “AZTNOTIJJIp oy sutTwzsjzep *QUsUVTUCATAUD HuTuAPaT STCeAAOCTWOS Pe 1I9J aptaoiad yotym shutj.3es AsyRO pue swoorAssPT asn Seana Ra pecnneens ob a ail ST9UTPST JO Ydedu0n-jJTSS MOT ACJ SUOSP|aI sUTWTIEREep RE ——_— —_____-—- —4 J 702 8TQe eq QINOHS 7AeYoeSQ AAW uy I from the left to the right side. This is an indication that the mean score for this particuler item is hicher on the scaie where teachers rated their competence than it is cn ihe sca! in which they rated competence which teachers should have. There are a ‘otal of 25 items which fail into this category, listed in Table 3 (np.24-25), They wit] also be discussed later in the report. In order to encourage maximum feedback from the respondents, a final question on the Inventory asked theni to identify any other abilities which they felt snould be included in the Inventory. Respondents from the Virgin Islands submitted a total of three (3) statements of teacher coripetency which they felt had been omitted from the studv. khen these statements were analyzed and compared with other statements in the Inventory, they were judged by two researchers to be duplicates of statements already listed. Thus, a ccnclusion was made that no new comoetencies were identified by teachers in the Virgin Islands. A compilation of ressorses of adult basic education teachers in the Virgin Islands resulted in a priority order listina which begins on page 27 (Table 4). The statements are listed in ranked order, from 1 to 17°, beginning with the statement which indicates the cco:netency which most teachers felt that an adult basic education teacher shou 1 possess. They are also identified according to the content category which they represent: Curriculum, Scope and Goal of Adult Education, the ABE Learner or Tastructional Process. In addition to listing statements in a rarked order, Table 4 identifies, by symbols, the relative dearee of need for training indicated by responcents. For example, the first item listed is hiahest in rank order, indicating that ar , priority teachers should be able to do. statement is alse preceded by an asterisk (*), which ~_T yot um GouezeduoD Jo sartbep 2943 ueuy THOUS, AZIYORSy adv tasz Aoy zaubty St aouaezeduioo 50 verbep AtTeYy up 3PuU} pe T wu *spaze asoyuy UT ,poeuTeITZISAO,, sdeyuzed are Avy? WER SPROTPUT SETOOS *sqie obenbuet HbuTyoEszZ AJ sTetzezew pue spoyzou eqetad_adde osn *S3TITATZOR VIOOASSeTS astaAzedn.s pur JZPUTPACOSD *STOUTPOT jo saattT AepAzeas OF sseoo0ad oTReADOUSp 9YZ 99PTE4 *woorsseTo 39yz uT zoLmYy 9sn an a A tC CE oo ee oe. oe wanes _ A LT *szoureoT uztM sdtysuotzeTes butyz0m BATROVzZJO TJOTsAep eae LLL SS LSS —E——— anes Le ee - STDIN’ worzj peuTtedb soanpescsoad pue sTetizezeu 50 abpetmoux Atdde *uoTReONpS OTSseq 3TNpe oF UOT IeONpe Tezeqtt jo sydaouce Atdde ‘STITHS yOuaze Pszom doTerep TTT! uoTyM uUMTNOTAANS 3ZO9Tes ————EEE cece canine ante CO LO AOL LO OO a> satnasion eeel *saTousoTjep bHbutperet petztoeds ‘usT[Tbuq pzepuezs UT ‘qoeTetp Sutpntout toJ spoujzow pue sTeTze7eU aqzetadoidde osn STITUS HhutTdojTerep 103 StTseq au st “AAITTOEZ shenhueT [e420 ,STBUTPST 95N io *Dutuze 3T T 2 butdnoszb oT QtxeT3 ‘sueTd uossetT ATtep 9yxPuUl *s3S0} poztpzepueys NOL LONY TOR Wi De WANA Va Adv NOTLWONGd WATAOTWENO LTMcw zaqystutTupe Toy Blade guy pepuocdssz oym szeye vez dav 4 om :Ga@ OL SGAEN YAaHOVIL NVHL SWa3uW ONIMOTIOA GHL NI aaWv NW x LNALAdWOO AYOW SHSHOVUL F GNWISI NIOWIA Atae ‘sary ,pTNoys, rzeyores} ddv ue 3eUy Teez Avy3 yotym eouezeduos 340 serbep eu ueyz z9eyhTYy ST aouezeduoo jo serbep ATOUL *speze vsou} UT ,, peuTeIzIBAO,, sdeyzed oie Asy 2eUZ BzeOTPUT SOIODS UP IW, *sdnoib oTuyze snotTizeA ut pebequeapestp ATTeoTwoU0De ey uo uoTzZeWwIOsUT azeyqeb *sueTd Teuotzonazysut butdoTeaep ueuM UoT_ZONAWSUT pue umTNoTs pue umtnotzzno but ZoeTesS ano useMzeq VeyeTUITSJITP *uoTzeONps FINpe OF eonpe oTseq 3Inpe jo dtysuotzeTe4 au} eqTz9sep uot? swoorsseTo ATzepzo ‘ueaTO e UTeQUTPU *szouaeeT JO SOTASTAa_OeTeYO TeTOOS qoadzaqut —ceeereectaentneme ct A EE LLL AD *soatqz0e(qo peqeqs ATTerOTAPYE esn *saatqzoel(qo pue sTeoS usemjzeq aqerqUsTsITp sic lipase {}—-———— *szaureeT UTM ATEATROSZJO SZeOTUNUMIOS saguazeotT 30 Sspz0cez desy OF WSEAS *sseaboad , As e osn ‘uoT}eONps TeuoTZeOOA pure Ter9useb yusemqeq SsedueTezZZTP pue SETITAeTTUTS Ss aztTubooe.2 *uoTZONAASUT peqtaoseizd ATTenpTATput St zeyuM uTeTdxe *souoRrsy 9Y4S/ey q zoCew oy3 AsTIUEePT qoeCqns yore jo s3deou09 pue sotdo TOT oTqe aay popuodsed tYA Szeyorey Adv TLOUGLSNT ddNdwa tL NOILVI! Winolddno adw LING :9@ OL SGSAN YFHOWAL AGW NV SddLOVGa AAV NWHL SWauW ONIMOTION FHL NI sLNALadWOD AdOW SONWISI NIOUIA aq AWW AaB. LWHL SLVYOIGNI SaSNOdSau YaHOVAL “Z jo 7 oabed indicates that there is a siqnificant need for training in this specific competency on the part of the teachers who responded. Other symbc!s on the Chart, as described at the bottom of each pace, indicate either secondary training needs (+) or areas in which teachers are already competent and may not need further training (#). Tre most immediate training need, as depicted in Table 4, would be for a competency which is ranked hioh on the list aiiu is also preceded by an asterisx. Further interpretation of this table will be made in the discussion section. Three sample statements from the chart are given below, followed by an explanation of how they should be interpreted: Kank rag. 4 Category Order Need | Statement of Competency : 8 Se ee 1 * Summarize end review the main points of a lesson or demonstration. — a -—+— > 4—~- - 4 | 8 + Select «urriculum which will develop all levels or reading comprehension. X | 52 # Use a system te keen records of learners’ progress. xX Statement #1 in the Instructional Process category, is ranked h*ahest in terms of what an ABE teacher shculd be able tc do. It also indicates a significant difference (* .05 level) between the desired and actual levels of teacher competency. + is inter- preted, thus, tc be a hiah traning priority. tt Se) 3. in the Curriculum category, is ranked eighth out of 170, a high priority ir terms of what an ABE teacher should be able to do. The difference between desired and actual levels of competency is less than #1 (significant at .10 level); interpreted as a secondary treinina need. Statement Statement #52 in the Instructioral Process Category, is ranked 52nd out of 170. Resnondents indicated (#) that «neir level of comr.tency was already hicner than ar, ALE teacher neec:’; thus, this is nct considered a trainine neec at this time. oe S$S9Q0Ud {PUOLJONUISU] AGUAPI] FGY 7 at | Npy ;: pue ado2s wn} nd4un4 ayenbape ueyz duow uvaq sey EulLuteu}y - pauLeuquaao, (30ueDLZLUBLS JO [SAS|, OT’) peau BuluLeuy Auepuodas (auRdtyLUBLS yO {aAa, ¢QO*) pasu Hut LULeuR ysa}eIu5 "$3S9} Apewswaydeaz 4O ALL LGeL{au pue AZLPLLeA SAZLNILGSLP By. BULWUa zap *AAP[NGedOA Hulpesu ,Sd9Usea] BY 4O JUMWdOLSASP ayowoUd [LLM YOLYM WNINILUUNdD JOaLasS *SUOLULGO pue SUUuaDUOD “SbUL|vd} ,Su4ayO PUe UMO ULayy $0 SSauaueme HuldolsAap UL SuduuRPa| P.e [LLM YOLYM WN[NDL4ANd 4da1a5, *SIL}Z eWay} ew UL SOLIUALILJap Apawau OF S| eLuszewW PUue SpOyuyaw |azeLudoudde asn "9AL{ AByy YOLYM UL JUaWUOULAUAa 9Uy AOS VPELUdOudde 9q 0} SusuuRa| JO WAZSAS ONL RA BY B9ZLUDOIIU *Suguuea| JO S}US:21 |e: sijzuapr . *SOLZLALZDE | eUOLZINUASUL BHuLUUP!d UIYM SJCIDUOD [CILJPRWAYZEW BZeUZSNI [LL OF SLL LAS DLJaUYyQJUe \ehaie teat asn ‘uoLsuayeuduod ou peau “40 5 [aAd| [[e@ dOLaaap ner Yo LYM f “[ndtaand yoajas° *Ssauboud 40 3}eu /SUaUdea| ou} 0} uolzanuisu! $0 d4eu YSNCpe "SOLPLALJOS wOOUSSe|D UL SPUAPNZS JO YSouazUL ULPJULeW *JUaWUOULAUS HULUURd| 9[GePYOJWOD & UOJ DPLAOUd YOLYM SHULQZaS UaYZO PUR SWOOUSSEe|;D |asn ‘azedid13uUed 0} Swauuea| as5eunodue TLLM }euq Di do!1aaap "wOOU: SeLD Buz UL SULIAGLISLP ULeQULeW "UOLZeUTSUOWAP UO uo3sal p 40. “$qutod ULPW 9Y2 MALAduU pueR 3ZLUPUMINS *AUU a Auoba ze) 70} a[ge eq plnoys uayoea; 3gy uy $$990Ug LPUOLPINASUT dausea)] gy UOL}ZeONPR YL Npy azenbape ueuz auow usaq sey BuLuLeuz - ,pauLeuquaro, 4 yO [POD pue adods (@2uedtsLUHLS 4O [aA@_ OT’) peau BusuLeuy Auepuosas + WNLNIL4uNny (9DUeILZLUBLS yO [aAB_ GO’) paau BupuLeuz ysaqeaub , ‘UOLZENL PAD Weuhoud 4O Ssad0ud ayy UL azedLdLqurd ‘UOLZRNILS HuLydea} wea} eB UL UOLZOUNS . “*gouaplyuod jo asuas BP SUBUARA| BY ULYZLM dOLAASP [ [LM Ye SAaLHazZeuyS [PUOLJINUYSUL BSLABP ‘ssaud0ud [PUOLJEINPS ULdyy UO SUBUUED, OF YILVGpaay SNONULJUOD apLAOUd ‘HuLuuea, PuemMoz SAapnzt}ze AALZLSOd adu0jULaU *SUdUARA| OF [2L}2UaSSA Jue YILYA Raue Yoatqns e& 4O SzZUBUOdWOD BSOYZ 2599/05 "4apuo [edLbo, 0} BuLpuodoe wniNndtuund HbuLpeau 7d9195 *szinpe 03 Atdde yorum bulLuuea, 4oO Sajdtoutud asoyuy dsuLWAazap "1 [P99u |2ePLLLOey 032 SanbiuYydaz asn *SUBUAES| YLLM ALAALJIASJA BPEDLUNWWOD “SOLZPRWOYUZEU DULYDCAZ YO} SL CLUa}eW NUL SfouR- ‘buLpeau UL JS@4a}zUL UL HULdOLsAap UL SUuBuUuRa, BY PIe LL LM YILYM WNLNIL4uNd YdaLas "SUOLZENZLS [PUOLZINUYSUL OF HuLUuPa, ZINpe 4O SaidLouLud oLSseq Addr ‘$3503 D13S0UBeLD 40 SZ[NSau UO paseq Ue[d [eUOLZIONUYSUL UP UbLSAP ~ —-4 *paue 4YUaZUOD YORI ULM JUBWdO| saAap AAR |NGRIOA puke UOLSUaYyaudWOD HuULpeau SazeubazUL YOLYM WN[NILU4AND 4daLa5 ‘auuT acy 703 81qe aq plnoys uaydeay Jgy uy A40ba ze) L19nui1s [euoLzoNuys AIUAPO) UOL}eO! oe 11 Npy 3 ueyd Q4uOU uVaq Sey HULULeUZ - , PdULeU.UaAO, yen $O |eON pue 3dods ; (9ouedLJLUTLS JO [BAd| one ) paeu HutuLeuz Auepuodas wnt Ndtuuny aowesauyikis $0 [@ABL GO’) paou HuluLeuz ysazeaud ‘Uapuo [ROLHO| 03 HuLpuoode szdadu0d IL}JeWaYZeEW Zde a5 °(492) JTILYVNO dOL 3HL NI GIANVY JUV NIT SIHL 3AOUV SLIN3WILVLS *3LON } _ - -_— — ——— —— + + a SsauaAlyoassa Buryoeay UMO $,aU0 HuLzeN|eAa JO Ssad0ud ayy UL 33ed1913ued "SudUUeD| JO FJSLL BYR 02 JUSZUOD [LeUOLJPONAYSUL 97eL 9A ‘QUeMPURY [PUOLZINUZSUL pue YUaUdinba HulLzedt{dnp azeuado "19AA, L[PUOLJONUYSUL ULaYyZ 1e SusuuRa|, |9de|d *SuaUsPd| Jy} JO PUNOUByYIEG GY OF BZOLA4 YOLYM S{PLuazPRW LeUOLJINUZSUL 3991 a5 ‘suauuea| uL YyyMOoub soy AZLLeLZUa Od |9Yyy aZLUDOIEI "Szinpe buLyrd 7a} pue UaUPLLYD HuLYyded} UBEMjJaq 97eLUs494; IP *Suauuea| YZLM Apnys Juapuadapul ue|d ‘> LUNWWOD ay} pue Suayrea? W9YyZO 02 WeuboOud UOLJeONpPS ILSeq YLNpe 344 Jaudua Ul *JUaWUUBAD!, {eDLzORud ynoge HulLusea, BZOWOUd YOLYM SALPLALJZIE pue S| [PLuazPeW ZI9|9S ‘SUdUAea| YPLM SALYSUOLZEL IU HULYAOM BALZI9449 DOL aAap *SUdUURa! YZLM YDAdSau LeENynw wos SiSeg eB YSl{qeysa *UOLZINUASUL UOOUSSE[D GIUOJULIU YOLYM SHBUURA, MOF SALZLALZOE [LedLzZIeud apLAoud “uuUuT ET sy’ 03 a[ge ag PLNoys swaydea) Jgy uy Auobaye) SULULPUR = | paULeuquar ) psou BuluLeu3z Aue poou Hbululeuy 4s ‘SJUaWaADLYIe ,SUdUARAL BZENL PAD OF SAaNbLuYydez JUswWauNsPAW puke S}S9z [eWUOJUL JONUZSUOD "SALUOJUSAUL HULPRAU | PWWUOJUL USPSLULWPe ; } L} . | thea heel *spaau DuLuLeuy pue [eUOLZRINpSa *|[eLIOS ILyLIadS sO} SaLduabe APLUNWWOD 02 SUsuUUPd| UAJaU “SLLLYS [POLZRWAYZeW DLSeq ,Suauuea, asoubelp "SLL LYS BuLpeau dLSeq ,Suauuea, asoubeLp "wN|NILuuNnd BuLzdaLas uayM YyZeW UsapOW 4O S$}ZdadU0D |pN|duUL "SLL LYS ebenbue, j,euo dojanap [LLM YOLYM WN[NILUAND YdaLasS ‘Susudea| JO SAdUaLUadKSa Gof ay} OF SALZLALJOe WOOUSSe|D 9}RL a4 "S{PLUGPRW [PUOLJINAPSUL pazISULP-jL9S pue pauweuboud asn *SA9DUARO| JO SDdvll UDO AkdD 0 Sadunosdu Buluqd YOLUM SALZLALJOR [| ePuUOLQINUZSUL UPId 491 LZLAI "SOLZLLLGeSLp HbuLpeau 02 pazyelau aq Aew } SaL|ewoue bulueay | LSLA SB YONS SalLUaLILyap LedtsAyd jo suiozdwAs azZLubodeu ‘SuauuPa, ay JO SWa,goud [edLHOLOYDASd HuULUWaDUOD UOLPRWIOJUL ABYZD "SuduuPa| JO ZdIDUOD-419S MOL UO} SUOSPAU BULW4azap *"woousse|> au} UL Saeydeoudde 0} ssaubul, {LM Aq UOLzPeQUaWLUAdxS PUB UOLZPEAOUUL UL jJaLLaq " AU) ee adh Auobaze) Jayoral Jay uy ~ p9du HululLeud Aut rot as paeu ButulLeuz 4s “SOLPLALZIG UoLzeONpE Butnutrquod ut Hurzedrotqued Aq Hbutuuea, Huolast{ OF PUSWZ LUMO 9}yeU4zSUOWSP ‘ZLNpe 9yz JO SOLZSLUaZIeUeYD HuLuses, 9Yyy aqludsap ‘SOLDUALILJap Hulpesu patyLdadsS uO} SpOYzOW pue S| elie} ew aye .udoudde ‘Suaydee} A9YZO WOUZ POULeb SauNpadoud pue S[eluazeu 4O adpalmouy A[ ade *"wOOUSS2{9 Aj{uapuo SuUeD,[D e ULPzU ‘4auuea| ayz 40 Spaau Hbulrbueyd ayy 02 puodsau 0} weuboud ysnfpe "S{OLUaZOW [PUOLZINAZSUL JO UOLJENL LAD Puke UOLZD9LAS BY} MOF ClLUazLdO Ai dde “SOLASLUazIeUeYD dnouG pue LeNPLALpUL aZepoOumOD.e 02 HuLyseay ysn[pe ‘uOLzeuLdse JO [aAa| pue SPSauazUL ,SusUURa|, BYyy ASL Uap! "UN[NDLAUND JDILIS 0} SILZSI4aPIeUeYD LePUaUIdOLSAap ZLNpe jo a ‘“SuauuRd| 94} 404 UOLZeINP| LeuagL{ 4O JUaWdOLaAeP ayy “OJ SAPLAOUd YILYM WNLNILAAND 4d91 a5 “uoLyeubaqur pure AZiNuL{UOD SadUEeNbas azZeLudoudde 02 HuLpuodde WN[NIL4UND YdaL1aS “SLLLYS ¥2e77@ Puom dolaAap {LM YOLYM WN{NIL4uund ydaLas ‘ssauboud ,Suauuea| yO Spuodau daay 0} ‘uudT] osty . Auohayze) 70} alge aq pjnoys wayoeal Jay uy Aduazadwoy) saydea ’ POA EO are on tees DULULPBUAQ * Ps ULPJQAA/ 351) F Put AdPl ; posdau DULUI VAP DUODI« a5 e cea ¥ - —— pod DULUL 1S9} Pod *SALUOQUBAUL PW [ePWUOjsUL JouduazuUl *S8LuOJUSAUL HULpeau [PWUdsUL JPOuduaquUl *SuauuRea| [asSuNnod pue apin "S8ALZIeCGO pue s,eoh UBaMjaqg 2PeLJUaUaLILP "S8ALZIALGO [eUOLAONUYSUL aQen|eAa "Suapea| 4O SUOZLUOY OULUaPPROUg UL SdLhazeuzS aNbLuN pue [aAoU Auy "AYILIOS UL SALOU MAU BWNSSe 0} BULSAp OYUM SuauUuea| YSLSSe "uOLzeONpsa 4INpe UL SANSSL JUSIUND PUR SUOLJeEPUdMWOIeU JUadaN *‘SszUaWdO|[aAap Mau AjLQUapL "AL AALZIIZJ9 YSOul UPB, SLENPLALpUL YOLYM AQ (SAL)AZLL POW 9Yy} AULWUazaD *ssaooud [PUOLJPINAZSUL BY UL BHueYD UOLABUSG DUR BPNILWZe 40 Setdtoutud Aldae *S[PLuazew LeUOLZINAYSU p AB[NILJUed SSL [LYS OULPRau JO abpi O39 pNoOGe HuLUURS|, BPOWOUd YOLUM SALYLAL P S[PLUd ew “SALUOZUBAUL YUPRW [PWUOJUL USDPZSLULWPR *S$9947LWWOD AUOSLAPR UOLJRONPS DISeg JINpe [ed0| 4O SADLAUAS uy "ydueasSau YUuaULjuad A {dd [03 914e 8q plNoys usydeay Jay uy ayenbape urey. auow uaeq seu HuLuLeuy - ,pauLeuqusAod, ¥ QURILJLUBLS 4O [A9AB|, OT') pasu HuLuLeuy Auepuooss + JOUPDILZLUBLS yO [aAB, SO’) pesu Guru ; *"AuOZPeUOGe| HuLuuea, e speuedo "UOLZEONPS UAWNSUOD BPOWOUd YOLYM SALZLALZIE Pue SLelLuazew ZI9LasS *SUOLZEL[ SU DLLGNG 4O SanbLuYydaz asn "uOL}eINpa D1Seg YLNpe wos aLqisuodswu saLouade [ed0| pue 32e}S JO SADL{AUaS BYR asn *SUOLZRLDOSSP pue SUOL}RZLUBDUO ‘S| eUUuNOl [eUOLSSAa,OUd WOV}, UOLPeWUOJUL |SN "UNINILAUND |} OJUL SAALZIALGO UOLZLuZNU puke YYLeaYy azeuodugduUL ‘abueyd 02 ySsnC(pe pue |OuzUOD SuduuPa| dLay [LLM YOLYM WN[LNILYAND YdaLaS ‘S[RLuazeW LZNSLA-OLpNe yYONUZSUOD "SUOLARYaG [eULWUa} AZALeUe puRe AZLpUapPL "WN{NILUAND ayz OPUL JU@WUUaAOD [e9LZIeud |azPeuoduOoUL WSW JH J3AUSV OSTV JUV INIT SI4YL 3A08W SINFWILYIS «a LON pue soido}z uofew auz AsiquepL *S$3S9} JPUBWAASLYDE PIaZLPuRpUueZS JO SZLNSIU BYR 9SN pue YouduazuL *SajdtouLud pue szdadu0d jo Saldwexa aALb *burbe sO $zdas4ya LeDLDOLOLSAUd pue ,edtbojoyudAsd *{eLd0S By 4UOS BPLAOUud OF UOLZONUYSUL ySsNCpe *suuazzed Apnys dOLaAap YILYM SALZLALZIE puke S[eiuazJeW YZIeL|aS “susyt 43° 702 alge eq PLNoyus uayoreal Jgy uy Auobaze%) Aduazaduoy), waydeal Jgy Bbuliqiudsag UY $sad0ug [ePudLzpINuYSUyY 4auseda] Fg uoLzeoOnp® YLNpy ayenbape uPuz auow uaaq sey BULULEU = , pauLeuqzuaAO $O [POD pue adoos (souedis uBts Jo [@A9{_ OT’) paeu HuluLeaz Auepuosa wn I ndLuuany (sourdlyLubis JO [ara GQO*) paeu HulLuLeuy ysazeoud "UOLJPEULWLUDSLP yO Sasned Ajtzuapt *Sjue abenbue|, Surydeez wo, SLeLuazew pue spoyzyaw ayelLudoudde asr “S[OLUazeW L[PUDLZINUZSUL [PILABWWOD HULUU@DUOD UOLPeWUOJSUL JPUB4UND ULezUL ew *syeob ueindtuund DLyLoads YZLM JUSNuHUOD Bue YOLYM S[PLuazyeW [LePUOLZINUYSUL asn ‘sanbtuyoay diysuapea, pue sotweuAp dnoub jo sajdioutud d1seq Ajdde ‘suetd ,euotzonuzsuL HuLrdo|arap pue WN{NILUAND HULZIALIS UBYM UOLZINAZSUL PUR WNLNILUUND UBEMZaqG OFeLJUaII445 LP *woOusse|d ay} UL wownYy asn “SOLZLALZIS wOOusse|d astAuadns pue 9zeULPUOOd “Suguueda| ZL Npe UL SALZ[NILJZ4.p BuLpeau jo sasned uofew ay} 4SL| “SUDUARA| ULYZLM SILZLLLGe SULALOS wWe[qouc doLaAap 0} SBLZLALZIe UBLSo) *suuaqzzed Apnys SdOLsAap YILYM WN[NILYUND 7d9 aS ‘uoLzeonpa [PUSqL| ,SUdUARAL BY} BPOWOUd YOLYM SALZLALZOR pue s[eLuazew ZdaLa% ‘Suauuea| UO ezep AuessadauU PLaLA yey $3S9} |BSOOYD "SZ[Npe JO SOLZSLUaIIeURYD LeuOLARYaG BY} 03 HuLpuodde $3$9} JO UOLyRJaUdUazZUL PUR UOLZeUZSLULWPe aYyy ysNfpe ‘uuay | *a°y [02 a[qe aq plnous uayoeay Agy uy - paay] 4apug Kuobaze% ‘Busj} yuey Aduazadwoy) waydea, jgy burqiuosag suayoea| aay $$9304g [PUOLZINUYSU] Jausea)] dy uoLzeonpy 3{Npy azenbape uey} duow useq sey HuULULeuz - ,pauLeuquaAO,, 4 $0 [toy pue adodrs (aouedLsJLUBLS JO LBA, OT’) paou BuLuleuz Auepuosas + wnt Ndtuuny (aouedLyLUBLS JO LeAd,_ GO’) paau BbuluLesy ysazeaub "SUOLZENILS DLZLIAdS 02 SUOLZeZL[euaUeb A, dde "SLRPLUOJZOW [PUOLYONUYSUL 9ZLUM *BuLpPau uL SudoLzezdadxKa pue [e1zuazod *ZuaWULeZZe ,SUdUURPA, 4D9, 494 YILYM SA, Lsoud ZONUZSUOD *SWud} L[PUOLARYSG UL SAALZIECGO 394LUM *Suausea| Jy} DUAN JUL 724} S9DOJ [RLIOS pue [eUNZ[ND aYyz UO UOLJeWUOJUL 3991 [09 ‘Juawdo,aAsp weuboud yo ssad0ud ay. 0} Auoayy Aj dde *S}UBAa YUaIUND AYZUOMAOU SAZLSeYdWA YILYM WN[NILUAND 4daLasS "wNindtuund BuLzoaLas uaym (Huljzlum pue Ouipesu ‘buLyeads *DULUSZSLL) SSAIOAd UOLPEILUNWWOD BY JO SzPUaWALe LeLJUaSSa 94 spN| dul ‘SaLuOJUaAUL HuLpeau [ewuoyUL 29N4ZSUOD ‘Suguuea| UOdN SaduaLUadxa jeUOLZeONpS sOlud fo yOedwWi ayy BZA eue “*saatz2eCqo | 2U0L42N4} SUL GuLze[nwaoy 40 $$3904d 34} UL SUBUURA, BA!OAUL *SLSOUBeLp YbnOuy. UOLJINAYSUL JO SAPeU Puke SIDM, BULWUazap ‘Butpeau yea} 0} yoeoudde aduatuadxa afenbue, ay} asn S‘ZLl *sz2e4 Aq payuoddns suoizezijeuauabh dolaaap S’Ztl ‘SJUBWNUZSUL UOLJZENL CAD PpadUauajau-UOLUazLUd asn S°ZL ‘uuuT dt oY ; 70} aLge aq PLNoys w5yd?8] Jqy uy PaaNn] uapug ‘HBusal] yuey Auoba ze) ie. ¥ Aduazaduo) uaydea, jgy Burqiudsag SUdydea| F9y $S9904q [PUOLJINUQSU] a1 4auues] gy = “auu7 UOL}JeEINPZ ALNpy ayenbape ueui auow U9eq sey BuluLeua - nPOULPUZUBAO, ¥ #9 [B05 puke edodg = ‘R°'y (AuedtyLuBis $9 |9A9| OT’) paau Bulureu3 Auepuosas + WALNDtauN) = “yung (F2uedLyLUBLS jo L9A9| SO*) peeu Butruteuy 389}e0ub , X “uOL}eONpA LEUDLZRIOA puke | euauah Usamzag SPIUSAIZFLP PUR SALZLUPLLWLS ayy 9ZLUBODeu # {S'ebl | X ‘SU8UURa| JO sdnoub 9LGelslyuapi 0} ItyLoads sue jeyW DbuLuuea!, ynoge SOLJaLxue Ssasse S’ebl x "UOLZPINPS YLNpe 02 UoLZRONpa 9bseq 31Npe 40 diysuolzejau 94} 8qLudsap # IS’Epl X *paddedipuey Aj .edishyd au 40} SALZLALQIE [euoLzZINUyZsSUL idepe S°9EL X "S@L4OZUBAUL YsauaqUL uazSstulupe S°9EL X "“Lsoubetp Aq peulwiszap se Spoyjyow BuLuura, puom DLZALeue pue D:4au4UAs A, dde $91 X *Sasodund (euo.zeonpa AO} PLPSW SSew asn SOF] : x "S4BULPI, JO S}SeuaqUL LPUDLZRIOA 94 02 UOLZeWUOyUL F9}4PW UOGR,L puke ILwOUOda yo abpa|mouy azejau S°9C} X "ULPWOP BALZLUBOD ay ULYQLM UOLSUsYaAGWOD JO S[aAa, [1e dOlarnap 02 saibazeuqs LeUOLJONUZSUL UBLSAap S°9EL X "A924387i[ 03 Saydeoudde Auesodwazuod pue IL40ZSLY 84} BZLUBODaU G°3¢ x “UOLZEINDS Iiseq yiNpe jo S@ALZIALqGO | PD0, pue ajzezs *[PuOLIeU YauduaquL S°9F] x “DULULPAY Gof-3y}-u0 uO quawAO|dwa BuLtuteqgo UL UBUUPI| BYz PLe + {S'°9OC| X "AZ9LIOS URS Yay JO sqDdadse SNOLURA 94} 02 UOLZRL au UL UOLZPINPS ZLNpe yo sansst yUauund pue 9seq dLydosoltyud au yPuduazuL * 15 ¥El X : “UOLZINAPSUL Paqiudsaud ALLENpLAtput StL ZeYUM ULe|dxa # $°921 “dT foduay] aty foun -0F 91GR aq P[Noys sayoeay 3J9y uy DION] dapug kuo6aze7 : ‘Dusjy yuey “2140 OT abeg Aduazadwoy Maysea| Jgy Bbutqiuosag S}USW9IEIS 40 Uapug A LUOLUd Suaydeal 3gy df} 36 $$990U4q [PUOLJINUYSUy = “gry 4auuea] Jgy = *uuu7 UOL}eINDZ YLNpy a}enbape ueyzi auow uaaq sey Butureuq - nPOULPAZUBAO, 4 $O [POD pue adods = ‘R'y (SDuedtyLuBls yo L9A9{ OT") peau Burutreuq Kurpuosas 4 WN[NIt4WANg = *uuny (F9ued i sLUBLS jo LOA®X| GO") pasu ButuLeuy ysaqeaub * X "S933 pezlLuy ayz uL walqoud ADeUIZL| BYy JO Sasned 4ofew Ajtzuapr O91 X “SU9UNPS!| BY YLNUDdIU 9c} X "BulLusea, uoy Butdnoub 9LGLxa,4 abueuue 4 GSI X "SA8U4PB| BYZ UO UOLZeULWLUDSLP Jo $}99j49 BYU Ssasse 9S X "ydeoudde Juswdolarap Az LuNuWoD 94} asn 9S| X "UOLZPINPS ILSeg YL Npe 03 uoLQeOdNpa Le49qlt| 40 szdadu0d A, dde 4 S| ¥ “SAH9UAPA| JO SBALL APPAUaAa 02 ssadoud ILPeUdOWSp By} azeL au 4. terici X “sweuboud |euoLzeonpa ut Hbutzedioiqued , SA9UARB[ UOJ SUOSP9U aZA| eUe G°LSI x *satydoso| tud LeEUOLZPINDS B40W 4O OM} UBaMzag SOMUAVIJJLP PUB SALZLUPLLWILS AJLjUApL 6° is) X *sweuboud butbueyd pue SALZEAOUUL UOJ SUBYydeaz Mal! auPdaud + ities Baste Gees SUR pieces Ore! eeu "S8ALZDECGO pazeqs K[P4oLaeyaq asn 4 S‘/bl x "S4sUdP9] JO Spaau BuiuLeu pue [PuOLZRINp|a *|PeLDOS 94} PAUIS YILYM SaLuabe AZLUNWWOD JO SUDLZIUNS 4OfeW aYyZ AJiqUanDt S‘/pl X "SHOUsea| $O SILZSLUaIeURPYD | eLDOS Yauduaqul # IS*/pl X “Butoueuty Burpnyout UOLZe|SL69| UuoLyRONpa d1Seq +LNPe 40 JUazUL pue aungeu ay azLUBODaU S’Zbrl ie oo ee Be Disa “sue{d uossa, AL Lep ayew i? S‘epl “d°T p°ausy ft *5ty ftuung -0} 9[Ge 9g PLNoys uayoray 39yv uy - PION] Uapug Ku0bajze9 "Busy 37 $$990Ug [PUOLZONAYSUyT douse] 39gy UOLZeINPZ Winpy ayenbape uey} auow uaaq sey BSulureuy - POULPAZUBAO,, 40 [205 pue |adoods a (@DueCILJLUBLS yO [ard] OT) pasu Bultuteuq Auepuosas wnt ndt4uny : (@2ued1ZLUBLS 40 [aAa|, GO*) paau BuLuLeuz ysazeau6b leslie rsieg uy ojut ABO oda azZeucduoduL “ySt [6U3 puepuezys ul SLLLNS buido|anap 40} SLSeq BY} Se *ZD9,/2LP DuLpnpout SAAZLLLOey abendue, [euo ,Suauuea, asn “‘wnpndtaund aud ojUL ‘uot}eonpa 4awnsuod a} euoduoouL "Sdiu} plat yonpuos pue a6ursue +5359} peZipuepuezys uvazSLuLwpe "( AALIIA4}e pue wozowoysAsd *aAtqLubod) sutewop ay} so Yyoea wous Sartzroalqo yO aS *sdnoud DLUYZA SNOLUBA UL PabeJURAPeSLtp A| | edLWOUODa By. UO UOLPeEWUOLUL UaUzZeDd *Juawdo|aAap [eL20S pue [ejJUsw *[RdLSAyd ,SuauuPa, 9YzZ UO UOLZeWUOJUL 79a[109 tee 94y} 40 sig uteri pue _— ohite 3 /— yeuduazul ant enstocttnencocaeneeeenaaeetas a _ Se — — — a *4OLARYaG uaAtb B 02 92eLudoudde spuom uoLzDde aziub02a. "UOLZLUgnu pue yz ee4 ynoge bulLusea; azowOud YOLYM SALZLALJIe pue S| eLuazew 4d—aL—aS O9L ‘uuuy yy zy 702 BLGe 9q PLNoYs waydeay Jgy uy PIaN] 4apug Auobaze7 "busy; query Aduszadwo) uaydeal Jgy BHuiqiuosag SUsyde9] AWgy DISCUSSION AND CONCLUSIONS SAMPLE SELECTION AND SURVEY RETURNS The decision to survey all of the thirty ABE teachers (190%) in the Virgin Islands was approvriate for that population. ‘Due to mail losses and unexpected teacher absence, responses were received from only 637 (19) of the ABE teachers. If the initial sample had been any less than 100 percent, the n would have been so small that its representation of the total teacher population could he questioned. The 100 percent sample of HS? teachers yielded a higher nercentage of return, with responses heing received from fifty of the sixty HSD teachers (86%). Although the 1(% percent sample was not crucial in this case, the fact that 86 percent of the teacher population was represented in the study lends validity to the results. In a state or region with a teacher population of at least 100, the researcher would consider selecting a random sample of 10% to 50%. dependina on the total number of “°E teachers. Based on Survey returns from ABE teachers in this study and previous research, returns can usually be expected to be diminished by teacher absence at the time of administration, lack of response due to time pressures on a part-time ABE teacher, and a fairly hign rate of teacher turrover. These factors should be taken into account in future studies, in ord2r to determine an appropriate Sample size. SURVEY INSTRUMENT The revised versior of the 'dult Basic Education Teacher Competency Inventory seems to be ar irrrovement in many ways cver the original. With the number of questions being reduced from 291 to 1/0, there were very few instances of questions being omitted by the Virgin Islands respondents. Responses ranged across the entire scale of 0 to 7, and teachers who re- sponded did make distinctions between the first half of the questions and the second half, between what ar ABE teacher should be able to do and what their own capabilities are. Even though the number of questions is greatly reduced from the original Inventory, it appears to be quite comprehensive. Only three respondents suggested competency statements which they felt had been omitted from the Inventory; and when these were analyzed, they were judged by two researchers to be duplicates of statements already included in the Inventory. The demographic section of the Inventory allows for teacher responses which describe the teacher population rather extensively. However, two of the questions consistently yielded responses which were not provided for in the multiple choice options. Question 7 asks the respondent to indicate what type of classes he/she teaches. Many of the respondents apparently teach combinations of classes which are different from the options provided; and therefore either marked more than one response, or chose response nunber 7, "other" and specified what type of classes they taught. Question 9 seemed to present a similar dilemma for respondents. When asked what type of certification they hold, many chose more than one response, indicating combination certification. The options that were given were not mutually exclusive, and therefore could lend themselves to multiple responses. Also, there -was no provision made for respondents who had other types of certification or no certification at all. Based on the way in which the question is written, an inference was made that if no item was checked under the question, the respondent did not hold any certification. In the future, provision could be made for a more specific response to this question. On the whole, the survey instrument, as used in this study, yielded a quantity and quality of data sufficient to provide significant guidance for planners of staff development activities in ABE. It should be ad- ministered only to ABE teachers, as indicated by the attempt to survey teachers in the High Schcol Diploma program. In reality, many teachers in Adult Basic Education also have teaching responsibilities in English as a Second Language (ESL), high school equivalency or GED programs, high school completion, pre-vocational or vocational education and other related areas. However, the Inventory has been designed to encompass the specific needs of Adult Basic Education teachers, and any other use of it will probably yield data that is less valid. DATA COLLECTION In the Virgin Islands study, there were several factors which supported the method of data collection used. The Director of Adult Eaucation for the Virgin Islanas was personally involved in and committed to the study from the beginning. Due to the small number of teachers and the short distance required, he chose to personally distribute the survey instrument to teachers who would be responding. Rather than having completed Inventories mailed piecemeal to Kansas City, he collected them and returned them in a single shipment. In a larger state or region, there is usually a "chain of command" which begins with the state director of adult education and includes such personnel as state staff developmert specialists, local pregram coordinators, supervisors of instruction and teachers in charge. In some cases, this delegation of responsibility may facilitate data collection; in other cases, it may actually be a hinderance and cause miscommunication and delays. In any event, comprenensive and rapid data collection seems to '_ dependent upon the commitment of the state director of adult education to the study, the best utilization of "chains of command" in communication with teachers, and a clear understanding on the part of the teacher that he or she is actually contributing to his/her professional development, rather than being exploited by the researcher. PROFILE OF HSD TEACHERS A review of the demographic data supplied by teachers in the High School Diploma program provides the following profile: The group of teachers is divided almost equally between men-and women. The teachers are, for the most part, young persons between the ages of 25 and 34. Almost all (88%) are certified teachers, with the majority having certification at the secondary level. This group of teachers is fairly new to the High School Diploma program, with more than half of them having taught two years or less in the program. Fifty two percent also indicated that they had never attended any specialized ABE training function, and of those who had attended, only 16 percent attended such a function in the past year. The type of training functions attended ranged from lectures or conferences of one day or less, to college credit courses, with two-to-five day workshops being the most attended. This compilation of data raises certain questions and infers conclusions. 1. How does the age of the student population compare with that of the teacher population? If teachers and students are approximately the same ages, is this viewed as an advantage in that communication is easier and more effective? Or could it possibly be a deterrent to effective teaching and learning, if adult students are somewhat resentful of people their own age being their teachers? If the Students are, on the whcle, older than the teachers, do they have any difficulty respecting the young teacher? And are the teachers able to effectively communicate with the older student? The age factor may or may not be a significant one in terms of effective teaching and learning, but it must at least be considered. More than half of the teachers who teach part-time in the High School Diploma program alsc teach full-time at the secondary level. Additionally, 72% of the HSD teachers have teacher certification at the secondary level. This vould suggest that they are well qualified to teach curricular content at the secondary level, and is certainly interpreted as a strength of the Adult High Sciiool program. The fact that more than half of the teichers in the HSD program have been there for two years or less could be interpreted in various ways. Without further information, no conclusions can be drawn. However, it is often observed that a lack of experi- ence is balanced by the enthusiasm, motivation and recent train- ing of a new teacher. A unique factor in the Virgin Islands teacher population may be that, although most of the teachers are not experienced in the Adult High School program, they niay be quite experienced as teachers at the secondary level. Once this is ascertained, a lack of experience in teaching adults might be compensated with specialized training in adult education. The previous suggestion is strengthened by teacher responses indicating that more than half of the HSD teachers have never attended an ABE trainirg function. This Suggests a possible need for specialized trainirg for teachers in the High School Diploma program, not in curricular areas, but in knowledge and skill needed to deal with the adult learner. When reference is made to the priority order established by. HSD teachers for the various statements of teacher competency (Appendix II), it is noted that Statements of highest priority are not, in fact, in the area of curriculum, Instead, they describe teacher competency necessary for relating to the learner, differentiating between teaching children and teaching adults, reinforcing positive attitudes toward learning, and related areas. Although respondents in the HSD program indicated what types of training functions they have attended previously, there is no question on the Inventory which asked that type or format of training they prefer. If specialized training in adult educa- tion is to be planned for this group of teachers, an assessment must be made to determine (1) the content of sucn training, and (2) the type or format and length of such training. If this assessment of HSD teacher training needs and preferences so indicates, it may be appropriate to plan training activities jointly with ABE teachers in the Vircin Islands, so that each 4again it must be noted that the priority order listing of responses of HSD teachers (AppendixII) should be viewed only as a very general guide- line, rather than a line by line description of basic training needs. group might learn from and contribute to the other. for example, teachers in the HSD program might share their experience and knowledge in the content areas, while ABE teachers can be a strong resource in terms of experience with the adult learner. PROFILE OF ABE TEACHERS A review of the demographic data supplied by ABE teachers in the Virgin Islands provides the following profile: Slightly more than half of the teachers are female and young, with 58% of the teachers being under 34 years of age, and 42% between the ages of 35 and 54. The great majority of the teachers (84%) work only part-time in Adult Basic Fducation. Of these part- time teachers, 68% teach full-time at the elementary level and are also certified at the elementery level. Another 16% teach at the secondary level, and the remainder have other or no full-time employment. More than half of the teachers teach Adult Basic Education classes only; the remainder teach a combination of classes. There is a definite separation into two croups of teachers according to experience in ABE. Seventy percent of the teachers are fairly new to ABE, having two years or less experience. The other 30% are considerably more experienced, having 4 or more years in ABE. Likewise, the group is divided according to previous training in ABE, with over half of the teachers having attended an ABE training function during the past six months, and the Other 42% never having attended an ABE training function. Types of training functions attended ranged from lectures or one-day conferences through five- day institutes, with the exception of college credit courses. The type of training function most aitended by this group of teachers was a workshop of two to five days in length. The following questions and conclusions may be drawn from this data. 1. Since the majority of ABE teachers are also full-time teachers either at the elementary or secondary level, they are probably adequately trained and experienced to deal with curricular content at the ABE level. This is to be considered a strong advantage for the adult program. The combination of part-time employment in ABE and less than two years of experience would suggest that continuous in-service train- ing would be beneficial to this group. The fact that most of the teachers are part-time is neither positive nor negative in itself. It is sometimes an advantage to have a group of teachers who are likely to be open to trying new approaches and materials, and teachers who are just beginning in the field tend to be more open to trying new things. Lack of experience and training, however, should be balanced by training opportunities. Teachers who had attended ABE training functions had done so rather recently, during the past six months. There is no way to determine from the specific questions on the Inventory whether the 42% who had never attended any ABE training functions were among the less experienced or more experienced teachers. Further assess- ment must be done so that all teachers will be included in future in-service training activities. Regarding content of such ‘raining activities, the priority order and relative need for training has already been established by this group of teachers, as indicated in the listings on pages 27 to 38. This listing should be referred to in detail as planning is done TRAINING for in-service teacher training. Although ABE teachers who responded to the Inventory indicated what types of training functions they had attended previously, there 1s no question on the Inventory which asked what type or format of training they prefer. Before training functions are planned for this group of teachers, an assessment must be made to determine the format and length of such training which is preferred by most teachers. If this assessment of ABE teacher training preferences so indicates, it may be appropriate to plan training activities jointly with HSD teachers in the Virgin Islands, so that each group might learn from and contribute to the other. The ABE teachers can be a strong resource for HSD teachers because of their background and experience with the adult learner. Likewise, HSD teachers might be able to share their experience and knowledge in the content areas in a joint training function. PRIORITIES OF ABE TEACHERS There were essentially three sets of data provided by teachers as they responded to the Inventory: (1) A demographic description, (2) a description of what an ABE teacher should be able to do, and (3) a description of what this specific group of teachers can do. The demographic data supplied by the teachers focus on planning Islands. Vs has already been discussed. The remainder of the discussion will three questions which, when answered, will provide a basis for the of necessary and effective training for ABE teachers in the Virgin The three questions are these: In what areas and to what degree is the "ideal" ABE teacher competent? In what areas and to what degree are ABE teachers in the Virgin Islands competent? How does the competence of ABE teachers in the Virgin Islands measure up to their perception of the "ideal" (competent) ABE teacher? It is important to note here that the measurements and standards which will be discussed have been established by this specific*group of ABE teachers, rather than some outside group who makes an attempt to determine what ABE teachers can and should do. Teachers were asked to indicate their own perception of themselves and other teachers. Thus, all subsequent state- ments which describe what ABE teachers should be able to do and are, indeed, able to do, could be prefaced by the following modifier: "According to 19 teachers in the Virgin Islands who responded to the Inventory, ... ‘ For brevity and ease in reading, this modifier is to be understood, rather than stated, in the remainder of the report. A few specific items remain to be discussed before further conclu- sions are made. Figures 1-4 (pp. 17-20) have been included in the report to provide a visual representation of the data. Each of the four charts represents one of the content categories in the Inventory. Figure 1 depicts the rank order of the 24 statements of conipetency which are curricular in nature. The 23 Statements included in Figure 2 describe competencies related to the scope and goal of adult education. In Figure 3, there are 20 statements which refer to the ABE learner. Figure 4 deviates fron the pattern, in that not all of the 103 competency statements describing the instructional process have been charted. In order to simplify the reading and understanding of the chart, only those items have beer included which are particularly of interest in this category -- either because they indicate a definite training need, or because they represent specific competencies for which teachers feel they have been (more than) adequately trained. The notion of being "more than adequately trained" is an interesting one, and is worth pursuing at this point. With such a cry being made for teacher training in ABE -- and this is certainly not to be discounted -- it comes as a relief, and almost a humorous note, that evidently some ABE teachers have actually had enough of certain kinds of training. In fact, the measurement of significance, using t-tests, would suggest that in a few areas, they are considerably more conpetent (i.e., have had more train- ing) than an ABE teacher needs to be. Some of the statements of competency which fall into the category of "overtraining" for the Virgin Islands teachers (Table 3, pp. 24-25) include the following: An ABE teacher should be able to: "administer standardized tests." "make daily lesson plans." "arrange flexible grouping for learning." "select curriculum which will Gevelop word attack skills." The reader is to be reminded that, even thougn the Virgin Islands teachers indicated that their current level of competency in these areas apparently exceeds the need for competency, it does not necessarily follow that there will never be a need for treining in these areas. Tne purpose of the priority order listing beginning on page 27 is to compare the relative importance of acquiring each competency with the degree of competence which teachers now have, In contrast to those statements of competency for which teachers are already trained, the-e are others for which an urgent need for training has been indicated. These are listed in Table 2 (p. 22), and were determined by applying t-tests to the mean scores, in effect, measuring the gap between the degree of competency \\hich teachers need end the degree of competency they already have. As with Table 3, the reader must take into consideration that an “urgent need for training" is orly “urgent" if the specific area of competency is also an area which is ranked high in the priority order listing on pages 27-38. If teachers have indicated that a specific competency is not very necessary for ABE teachers (i.e., 52, "gather information concerning psychological problems of learners "), then it is not considered an urgent training priority, even though the gap between teachers' competence and desired competence is significant. When the two sets of data are lined up side by side, and a comparison is made of the desirable competencies of an ABE teacher and the present competencies of ABE teachers in the Virgin Islands, conclusions may be drawn in terms of (1) long range planning for ABE staff development (pre- service or basic teacher preparation), and (2) short term planning of on- going in-service teacher training activities. When planning teacher preparation courses or pre-service training activities, priorities car be established according to teache: responses indicating what an ABE teacher should be able to do. Essentially, this involves consulting the priority order listings on pages 27 through 38, and selecting from amona tine highest priority items (i.e., those highest in the rank order) the particular content and focus of pre-service training. The statements which fall into the top quartile of the listing (rank order 1 through 37.5) can easily provide the basis for the planning Of teacher education courses or other pre-service training for prospective ABE teachers. Statements which are lower in this priority list should not be discounted, but must be taken into consideration in relation to others in the listing. Primary emphasis should be placed on developing teacher competencies in those areas which are described in the top 25% of the rank order listing. When this is accomplished, further planning may proceed to statements which are lower in the priority order listing. The data provided ty the Inventory can be especially helpful in planning ongoing and periodic in-service training activities for ABE teachers. Specific areas of nced can be pinpointed by a careful and more detailed review of the ;riority order listing on pages 27 through 38. Basically, the combinaticn of the priority order listing and the relative need for training in eac!. of the 170 statements of competency yields one of four conclusions, as follows: Training is urcently needed in areas of competence in which: Teachers SHOULD be highly competent, and the Virgin Islands teachers ARE only slightly or moderately competent. Training is not urgent, but must be planned in the near future in areas of conipetence in which: Teacher SHOULD be mocerately competent and the Virgin Islands teachers ARE oriy slightly competent. Training is not needed at this time but should be considered in future planning for areas of competence in which: Teachers SHOULD be highly competent and the Virgin Islands teachers ARE highly competent; OR Teachers SHOULD be moderately competent and Virgin Island teachers ARE either moderately or highly competent. Training probably will not be needed for areas or competence in which: Teachers SHOULD be only slightly competent and ARE either highly, moderately, or slightly competent. The above conclusiors involve quite a few if's, and's, and or's, but do provide the best interpretation of data supplied by the Virgin Islands teachers. Perhaps they can be made clearer with a few examples crawn from the listing On pages 27 through 38. A statement which falls into the first categury (training urgently needed) is the following: “Summarize and review the main points of a lesson or demonstration." It may be noted in the priority order listing that this statement is first (No. 1) in rank order, indicating that teachers should be highly competent in this area, and it also is preceded by an asterisk (*), i:dicating that the need for trainirg is considered significant, since teachers who responded are only slightly or moderately competent in this area, An example of a statement in the second category (training needed in the near future) is found on page 30: "Relate classroom activities to the job experience of learners." Ir this case, teachers should be moderately competent, since the state- ment ranked 52 out of 17( (below tlie top quartile), yet Virgin Island teachers ’ Ther are only slightly competent in this area. In some cases, even though a particular statement is considered of high priority in the rank order, the teachers who responded indicated that they are adequately or more than adequately competent in this area. These state- ments fall into the third cateaory (training not needed now, but may be in the future). An example of a statement in this category is found on page 28. "Communicate effectivel’ with learners." Although this statement is of high priority (No. 19 in the rank order), teachers who responded have apparertly had more than adequate training in this area, as indicated by the symiol (#). The fourth category comprises statenients which describe competencies which are of relatively little importance for ABE teachers (i.e., low on the priority list). An example is found on page 36. “Interpret the philosophic base and current issues of adult education in relation to the various as- pects of American society." This statement ranked quice low on the list (137.5 out of 170); so that, even though there is a sianificant gap (*) between teachers' actual competence and desired competence, it is still considered a very tos training priority. | In what areas and to what degree is the "ideal" ABE teacher competent? Responses of ABE teachers in the Virgin Islands established a profile of the “ideal” teacher, on paces 27-3c. The competencies which ABE teachers should have are listed in priority order, from tiie most necessary to the least. In general, competencies in tne Instructional Process category rank higher than other categories, with Curriculum statements ranking second highest. Only a few statements regarding the ABE Learner or Scope and Goal of Adult Educaticn appear in the top quartile. Evidently, ABE teachers in the Virgin Islands view the "ideal" teacher as being most competent in classroom teaching (instructional) activities. Selecting appropriate curriculum is next in importance. Relating to the adult learner is considered of far more importance than gaining basic knowledge of the scope and goal of adult education. It is interesting to note that the high priority statements about the process of instruction arc also concerned with the adult learner and how he is involved in the process. Maintaining student interest, adjusting rate of instruction to stidents' rate of-procress, and providing a comfortable learning environment are all instructional behaviors -- but they pertain to the learner, more than to the teacher's interests. High priority steterents which refer to tie ABE teacher's competence in curricular areas are particularly focused on reading. Almost without exception, statements describing other areas of the curriculum (math, government and current ev-nts, etc.) appear cnly below the nmean. In fact, two of the very lowest pricrity statements (162 and 170) suqgest that consumer education and ecalogy be incorporatec into the ABE curriculum. Competencies regardi:.3 the ABE Learner ere of less priority than the first two categories. Le:s than half of the statements about the learner appear above the mean. Those which do, generally describe competence in identifying potential talents, interests and aspirations of learners, and establishing a iwutual basis for respect between teacher and learner. Lower priority statements concern social characteristics of the learner, or how he/she relates to, and is iffected by, the werld in which he/she lives. Of the few statements in the Adult Education category which rank abov2 the mean, those of highest priority are related to the learner and instruc- tional process: recognize growth potential, try new instructional approaches, differentiate between teaching children and teaching adults, etc. Lower priority statements include: apply pertinent research, use services of local ABE advisory committees, identify recent developments and current issues in adult education. Some of the lowest priority statements (147.5-164) fall in this category. In what areas and to what degree are ABE teachers in the Virgin Islands competent? A listing which comprises Apperdix III provides a composite description of the ABE teacher in the Virgin Islands. Teachers are most competent in the activity listed as No. 1 in rank order; they are least competent in the activity which is ranked 170. The highest level of competence is perceived to be in the Instructional Process category. This group of ABE teachers is most competent in the class- room, in an instructional setting. Through previous training and experience, they have acquired the specific competencies which appear highest on the list. These competencies describe fairly standard instructional procedures, and reflect the teachers' background in elementary and public school instruc- tion: making daily lesson plans, using appropriate materials for instruction in reading and math, keeping records on students, maintaining discipline and a clean, orderly classroom, Generally, it is not until below the mean that competencies appear which emphasize relating instructional process to the aduit learner, trying new strategies, using infornial tests, and planning instruction which assists the learner to function in a job and in the community. Teachers’ competence in curricular areas ranges from fairly high to low. The specific statement "select curriculum which will develop word attack skills" is high on the list, consistent with instructional competence in g ’ teaching reading. The two next highest competencies basically state the teacher's familiarity with the curricular content of the specific subject areas he/she teaches. Curriculum in reading and math are next in priority, as well as the ability to differentiate between curriculum and instruction. Incorporating other content areas into the curriculum (consumer education, government, current events, ecology) are nearly at the bottom of this list, Suggesting that this group of teachers is not very competent in those areas. The teachers who responded to the Inventory perceive that they are least competent in areas related to the scope and goal of adult education and the ABE learner. The specific statement "differentiate between teaching children and teaching adults" is fairly high on the list, as is "recognize the poten- tiality for growth in learners." Other than that, statements in these two categories appear mostly be!ow the top quartile and even below the mean. Specific competencies can be identified by a thorough review of the list in Appendix III. How does the competence of ABE teachers in the Virgin Islands measure up to their perception of the “idea!” (competent) ABE teacher? The reader is again referred to the listing on pages 27-38. The purpose cf this listing is to compare and relate the actual competence of ABE teachers in the Virgin Islands to the "competent" ABE teacher. Specific training needs can be identified by selecting competency statements which are ranked highest in priority and also indicate a significant (*) or secondary (+) need for training. In conclusion, the researcher feels that the data supplied by ABE teachers in the Virgin Islands can provide valid and specific guidelines for the planning of staff development activities in ABE. For the first time, perhaps, planning can be based on the results of an actual assessment of need, rather than a "quess-timate". Thus, all training efforts can be right on target, fulfilling high priority teacher needs, without wasting either teachers’ or teacher trainers' time and energy. RECOMMENDATIONS Recommendations based on the data as reported will be directed specifically to planners of staff development activities in the Virgin Islands, on the state or locai level and at colleges and universities concerned with teacher preparation in adult education. Recommendations will be made in four general categories: Pre-service training, teacher preparation 1. In planning teacher preparation courses at the college level, the priorities for teacher competency established by ABE teachers in the Virgin Islands (beginning on p.27) Should be considered. The statements of competency which rank in the top quartile, or even above the mean, can be- come the basis for teacher preparation courses specifi- cally designed for ABE teachers. . Because the competency statements are more specific than general goals or even course titles (i.e., "Understanding the Adult Learner"), they lend themselves to innovation in the format of teacher education courses. Rather than plan- ning new courses in a traditional manner, competency-based instruction might be introduced. Course planners may set certain objectives for a course, and encourage students (prospective teachers) to pursue various ways of reaching the objectives and gaining course credit. Pre-service training workshops ("mini-courses") should be designed especially for newly hired teachers, who would be required to attend them as a condition of employment. This would ensure some initial training in adult basic education, so that new teachers have a common understanding of goals and objectives, as well as a basis for relating to the adult learner. In-service Training 1. More frequent training opportunities must be provided to teachers, so that all could respond that they had partici- pated in an ABE training function at least “during the past six months". This is especially necessary when one considers the established pattern or rapid teacher turnover in ABE. 2. The most urgent training needs for this group of teachers can be identified by consulting the listing beginning on Page 27. In-service training should focus on those com- petencies which are highest in rank order and are also noted by the symbol (*), Subsequent in-service training Should also be planned to deal with the competencies for which a secondary training need is noted (+), Teachers should be consulted regarding the format and scheduling of in-service training activities. Even if they need the content presented in an in-service session, it may be impossible or very difficult for them to at- tend at certain times of the day, week, or month, Because the competency statements are rather Specific, they lend themselves to innovation in the format of in-service training. Rather than planning traditional conferences or workshops, competency-based instruction may be introduced. Once specific objectives are deter- mined, teachers may be encouraged to meet them in any number of alternate ways -- perhaps by visiting with and/or observing a more experienced teacher, by reading written materials and discussing them with others, by using audio and visual resources which may be available. These options should be presented to teachers when training is planned, Whenever feasible (i.e., when content and format are compatible), it may be helpful to plan joint training sessions for teachers in the adult basic education and high school diploma programs. Since they do have sonie areas of conmon interest and need, their varied back- grounds can -contribute much to the learning experience. Teacher Certification in Adult Basic Education 1. Competencies which are needed by an ABE teacher in the Virgin Islands have been put into priority order by the teachers who are currently teaching ABE. The pur- pose of certifying a teacher is, of course, to provide the teacher with a credential signifying that he/she is competent to teach students at a designated level and in designated content areas. Although certification has traditionally been based on the completion of Spe- cific university courses and practiéum experience, the data reported in this study provide a more reasonable and justifiable basis for granting teacher certification. A competent ABE teacher is one who possesses the know- ledge, skills and attitudes considered of highest priority Sy already competent teachers. If certification is to be granted a “competent" teacher, the criteria for "competency" must be determinec. The basis for such criteria has been presented in this study. 2. A further step necessary to establishing criteria for teacher certification is to present teachers with alternate ways Of acquiring competence. It is not enough to say to a teacher, “You will be certified upon the demonstra- tion of this set of competencies," if a stipulation is, "You will acquire these competencies by attending this required set of courses." Some options for learning activities under a competency-based program have already been suggested in earlier recommendations. Others can be developed as appropriate for ABE in the Virgin Islands. Ongoing and periodic assessment of training needs 1. The study reported herein should not be considered a final Study. It reports data provided by a specific group of teachers emploved in ABE at this time. Since teachers do come and go rather rapidly in ABE, and since many are part- time and may have to leave to devote full-time to other responsibilities, it will be necessary to gather similar data from a new group of teachers in the near future. This may be the first time, however, that the collection and interpretation of data-can be done in a consistent manner, providing a standard by which to measure change from time to time. To measure change within this specific group of teachers, the Inventory can be administered to the same individuals after a period of training. It can also be administered to newly hired teachers, to determine their specific training needs. The Inventory can be administered to selected groups cf teachers for specific purposes. Future studies nay com- pare experienced teachers with inexperienced teachers, to gain an insight into how experience affects a teacher's competence. If someone other than teachers is responsible for the planning of teacher training activities (staff. development personnel, program administrators, professors), the Inventory should be administered to that person (those persons), to determine how closely their perceptions compare with those of teachers. Teacher training in Adult Basic Education, as stated earlier, has by "teacher trainers", state staff develop- administrators <end/or “adult educators" These are considered to be the people who "know", those who have a broad view of the field. In this study, another contingency has been consulted - the teachers who have been and will be directly affected by staff development planning. Their opinion is valuable; they bring to the situation a viewpoint based on day-to-day experience with adults in the classroom, to supplement the broad view of other planners. Neither view is of greater value than the other; nor is a single point of view sufficient to provide the sole basis for planning training activities. One of the most often heard objectives in adult education is to in- volve the adult learner in the process of planning his/her own learning activities. The process of data collection and interpretation employed in this study and reported herein provides a useful and usable tool for this purpose. When the tool is put to use, it will contribute to the building of a solid foundation for the development of competent teachers in adult basic education. APPENDIX I-A DEMOGRAPHIC | Computer Space Location of ABE Program (city) What is your current position in ABE? (check one) ABE teacher, part-time (less than 20 hrs. per week) ABE teacher, full-time (more than 20 hrs. per week) ABE administrator, part-time (less than 20 hrs. per week) ABE administrator, full-time (more than 20 hrs, per week) Primarily ABE teacher, part-time ABE administrator Primarily ABE administrator, part-time ABE teacher lf teacher/administrator part-time in ABE, what is fut! time commitment: No full-time employment Teaching-elementary (K-6) Teaching-secondary (7-12) Teaching-college, university Under 25 Counseling, guidance 25-34 Elementary school administrator 35-44 Secondary school administrator (4) 45-54 Housewife 55-65 Other (specify) Over 65 Today's date 7. What type of classes do you teach? (check one) (1) (2) (3) (4) (5) (6) ABE, 8th grade equivalency (only) English as a Second Language (only) ABE and ESL Adult high school, high school completion GED, high school equivalency ABE and GED Other (specify) What type of certificate do you hold? (check major area only) (1) elementary secondary learning disabilities special education speech therapist counseling and guidance 8. Years of experience in ABE: Less than 1 year 1 year 2 years 3 years 4 years 5 years More than 5 years Most recent attendance at an ABE training function: during past six months 6 months to one year ago more than one year ago have never attended an ABE training function Type of ABE training functions you have aitended (may check more than one): (11) (12) (13) (14) (15) lecture, conference (one day or less) workshop (2-5 days) institute (5 days or more) college credit course other (specify) PURPOSE The purpose of tnis Inventory is twofold: 1) to determine what an ABE teacher should be able to do and 2) to determine the degree of competence which ABE teachers have. DIRECTIONS On the following pages are statements 2f abilities which may be needed by ABE teachers. FOR ITEMS 1-85, INDICATE THE DEGREE OF COMPETENCE YOU FEEL AN ABE TEACHER SHOULD HAVE. FOR ITEMS 86-170, INDICATE THE DEGREE OF COMPETENCE YOU FEEL YOU HAVE NOW. Your response will be marked on a scale following each stater.2nt, as illustrated in the example below. On the scale, circle the single number which comes closest to your perception. “0” indicates no competence, and ‘‘7” indicates complete competence. Example To what degree SHOU!_D an ABE teacher be able to: b 2 a E 3 O 7 @ organize and schedule individual learning activities In the above example, ‘5’ is circled, indicating that the person who responded rates this ability high on the scale, yet does nut feel that complete competence is needed. IMPORTANT: e Please respond to all statements. e@ There are no right or wrong responses. e Don't forget to look at the question at the top of the page. Statements 1- 85 ask a different question than statements 86-170. ADULT BASIC EDUCATION TEACHER COMPETENCY INVENTORY Complete To what degree SHOULD an ABE teacher be able to: circle only one) 1. use learners’ oral language facility, including dialect, as the basis for developing skills in standard English. 234567 include the essential elements of the communication process (listen- ing, speaking, reading, and writing) when selecting curriculum. try novel and unique strategies in broadening horizons of learners. use the community development approach. explain what is individually prescribed instruction. prepare new teachers for innovative and changing programs. select materials and activities which promote learning about health and nutrition. adjust teaching to accommodate individual and group characteristics. assess anxieties about learning that are specific to identifiable groups of learners. determine reasons for low self-concept of learners. select curriculum which will aid the learners in developing an interest in reading. assess the effects of discrimination on the learners. To what degree SHOULD an ABE teacher be able to: 13. select curriculum according to appropriate sequence, coniinuity and integration. establish a basis for mutual respect with learners. assist learners who desire to assume new roles in society. apply criteria for the selection and evaluation of instructional ma- terials. arrange and conduct field trips. construct informal reading inventories. collect information on the learners’ physical, mental and social de- velopment. recognize action words appropriate to a given behavior. incorporate ecology into the curriculum. use appropriate methods and materials for teaching mathematics. evaluate instructional objectives. apply basic principles of group dynamics and leadership techniques. differentiate between goals and objectives. collect information on the cultural and social forces that influence the learners. determine the modality(ies) by which individuals learn most effec- tively. design an instructional plan based on results of diagnostic tests. Quide and counsel learners. describe the relationship of adult basic education to adult education. identify the major topics and concepts of each subject he/she teaches. To what degree SHOULD an ABE teacher be able to: 32. select objectives from each of the domains (cognitive, psychomotor and affective). interpret informal reading inventories. interpret informal math inventories. write objectives in behavioral terms. make daily lesson plans. use appropriate materials and methods for specified reading de- ficiencies. construct profiles which reflect learners’ attainment, potential and expectations in reading. arrange flexible grouping for learning. select materials and activities which develop study patterns. design activities to develop problem solving abilities within learners. use a system to keep records of learners’ progress. use appropriate methods and materials for teaching language arts. recognize symptoms of physical deficiencies such as vision and hear- ing anomalies that may be related to reading disabilities. maintain a clean, orderly classroom. use humor in the classroom. participate in the process of program evaluation. apply knowledge of materials and procedures gained from other teachers. provide practical activities for learners which reinforce classroom instruction. Complete To what degree SHOULD an ABE teacher be able to: 50. 51. select curriculum which emphasizes noteworthy current events. select curriculum which provides for the development of liberal edu- cation for the learners. select curriculum which integrates reading comprehension’ and vo- cabulary development with each content area. identify major causes of the literacy problem in the United States. use instructional materials which are congruent with specific cur- ricular goals. communicate effectively with learners. develop effective working reiationships with learners. list the major causes of reading difficulties in adult learners. relate the democratic process to everyday lives of learners. gather information on the economically disadvantaged in various ethnic groups. interpret the social structure and characteristics of the community. adjust instruction to provide for the social, psychological and physio- logical effects of aging. give examples of concepts and principles. identify the learners’ interests and level of aspiration. demonstrate belief in innovation and experimentation by willingness to try new approaches in the classroom. write instructional materials. function in a team teaching situation. Complete To what degree SHOULD an ABE teacher be able to: | Complete 67. differentiate between curriculum and instruction when selecting cur- riculum and developing instructional plans. analyze reasons for learners’ participating in educational programs. recognize the similarities and differences between general and vo- cational education. adjust program to respond to the changing needs of learners. identify new developments, recent recommendations and current issues in adult education. coordinate and supervise classroom activities. identify similarities and differences between two or more educational philosophies. select mathematic concepts according to logical order. apply concepts of liberal education to adult basic education. select curriculum which develops study patterns. diagnose learners’ basic reading skills. interpret and use the results of standardized achievement tests. select curriculum which will develop word attack skills. use knowledge of adult developmental characteristics to select curriculum. apply theory to the process of program development. select curriculum which will develop all levels of reading comprehension. maintain current information concerning commercial instructional materials. To what degree SHOULD an ABE teacher be able to: £ 4 a 3 3 oO 84. apply generalizations to specific situations. 071234567 85. select curriculum which will develop oral language skills. 07294567 IMPORTANT: You are now going to be asked to indicate the degree of competence you HAVE. To what degree are YOU able to: Compiete 86. use classrooms and other settings which provide for a comfortable learning environment. differentiate between teaching children and teaching adults. reinforce positive attitudes toward learning. adjust rate of instruction to the learners’ rate of progress. use criterion-referenced evaluation instruments. aid the learner in obtaining employment or on-the-job training. select curriculum which will help learners control and adjust to change. diagnose learners’ basic mathematical skills. refer learners to community agencies for specific social, educational and training needs. pian independent study with learners. maintain discipline in the classroom. determine the difficulty, validity and reliability of teacher-made tests. select materials and activities which promote consumer education. design instructional strategies to develop all levels of comprehension within the cognitive dcmain. incorporate consumer education into the curriculum. maintain interest of students in classroom activities. select curriculum which will aid learners in developing awareness of their own and others’ feelings, concerns and opinions. analyze the impact of prior educational experiences upon learners. To what degree are YOU able to: 104. 105. 106. 107. 108. interpret national, state and local objectives of adult basic education. administer informal math inventories. operate a learning laboratory. identify causes of discrimination. use information from professional journals, organizations and associations. gather information concerning psychological problems of the learners. adjust the administration and interpretation of tests according to the behavioral characteristics of adults. identify and analyze terminal behaviors. construct audio-visual materials. interpret the adult basic education pogram to other teachers and the community. use appropriate methods and materials to remedy deficiencies in mathematics. interpret social Characteristics of learners. provide continuous feedback to learners on their educational progress. devise instructional strategies that will develop within the learners a sense of confidence. develop a climate that will encourage learners to participate. select materials and activities which promote learning about ecology. ntegrate knowledge of reading skills, particular dialects and reading probler.s with instructional materials. Complete To what degree are YOU able to: 121. apply principles of attitude and behavior change in the instructional process. develop generalizations supported by facts. use the services of state and local agencies responsible for adult basic education. demonstrate commitment to lifelong learning by participating in continuing education activities. apply pertinent research. plan instructional activities which bring resources of the community to bear on needs of learners. use techniques to facilitate recall. administer standardized tests. choose tests that yicid necessary data on learners. recruit the learners. relate knowledge of economic and labor market information to the vocational interests of learners. select curriculum which will promote development of the learners’ reading vocabulary. select instructional materials which relate to the background of learners. recognize the value system of learners to be appropriate for the environment in which they live. use programmed and self-directed instructional materials. use techniques of public relations. incorporate health and nutrition objectives into the curriculum. 3 use behaviorally stated objectives. 234 Compiete use mass media for educational purposes. 234567 To what degree are YOU able to: 140. apply synthetic and analytic word learning methods as determined by diagnosis. place learners at their instructional level. incorporate practical government into the curriculum. use practical arithmetic skills to illustrate mathematical concepts when planning instructional activities. select materials and activities which promote learning about practical government. apply basic principles of adult learning to instructional situations. summarize and review the main points of a lesson or demonstration. administer interest inventories. adapt instructional activities for the physically handicapped. operate duplicating equipment and instructional hardware. determine those principles of learning which apply to adults. select reading curriculum according to logical order. relate instructional content to the life of learners. select those components of a subject area which are essential to learners. use the language experience approach to teach reading. include concepts of modern math when selecting curriculum. administer informal reading inventories. Complete To what degree are YOU able to: | Complete 157. interpret the philosophic base and current issues of adult education in relation to the various aspects of American society. recognize the historic and contemporary approaches to literacy. participate in the process of evaluating one’s own teaching effectiveness. identify the major functions of community agencies which serve the social, educational and training needs of learners. describe the learning characteristics of the adult. construct informal tests and measurement techniques to evaluate learners’ achievements. use the services of local adult basic education advisory committees. identify potential talents of learners. select materials and activities which promote the learners’ liberal education. recognize the nature and intent of adult basic education legislation including financing. 167. determine modes and rates of instruction through diagnosis. 168. involve learners in the process of formulating instructional objectives. 169. relate classroom activities to the job experiences of learners. 170. recognize the potentiality for growth in learners. Pleasc identify any other abilities which you feel should be included: APPENDIX I-B DEMOGRAPHIC DATA | | Computer Space ssi secaais de aie ea Location of ABE Program (city) What is your current position in ABE? (check one) (1) - ABE teacher, part-time (less than 20 hrs. per week) ABE teacher, full-time (more than 20 hrs. per week) ABE administrator, part-time (less than 20 hrs. per week) ABE administrator, full-time (more than 20 hrs. per week) Primarily ABE teacher, part-time ABE administrator Primarily ABE administrator, part-time ABE teacher If teacher/administrator part-time in ABE, what is full-time commitment: Today's date No full-time employment Teaching-elementary (K-6) Teaching-secondary (7-12) Teaching-coliege, university Under 25 Counseling, guidance 25-34 Elementary school administrator 35-44 Secondary school administrator 45-54 Housewife 55-65 Other (specify) Over 65 What type of classes do you teach? (check one) 8. Years of experience in ABE: ABE, 8th grade equivalency (only) (1) ___ Less than 1 year English as a Second Language (only) Sees 1 year ABE and ESL (3) 2 years _ Adult high school, high school ; (4) __._ 3 years completion GED, high _. 90! equivalency 4 years ABE and GED . 5 years Other (specify) iio ; More than 5 years What type of certificate do you hold? . Most recent attendance at (check major area only) an ABE training function: (1) . _. elementary during past six months (2) ___ secondary ___ 6 months to one year ago (3) _____ learning disabilities more than one year ago (4) - special education have never :ttended an (5) - speech therapist ABE traininc. unction (6) ___. cour:seling and guidance Type of ABE training functions you have attended (may check more than one): (11) lecture, conference (one day or less) (12) _ workshop (2-5 days) Cte. institute (5 days or more) (14) - college credit course (15) ____ other (specify) SURPOSE The purpose of this Inventory is twofold: 1) to determine what an ABE teacher should be able to do and 2) to determine the degree of competence which ABE teachers have. DIRECTIONS On the following pages 2re statements of abilities which may be needed by ABE teachers. FOR ITEMS 1-85, INDICATE THE D=GREF OF COMPETENCE YOU FEEL YOU HAVE NOW. FOR ITEMS 86- 170, INDICATE THE DEGREE OF COMPETENCE YOU FEEL AN BE TEACHER SHOULD HAVE. Your response wi!! be marked on a scale following each statement, as illustrated in the example below. On the scale, circle the single number which comes closest to your perception. ‘0’ indicates no i competence, and ‘7” indicates complete c-mpetence. Example To what degree are YOU able to: “ Complete @ organize and schedule individual learning activities In the above example, ‘‘S’’ is circled, indicating that the person who responded rates his/her ability high on the scale, yet does not feel he/she has complete competence. IMPORTANT: e Please respond to all statements. @ There are no right or wrong responses. e Don't forget to look at the question at the top of the page. Statements 1- 85 ask a different question than statements 86-170. ADULT BASIC EDUCATION TEACHER COMPETENCY INVENTORY To what degree are YOU able to 1. use learners’ oral language facility, including dialect, as the basis for developing ski'!ls in standara English. include the essential elements of the communication process (listen- ing, speaking, reading, and writing) when selecting curricuium. try novel and unique strategies in broadening horizons of learners. use the community development approach. explain what is individually prescribed instruction. prepare new teachers for innovative and changing programs. select materials and activities which promote learning about health and nutrition. adjust teaching to accommodate individual and group characteristics. assess anxieties about learning that are specific io identifiable groups of learners. determine reasons for low self-concept of learners. select curriculum which will aid the learners in developing an interest in reading. assess the effects of discrimination on the learners Complete o what degree are YOU able to 13. select curriculum according to appropriate sequence, continuity and integration. establish a basis for mutual respect with learners. assist learners who desire to assume new roles in society. apply criteria for the selection and evaluation of instructional ma- terials. arrange and conduct field trips. construct informal reading inventories. collect information on the learners’ physical, mental and social de- velopment. recognize action words appropriate to a given behavior. incorporate ecology into the curriculum. use appropriate methods and materials for teaching mathematics. evaluate instructional objectives. apply basic principles of group dyr amics and leadership techniques. differentiate between goals and objectives. collect information on the cultural and social forces that influence the learners. determine the modality(ies) by which individuals learn most effec- tively. design an instructional pian based on results of diagnosiic tests. guide and counsel learners describe the relationship of adult basic education to adult education. dentify the major topics and concepts of each subject he/sr~ teaches. Complete To what degree are YOU able to: Complete 32. select objectives from each of the domains (cognitive, psychomotor and affective). interpret informa! reading inventories. interpret informal math inventories. write objectives in behavioral terms. make daily lesson plans. use appropriate materials and methods for specified reading de- ficiencies. construct profiles which reflect learners’ attainment, potential and expectations in reading. arrange flexible grouping for learning. select materials and activities which develop study patterns. design activities to develop problem solving abilities within learners. use a system to keep records of learners’ progress. use appropriate methods and materials for teaching language arts. recognize symptoms of physical deficiencies such as vision anc 1. ar- ing anomalies that may be related to reading disabilities. maintain a clean, orderly .iassroom. use humor in the classroom. participate in the process of program evaluation. apply knowledge of materials and procedures gained from other teachers. provide practical activities for learners which reinforce classroom instruction. To what degree are YOU able to: Complete 50. select curriculum which emphasizes noteworthy current events. select curriculum which provides for the development of libs~al edu- cation for the learners. select Curriculum which integrates reading comprehension and vo- Ccabulary development with each content area. identify major causes of the literacy problem in the United States. use instructional materials which are congruent with specific cur- ricular goals. communicate effectively with learners. develop effective working relationships with learners. list the major causes of reading difficulties in adult learners. relate the democratic process to everycay lives of learners. gather information on the economically disadvantaged in various ethnic groups. interpret the social structure and characieristics of the community. adjust instruction to provide for the social, psychological and physio- logical effects of aging. give examples of concepts and principles. identify the learners’ interests and level of aspiration. demonstrate belief in innovation and experimentation by willingness to try new approaches in the classroom. write instructional materials. 56 function in a team teaching situation. 234567 To what degree are YOU able to: 67. differentiate between curriculum and instruction when selecting cur- riculum and developing instructional pians. analyze reasons for learners’ participating in educational programs. recognize the similarities and cifferences between genercl and vo- cational education. adjust program to respond to the changing needs of learners. identify new developments, recent recommendations and current issues in adult education. coordinate and supervise classroom activities. identify similarities and differences between two or more educational philosophies. select mathematic concepts according to logical order. apply concepts of liberal education to adult basic education. select curriculum which develop: study patterns. diagnose learners basic reading Skis. interpret and use the results of standardized achievement tests. select curriculum which will develop word attack skills. use knowledge of acult developmental characteristics to select curriculum. apply theory to the process o* program development. select curriculum which will Gevelop all levels of reading comprehension maintain current information concerning commercial instructional materials. Complete To what degree are YOU able to: 84. apply generalizations to specific situations. 01234567 85. select curriculum which will develop oral language skills. O7234567 IMPORTANT: You are now going to be asked to indicate the degree of competence which an ABE teacher SHOULD have. To what degree SHOULD an ABE teacher be able to: Complete 86. use classrooms and other settings which provide for a comforiable learning environment. differentiate between teaching children and teaching adults. reinforce positive attitudes toward learning. adjust rate of instruction to the ‘carners’ rate of progress. use criteion-referenced evaluation instruments. aid the learner in obtaining employment or on-the-job training. select curriculum which will help learners contro! and adjust to change. diagnose learners’ basic mathematical skills. refer learners to community agencies for specific social, educational and training needs. plan independent study with learners. maintain discipline in the classroom. determine the difficulty, validity and reliability of teacher-made tests. select materials and activities which promote consumer education. design instructional strategies to develop ail levels of comprehension within the cognitive domain. incorporate consumer education into the curriculum. maintain interest of students in classroom activities. select curriculum which will aid learners in developing awareness of their own and others’ feelings, concerns and opinions. analyze the impact of prior educational experiences upon learners. To what degree SHOULD an ABE teacher be able to: | Compiete 104. interpret national, state and local objectives of adult basic education. “i 105. administer informal math inventories. 06. operate a learning laboratory. 107. identify causes of discrimination. use information from professional journals, organizations and associations. gather information concerning psychological problems of the learners. adjust the administration and interpretation of tests according to the behavioral characteristics of adults. identify and analyze terminal behaviors. construct audio-visual materials. interpret the adult basic education program to other teachers ard the community. use appropriate methods and materials to remedy deficiencies in mathematics. interpret social characteristics of learners. provide continuous feedback to learners on their educational progress. devise instructional strategies that will develop within the learners a sense of confidence. develop a climate that will encourage learners to participate. select materials and activities which promote learning about ecology. integrate knowledge of reading skills, particular dialects and reading problems with instructional mate-‘als. To what degree SHOULD an ABE teacher be able to: Complete 121. apply principles of attitude and behavior change in the ins* uctional process. develop generalizations supported by facts. use the services of state and local agencies responsible for adult basic education demonstrate commitment to lifelong learning by participating in continuing education activities. apply pertinent research. plan instructional activities which bring resources of the community to bear on needs of learners. use techniques to facilitate recall. administer standardized tests. choose tests that yield necessary data on learners. recruit the learners. relate knowledge of economic and labor market information to the vocational! interests of learners select curriculum which wil! c,omote development of the learners’ reading vocabulary. select instructional materiai!s which relate to the background of learners. recognize the value system of learners to be appropriate for the environment in which they live. ~ “sys use programmed and self-directed instructional materials. use techniques of public relations incorporate health and nutrition objectives into the curriculum. use behaviorally stated objectives. use mass r 2dia for educational purposes. To what degree SHOULD an ABE teacher be able to: | Complete 140. apply synthetic and analytic word learning methods as determined by diagnosis. place learners at their instructional level. incorporate practical government into the curriculum. use practical arithmetic skills to illustrate mathematical concepts when planning instructional activities. select materials and activities which promote learning about practica! government. apply basic principles of adult learning to instructional situations. Summarize and review the main points of a lesson or demonstration. administer interest inventories. adapt instructional! activities for the physically handicapped. operate duplicating equipment and instructional hardware. determine those principles of learning which apply to adults. select reading curriculum according to logical order. relate instructional! content to the life of learners. select those components of a subject area which are essential to learners. use the language experience approach to teach reading. include concepts of modern math when selecting curriculum. administer informal reading inventories. To what degree SHOULD an ABE teacher be able to: 157. 167. 168. 169. 170. interpret the philosophic base and current issues of adult education in relation to the various aspects of American society. recognize the historic and contemporary approaches to literacy. participate in the process of evaluating one’s own teaching effectiveness. identify the major functions of community agencies which serve the social, educational and training needs of learners. describe the learning characteristics of the adult. construct informal tests and measurement techniques to evaluate learners’ achievements. use the services of local adult basic education advisory committees. identify potential talents of learners. select materials and activities which promote the learners’ liberal education. recognize the nature and intent of adult basic education legislation including financing. determine modes and rates of instruction through diagnosis. involve learners in the process of formulating instructional objectives. relate classroom activities to the job experiences of learners. recognize the potentiality for growth in learners. Please identify any other abilities which you fee! should be included: 1. 0123456 0 1 234 5 6 . ns — x oT on wo io y Qa. a <r *aqedtrotzazed Oo. SzaUZeaT BHeANOOUs TTTM ZeYX VJzeUTTO e dojTsxaap *ssoabo1ad JO oQela ,SAOUTeOT 9YQ OF UOTIONAYSUT Jo 932 YsnCpe *qQuoWUOATAUDS HuTUIRST BTQe_zAOJUOD e 203 eptaoad yotym shut {jes zAVYyZO pue SUlOOASSePTS asn *SOTYTATIOR woorsseTS sstazredns pure szeutTpzr00d9 *Butuzea{t przemoz sapnyt3ye sATATSOd soA0sUTAZ *woOOISSPTO 9y UT ZOUMY asn *SoT3 -TATJOV WOOASSeTS UT SQUaepNAs JO 4ySseABQUT UTeQUTeEW *satTnpe butyorey pue usAzpTTYyS HhuTyorsy uxeMQeq aQeTIUDABJIJTIp *suetTd uossetT ATtep oxew *STdUIPeT YITM ZOsdsaA Tenqjnu AOJ stseq we YSTTqeqse *SzaUureeT YITM ATAATROSZZJO BPROTUNUMIOD *WOOASSPETS 3yy UT SUTTUTOSTp uTeqQUT eu *STDUTPIT YQTA Ssdtysuotze{tsz Huty170M aAT ZOeTJO dojTaaap *woorss PTO ATzepz0 ‘uReTO e& UTeQUTeU 703 OTGQe Tuy pepuodssez oym szoyorsy (GSH) av *szeurPeeaT wuoan goouetTsredxs Teuotyeonpe zoftad jo yredut sy3 azATeue ‘UOT ZeIBZSUOUN Pp 2O UOSSST & JO SQUTOd UTeEU ayy AMATAVZ pure 8zZTIPUMMS *ssozbor 7 JO o3e2 ,SAOUAPET 9YQ OF VOTZONAASUT JO 992 ysn(pe *QuoumozTAUSs HuTUIPeT sTQeyrAOJWOD e 203 eptaoard yotym shut Q3es azeyZO pue suloozsseToO asn °s IBJUIPVT u3t sdtysuotzejyesz butyz0mM sat IOazZze doTsaAep *SITATATQZOP woorzssetToS ut sjZuepnys jo 38979QUT UTeQUTPU *WOOASSPTO 9y3 UT SUTTAUTOSTp uTeQUTeU "SO9TYTATRZOR wWooAsSeTS astAzodns pue o3PUuTpPI0CS *QOUSPTJUOD JO V9sSusSs e& SAIUTPDT BY UTUQTM doT@Aep TIT 3eYR SeThaQez4ys TeUOCTZONAASUT BSTAVP *sz9uUzPaT UT YBMOIH AOZ AQtTetquaejod ayy eztTubooe1 *HUTUIPOT PAPMOQZ SOPNATI3e PATRZTSOd sdoZOJUTAI ‘sqTroe GuTyorey pue UeApPTTYoO buTyorsy usemjaq o& Jus IJtp *aqedtotizaeKd 03 sToeuzeeT ohbernoous TTTM 3eYQ BQeWTTO ve doTsAep obeg 703 9TQe 89q GINOHS zeyoreQ (CSI!) oy eRe | WWe50uNd YWNOIdIG TOOHOS HOIH GHL N SANW] SUYTHOVAL JO SASNOdST oN JO DNILSIT YaddO JNVY *uotzeatdse *suetTd uossetT Attep a eu JO T@9AOT puke SyserequT ,STeUuTPaT 949 AjTIUepPT *‘szoureaT jo spesu uo azveq of AqtutuMOS *9IPEM S90mMosaI HuTtsAq YOTYM SATATATIOR TRuOCT 5 -paey Teuotyonzysuy pue quowudtnbse butyeottdnp syezedo SOTAStTAVIQORCIALPY *sz9yoray AIYQO WOT dnoizb pue [TeNPTATpPUT ss yzepoWMMOoSR DbUTYORay peutebh soinpeosoizd pue stTetzezew jo abpetmouy Atdde *SIOUIPET JO SQV9TeRRZ Tet quajod A *suotutdo pure suzeaouco ‘sHhuTT903 ,S1T9YZO pue UMO AT9YRZ JO sseuereMe Hut *SSOUSATRO9Z5O -doTaaep uy Sz9uzreaT PTS TIT YOTYA uMTNOTAIND ZoeTes uMO $,0U0 BbuTZeENTeAD jo ssadoad ayy UT *SOTASTI9zZORIPYO dnozbh pue [TeNpTATpUT eyZepoumOocoe OF HuTYyoreaQ ysnCpe Atdde yotym buyuzeet go satdtoutad ssoyy *$3S93 epeuw-usloray jo *‘suotutdo pure suzaouoce AATTtqetywaz pue Aytptqrea ‘/*ATNOTJJTpP 9yR suTUIZZep YsbHut{Te9ez ,SxeyZO pue UMO ATOYR JO SssouerPMe HuT -9p UT SAOUATPST PTS TTt* VUoOtyM umTNoTszanS *STeETANZeW TeEUOCTIONAASUT 94TIM *woorIssPpTO ATAepz0 ‘uUPaTS eB UT SO8ATZOeCWGO pue sTeOb ussIMZI2q BZeTIUSIABJIJTpP BaPpPUl-ABUOPSZ Jo *SIBUAPAT OF TeTIUSeSSA AATTTGetT Tez pue AATpPTTeA nc j OU BUTULTIA 9; aze yotyum eaze yoolCqns e jo siausuoduod ssoy O9TIS , *uoTAZeNTPAS werhozd jo oyu iT agedtotr3zaed *SUOTAZENAITS OTZTOVdS 03 SuOTRZezTTeI9Ueb ATdde *sayorey sys/ay zoel -qns yora jo syzdaou05 -qns yoro jo sqdaouos pue sotdoq zoCew oy3 AztQusept "woot AT9aUuZ UO SIAIuUAIPVT OF YOuReypesz snonut -SSPTS 3943 ut sayoeordde mau Azq 02 SsaubuTTTtm Aq uoTReQUOUTAedxXe PUe UOTRRAOUUT UT JaTT9q 93eTQSUOCUeP *szourPeT UytTM Apnyas yuaepusedsapuT 03 eTGe Tuy pepuodsez oym sxzsyore3 (ISH) dav :03 9TqQe 94 CINOHS 7eYor: WWUSOUd WWOIdIG IOOCHOS HOIH duds NI SUTHOWAL JO SASNOdSGY dO ONILSIT YaCdO ANWY *SUOTJeTSOSSe pue suOoT jez -Tuebhio ‘steurnof [euotsseyozd wozz uotjeuzojut asn *UOTZONAAZSUT WOOASSeETS xsorAOZJUT -92 YOTYM STOUTPST ATOZ SOTYTATIZOR Teotqorad saptaoazd *STSUITPST JO SJTT SY OF Bua zUOS TetoTIONIAASUT ayeTez *SZOUTPST JO YdedU05-jT9S MOT AOJ SuOSeeI suTUZERap *ZeuUAPeT 3A JO speeu Bbuybueyd ay oF puodsez 03 weazbozd ysn(pe *UOTJEONPS TeCUOTZLDOA pue TeRIOUah US9MI9Q SBOUZTIJJTp pue SOTATAeTTUTS 943 ezTUbODeZ *SZTOUTPIT JO saatT AepAzeasa 03 ssa9do0zd OTAZeADOWSpP 9YA a yeteaz “sumo TerAOTAPYSq UT S8ATIOSCQGO 34TAM *uUMTNOTAANS HutzooTses usym (SutQtam pue butpeez ‘hutyeeds ‘butusz: ssooo012d UOTRFeOTUNUMIODS BYR JO SjUSsUETS TeTIUeSsSO @epntout *AQtTunumos ay jo SOTZSTAVZOeTeY pue sanzoNAAS TeTOOS |ayW WeadzsequT *uotjZentTeas werbord jo sseford ayq ut aqedrorqaed *souepTsuooD Jo assusas & STSBUAPaT ay UTURIM dojTeaap TITM 2043 SaeTbeQezys TeuotTzONAzASUT aSTaAVp *SilouzeeT JO suoztTz0y Sutuepeorzq ut setheqez4s anbtun pue [saou Az 702 OTQe Fav pepuodsez oym szoyoveq3 (GSH) gaVv *sTeTz9 jE TeuoTzZoONAASUT YRITM SueTqoad Hutpesz pue szoeterp zeTnotjzed ‘sT{tys butpeez jo ahpeTmouy a Qerbe jut *UOTJONAASUT WOOASSPTO asd10ZUTeA YOTYM ST9UTPEeT AOZ SOTITATIOe TeROTQORAd optaoad *SUOTZENITS TeuOoT AONAAS -UT 03 butuzeeT y[npe jo satdtoutad otseq Atdde *SZeUTeeT aYyR JO puNnorzbyDeq 9Y2 OF SZETSI YOTYM STeTZeQZeW TeUOCTRZONAASUT jdaTVS *abueys 032 AsnCpe pue tv4quoo SreuTeeT dTey TITM YOTYM umTNOTAIN AodeTeS *s30ez3 Aq poqaoddns suotjeztterzsuah doteaap *woOOISSeTS xy UT ZOuMY asn *QZueumzZeAOCH TeoTZOezd ynoqe Hut | ~UZBBT SZoulord YOTYM SETATATRIOR pue STeTAAReU YDdeTIVS *SOTQITA -T30e TeuoTZIONAAZSUT HutuuetTd usym sqdaouos Teot ews “Yeu SZeTASNTTT OF STITYS OTQouwyyAtTze TeotjoRad asn *“SZB9UIPST Jo ssouetzsdxa qol ay3 03 saTqQTaAT jor WOOASSPTS a4ejTar *SZOUTPST OF Tes 4UaSSS eze YOTYM Pere yoaCqns e jo squsucdwoo asoyy joeTas *AeTNqQedOA HutTpeaa ,SreuAPST ayy JO ZueudoTeAep sjowozd [TTA yoTUM UMNTNOTAZANDS AdeTes £ o6eg 703 STGP eq GINOHS AeyoVsQ (GSH) andy uy aSH WWYSONd WWOTdIG ‘IOOHOS HOIH SHL NI INV I NISYTA SUTHOWVAL JO SASNOdSHY JO ONILSIT udauo aNwe *squoAe quezinos AyZzomajou seztseydue yoOtyM umTNoTzmMo AoeTes "TTeP98A VSQeERTTTOeZ 03 sanbtuyrsy asn *“SSOUBATRQOS9ZJO HSutTyorsay “uTeUOp BATRITUBOS BYR UTYATA UOTSUSsYsaduIOD go uMO $,9U0 BuTJeENTeASe JO ssacord |yA uT aqQedtotyzzed STeA9T [Te doTeaep of setbejzerzqs TeuotzonAAsut ubtsep *stTeobh ze[NotzmnNd oTJtToeds *SZOUTPET YITM ATSATIOSZFO V9QeoOTUNUMIOD Y3TA Quenzbuod cre YOTYAM STeTA9QeEU TeUOT IONAASUT Bsn *uoTzerbequt pue Aytnutquoc *SsZeuzeeT uodn ‘gouenbes ajetadozdde oj but pz090e UMTNOTAMS AosqTes saoustiedxs [Teuotyzeonpse zotad zo yoedur sy A ezAtTeue *HbuTpeez ut AsezequT ue BbutdotTeasp *satTdtou, Jd pue sqdeosu0s jo satdurexe aath UT STSUTeST SYR PTE TIT YOTYM uMTNOTAIND AdeTas *“STOUTCST JO SQuUsTeR TeTQUSejZOod AztTjQueptT *yYozeesez QueutTjzied Atdde *SZeUTeST UT YAMOITH AOZ AQTTeTIUeQOd |aYyA eztUboOdAaZ ; *woo2r -SSPTO 943 UT sayoerozdde mou £13 03 sseubuttT{Tt™ Aq *SO9TITATZOR uoTReONpS buTNUTQUOD UT buTIedtoTjzzed UoT J ejUSUT Zedxe pue UOCTPEAOUUT UT JeTTEq 93eI3ZSUOUNEDP Aq butuzestT HuocTestT 03 YusuytuM0S a3erQSUOCUeDp *ssorzboad ,£ 49urePeT JO spz0dez deay oj weysds we asn *uoT}eONps oTSeq ZINpe. oO2 UuoTZeONpS Ter9sqTT jo sydaouos ATdde *S8ATIOSCGO TeUuOoTAONAASUT a QeNTRAD *satydosottyd Teuctjeonpe sz20u *“UOTZPONpS TeAOQTT ,SrAduAPAaT TO OM} UG9MZEq S9OUSTZTJTP pue saetTytTazeTtuts Ast Quaprt S943 SZoulorAd YOTYM SOTRTATIOe pue sTeTAeReU YOSTAaS *szeuzest jo sdnozb atTqetztquept *“SQUBUeASTYOR ,STBUTPAT SAENTRAD 03 0} OTZTOeds ore ARYA HuTUAPeT YNnoqe saTjoTxUe ssesse senbtuyos} juseueinseou pue s3soeqQ TewzoOJUT ZoNzIsSUOD “uUOTIONAASUF peqtzoseid ATTenpTATput st zeym utetdxo Pzepz0 TeoTboT oF Hbutpzoo0e umTNoTAzamMo Hutpeea yodaTos *SqUeUmASTYOR ,SAIUATRPAeT |QeNTRAS 03 “@ATT AOYA YOTYM UT JusUMIOATAUS 943 ACJ |aQLeTadozd senbtuyoe3 QueuweIMseeu pue szsdQ TeuTOZUT YoONAzASUOD -de oq 03 SzeureeT jo weqsks ontea a3 aztubooe:z 702 STQe Auv pepuodsez oym szsyorey (GSH) av 702 9TGe 9q AINOHS AeYyorsQ (dSH) fl Jo obeg SUL VAL as WWeoOud WWOIdId ‘IOOHDS HOIH AHL NI SGNV 1 NISYIA SUFHOVAL JO SASNOdSSY AO ONILSIT usquo ANWY *yorozdde quewdojTeasep Aytunumiod sy ssn ‘yusT[buq pzepueys UT STTTYS BbuydoTeaep rAOZ stseq ayQ se ‘QOsTeTp Sutpntouy ‘Ayz{foez eHbenbue{ ,ezo ,szseuzeeT ssn *sdnozb oTuy3e snotzeA ut pebequeapes ATTeoTwouo\cs 9ay3 UO UOTIeUAOJUT AdeYWeb *SZOUTPST UTUZTM SOTR -tItqe 6utatos wetqozd dojTsaap 03 satqytTat joe ubtsep *AZaTOOS uy S9TOI AVU SUMSSP 02 SITSAP OYM SAsUTPeT YSTSSe *uotzerbejut pue Aytnutjuoo ‘gouenbes ajetadoradde 03 butpzod0e umtNoTAmMd) AdeTes *sSzauTesT JO spsesu HhuTtutTezy pue Teuotzeonps ‘Te... .S 3Yy} SOTAISS YOTYM sotouebe Aytunumos jo suotjounz azoCew 3y3 AztQuept *uoT}eIZSUOUep 21O UOSSST e JO SsQuTod utew 343 MeTAST pue aztieuums *SUOTRETSI2 JO sanbtuyoa 3 ssn *uOoTZeONps 3ATnpe o3 UOTZPONpS OTseqg Z[npe jo drysuotyerez sy eqradsap *SIDUIPAT AYR BOUENTZUT Qe S89Z70JF TeTOOS pur [eANQINS 3yQ uo uoTReEUZOJUT YdaTTOO . L *S8ATJOeCQO pajeqs ATTezoTAPYaq |asn *SZeYyors} ASYyRZO worzz _peutebS sainpecsozd pure stTetzejew 3O ebpetmoux Atdde *AQ29TSOS UT SEeTOT Meu O"MSSe 02 BITSEPp OYM SABUTPeT ASrsse “3 IMNPE off JO SOTISTAeQOeIeYS HutuzreeT ayy oqraosep *TsUuTPeT BYR JO spesu butbueys ay 03 puodsez oj wezhozd asnCpe *suzeqied Apn3s dojteaep yotym satqzratzoe pue STeTIjeEUW YSeTVeS *saat zoelqo pue sTeoh usemqeq ayeTjuszezsIp “TOAST TBUOTJONAASUT ATOYR 4e SAsUAPOT soOKPTd *uoTZeONps ZSuMsUOSD SZoulord YOTYM SOTITATIOR pue STeTIeReU YOeTAS “UMTNOTIANS BY ORFUT JusuUTSAOH TeotAoead 933vx0dz09ut “SOTQTATZOR uoTIPONps HutnutTquoo ut bHutyedrorqaed Aq butuzeat HuoptaestTt o3 FUSUATWUWODS a3PIQSUOUDD “SQUSUMT,5UT UOTRENTRAD pooueTJeI-uOoTAsVATAO |asn *O3 OTGe AYV pepuodsez oym szeyore3 (GSH) aaWV Hl yoG obeg *SUOTJETSOSSe puP suOoT EztTuPh -20 ‘sTeumol Teuotssayozd wo2rzz uorqeuzoTutT osn *SISUIPST YATM 3ZOedsez Tengnw *uNn{NotTzANSD SYR ORUT S9ATJOECGO UOTATAQNU pUY YZTeEY azPrOdz0SDUT 203 STUY 9q GINOHS Aeyove 3 WWYDO0Ud WWOIdId ‘IOOHOS HOI SHL NI SYFHOVAL 40 SASNOdSGY JO ONILSIT UAadNoO NNWU *uoT3ZeONps zSUMsS “U0 Bqoword YOTFYM SeTITATIOe pue sTetTre jeu yoeTes *szouzeetT yytm Apnys juepusdeput ued *suzej zed Apnqs doTeaep YOTYM SOTATATAOe pue sTeTr9QeEU YoeTOS 7 *AT@ATRZOIFJO Ysow urzvst STeENPTATpuF yotym Aq (set) AAT Tepow sy suTUZEeRAep *S@ATJOOCQU TeUOTIONAASUT | AeENTeAD *sdtzj pTetz yonpuoo pue shuezze *STeTAs}ZeEW TeuCTZONIAWSUT JO UOTZENTeAD Puke UOTIOSTSS 9YyR AOZ eTz9QATAO ATdde *[TTe08A SAeYTTTOeZ 03 sanbtuyosy oesn *ssozbozd Teuotzeonps Atay uo SATBUTPST OF YOeqpsez snonut juos sptaozad *UMTNOTAINS Sy OFUT UOTJeONpS ASeuMsUOD 38yer0dzOCSUT *suzeqjzed Apn3s sdojTaasp yotym umtnotazszno ydeTes *uOTQeENQTS HutTysesQ wesy e UT UOTIOUN; *butbe zo szo0egza TeotbototsdAyd pue TeotbotToyo -Asd ‘Tetoos ayy 103 optaozad oj uoTJONAASUT AsnCpe *SOTITTIQestp Hbutpeez 03 pe zeTez aq Aew Qeyy setTTevoue SuTresYy pue UOCTSTA se yons setoustotjep feotss/d jo suiojydwiks eztubooez °03 8TQe FTuyv pepuodsez oym sxzseyors3 (GSH) aaW *Hutpre2z yore} 02 Yorozdde souetzedxs ebenbuet sy esn *SOTJeUSYZeU UT SBTOUSTOTIJep Apouez OF STeTAsejZeU pue spouzew oyetadoadde asn *UOTJEUTUTIOSTp Jo sasneo AztTquepT *uOTZeONpSs OTSseq 3TNpe JO S8ATZOOCIO TeOOT pue 93eR3S ‘TeUOCTReU AeA1dz9eRQUT *SZeUuIPeT JO suOoZTz0Y Hutuepeorq ut sethejexr3s enbtun pue Teaou Az3 *suzeqzjzed Apnjs sdejTeaep yotym umynotzazno joeTes *uoTze2 -tdse jo TeAeT pue sqserzeqUuT ,SszeUuZeeT BYR AZTRAUSPT *UMTNOTAIMS sy OJZUT UOTReONpS AsuMsuUOD |a3er0dz090UT *UMTNOTAAND HutAostTses usyMm (but3t2m pue ‘butpeez ‘butyeeds ‘butueyst{t) sseoozd UOTZROTUNUMOD BY JO SjUSsUETS TeTWJUeSSS sy epNToOUT *STOUILOT JO @FJTT 9YR OF QUOAUOD TeUOTJONIAASUT 9AQPTeZ *seaqgqtumoo AZOSTApR uoTZeONpSs OTSseq ZTINpe Te9OT JO SSOTAAVS |9yA VSN *szouzesT uo ejep Azessaoeu pTetA yeyqy s4seaqQ esooyuo tT 30 9 obeg 703 @TQ= 8q GCINOHS AeYyoreQ (GSH) aay uv Sud aL ISH WVWHS0Ud WNOIdIG TIOOHOS HDIH GHL NI SQNVI >" NISUIA SUTHOWAL JO SASNOdSTY dO ONILSTI wgquo xANwu FAN 97 *SUOTRENITS TeUCTR -Onzr3suz OF HbufuzresT ytnpe jo satdroutad ofseq Atdde *SzeuzedsT JO Spesu UO zReeq OF ARZTUNUMIOD ay jo Seommosez Hutzq YOTYM SOTZFTATAOS Teuotzonzysuy ued *“SISUICST BYR UO UOTJeUTWTAOSTp Jo Szd9z5759 DY Sssesse *quoudojeasp werzbozd jo ssao0ad ayy 03 AroeyA Atdde *ZOTARY -9q usaTtb e& 02 aQetTadoizdde spzo0om uot {oe aztubooe2z ‘poze quay -uU0d YORe YRTM QuoudoTeAep AzeTnqeooa puke uoTsusy -oidwoo butpeaz saqezrbequt yotym umqtnotzmo AoeTAes *SIOUTCST SY AOJZ uoTZeONpS TereqTT jo quoudoTaAep eyy 20z septAoad yoOtym umtnotzznd AodeTeS *sztnpe of Atdde yotym butuzeeT jo satdtoutad ssoyy sutuze3zep ‘s3ztTnpe jo SOTYSTAIVOeAeYD TeAOTALYIq By 03 HbuTpAODSe sysea3 JO UOTZEYIAdAVQUT pUe UOTYeIAAWSTUTWpPe 8YyR asnCpe *SIBIUIPOT JO 9OUsTAadKS qOl BYR OF SOTATATIOR wWoorssPTS aqetTaz *suerzboid TeuctyeoN -pe ut butryedtotyike SIJOUZPST A0J suosesA azATeut ‘ssocoad reucrTy \AQSUuT 9yuQ UT ‘ obueys zofTaAeyeq pue apn3zt33ze jo setdroutad Ardde *“SJBUTLOT BYR AOJ uoTZeONpS Tez9CTT Jo AuowW -doTsaep ey 103 saptaoazd yotym umfnotzzno 4y0eTVs *Si9UITPeT JO SposU Bututezy pue TeucTjeoNpe ‘TeTSoOSs 943 eATeS YOTUM sotouebe Aytunumiod zo suotzounz zolew ayy Azstqueprt *ADe19RTT 03 seyoeroidde Azerzoduseyjuos pure ofFz0ysTY sy eszTUboODeZ *azPAprzey TeuotzonszAysut pue juoudtnbs Hutzeottdnp sx3ezedo *uOTZRONpS OTSeq AINpe 103 oTqQtsuods -92 satTousbe TeRoOT pure 93e3S JO SO9OTAIES |ayR 9SN *SI9UTPBT JO SOTAISTAIZORALYO TeTSOS yoAdzeAUT *STeT 103 ew TeEUOTIONIASUT pezOe<ATp-jJT9S pue pouwerzhozd osn -OF OTGe Aywv pepucdsaz oym szsyorey (GSH) dav *ssecord TeuotzonaysuT ay aHueys roTAPyeq pue epnyt33ze jo setdroutad Atdde *S8ATIOACqGO peqeys ATTeAOTARYO ast *SIaUIRPAT JO Inox ITUIBVAT 3N —_ r 7 WL] X oqm svt > * YONS SATOUSTOTJop J . t03 eTGe oq FT zo “I oabeg Dit panes ae nce ee: WWHSOUd WWOTdId ‘IOOHDS HOIH AHL NI SANY SUGHOWAL JO SUSNOdSTY JO ONILSIT UIcuo aANvu *UMTNOTAIMS YoeTes 03 SOFASTAVZORA TeQuoUdoTeAep YINnpe Jo ehpeTmouy ssn *sTeT199 EU TEUOTIONAYSUT pezosATpP-JTes pue pouwezbozd asn *JINpe ayy JO SOTASTAe\OeAPYS HutTuzrestT syA saqrszosep ‘specu Hututez} pue TeuoTzeonps ‘TeTSOS Otztoeds OZ satouebe AAtunumiod 03 sAsUAPaT ABzeI *SsTeTzAsZeEW TeUuoTIONAASUT TePOAOuMIOD HuTuAWOu0o UOoOTYeWAOJUT YUuszANS uTeAUTeU *uoTZeONpS ATNpe UT SeNssT qQusezmMS pue SUOTJepUsUIODSZ QuUSDeA ‘squeudoTeASNp mau Ast juspt *suetTd TeuoTy -onzysut butdojTeaep pue umqTnNotTzmnd HutyzoeTes usyM UOTJIONAQSUT pPue WNTNOTAIMS usamQeq ajZetTjQuserzssJIp *HutuzeatT z0ozx Hhutdnozb stqtxeTj eburzze *uUTBUOP BATRZLUHOS |9YyA UTYQTM UOTSUDYeAduIOD jo ST9ABT TTe doTsaap o2 sathayezqs TeuotzoNazysuT ubtsap *szTauzesT Tesunood pue sptnhb *senbtuyoa3 dtus -z9peetT pue sotueudp dnozh jo satdtoutad otseq Atdde *butTpeez ut ysezaqut ue HbutdotTaaap UT STOUTEST SY PTe TIT YOTYM uMTNoTzANd AdeT~esS *sserbord ,szeureet jo spz0ocez daay oj weysds e asn 702 9TQe TuyW pepuodsez oym sxzeyoroy (GSH) wav *SUOFIENATS OTJtTOeds 03 SuOTAeZTTer9uUeb Atdde *STeETA9QZeU TeUuOTRIONIAASUT JO UOTZENTeAS pue UOTRIOVTSS BYR AOZ etz9qgtzS AtTdde *AzoqezoqeT butuzeet e oqeizsedo *butuzreetT z0z butdnozb ertqrxetz sbuezze *ST9UIPST JO SYS9TBQUT TRUOTRESOA J9YQ OF UOT QEUTIOZ -UT Ja9xTeU AOGeT pue OTUOUODe jo ahpeTMouy a3eTer *AQTunuMIOD |8Yy3 pure SzrBYyoPaQ AdUVO 03 werbozd uotyeonps oTSseq AI[Npe eyQ yeadzsequT *SeTOUSTOTJap Hhutprsz petytoeds 2OJ spoyjzew pue sTetTzreqeu ajetadozdde osn *spe0u Hbututez pue ‘TeuoTRIPONpe ‘TeTSOS OTztoOeds AOZ satoushe AQtunumood 02 szsurPKIT rejear *uoTsSuaYysaduoo JO STSAZT TTe doTeasap TTT yotym umpNotszano 40a *sasodand [euotjZeonpe AoJ erpew sseu ssn *bBututez3 qol ~9y3-u0 20 QuewAoTduS HbutTuteqyqo UT AsUAPeT 39YQ pTe *SZOTAPYeq TeuTUIeA szATeue pure AjtjuepT "SUI9Q TRAOTAPYSQ UT SAATADELGO aQTAM ; *STTTAS ebenbueT Tez0 dojTeaep TTT yotym umpnotzazno yoaeTas {Tl JO Q obeg 702 8TQe 89 GINOHS zAsYyoreQ (dSH) eS bg WWHDOUd WNOTdId ‘IOCHDS HOIH GHL NI SANW ! SUFHOVAL JO SASNOdSTY JO ONILSI'T wsaquo ANWU *SeTOUSTOTJep burpesa petstoeds 103 spoyjew pue sTeyzejzew sqzetiadoizdde esn stsoubetp ybnozy3 uot IONAASUT JO sajer pue ssepouw sUTULTZZEep *UOTRZRONpS TeIeqT{T ,SrTUuTeeT 9Yy3 eJoulorzd YOTYM SETATATIOS pue sTetTreyeu yoeTes "SQUSUMAQSUF UOTRZENTRAD PsdUseTVJII-UOTAIYTAO ssn *SIOUTCST JO SRSSAZQUT TPCUOTZRSOA JI 03 UOTRZeUIIOZ -UT JeyYIeEUW TOGeT pue OTWUIOUODa Jo ehpetTmouy a yetTez *SlourTeeT 9Yy3 JO puNozby9eq 9Yy OF SZETLT YOTYM STeTZ9ReEU TeUOTIONAASUT AOdeTEeS *ebueys o2 asn(Cpe pue Tor,UOD szsuresT dTsey [TTT YOTYM uMTNITAANd AdeTISs *S3S93 peztTpzepueys Ae ysTuTUpe *STTTHS ebenbuet [Tero dojTeasep TTT YOTYM uMTNOTAAND yoaTas $93e9S pezyTUN suQ ut weTqomd AdezseqTtT ey jo saesneo zofew AztQuept *SATT Ady YOTYUM UT QuUSUTIOATAUS 98YyQ AOZ 9AeTAdOAzdde eq O32 SZeUTeeT JO we sds eNTeA 39 VszTUbODeZ *sqoezy Aq peqzoddns suotjezttTezsueb dojteasp *yoreesez queutTqized Atdde *szeuzeeT uo ejep Azessadoau pTeTA yeyR s3seqQ ssooYo 703 8TQe Guy pepuodsez oym szeyore (aSH) gay *uoTZeONpS 4 INpe uT sensst juermMS pue SUOCTZepusUMIODeZ QUsdeI ‘sqUoUKIOTeAep mau AZTAUSpT *SZTOUIPET BY JO sueTqozd ~eotboToyoAsd BHbutuzeouo0s uotyeurosgut zey3zeb *SOTIOJUSAUT YRLU TeUKLosUT ZEeYsSTUTUpe *uOT I PeONpe oTtseq 3ZINpe OF UOTIeONpS TereqtT jo sqdeouos Atdde *ABoTooe ynoqe but -uzreeT sZouord YOTYM SOTATATROe pue sTetTr9eqQeEUW AOaeTaS *s3ztnpe jo SOTJSTASZOeALPYO TeAOTAPYeq sYyA 03 HuTpz0D9;R sysa3 JO UOTRZeR30AdTeAUT pUe UOTJeAQSTUTUpRE 9Yy3 YAsnCpe *sTeob zeTNoOTAIMS OTZTOeds YyATM quenzbuod ere YOTUM STeTASeReU TeUOoTAONAASUT 9sSnN *S8ATIZOeCGO TeuoTAONAWSUT Bbutzertnuzozy JO sseoorzd sy UT SASUAPST BATOAUT *epamze Ue \UOD yore yzTM AueudoTeasp AzetTnqeooa pue uoTsusy -sidwoS butpeez saqerzbe jut yoTyM umTNotTazmo 3odeTeS *squeAae quezmo Ay320meR30u seztseydue yotym unqTnotzznd 3oeTes *SZJOUITCAT UTYUITM SOTRITTTGe ButatTos ueTqozd dojTeaep 03 seTATATzoOP ubtsep *STeETA9ZeW TeENSTA-OTpne JonzAASUOD FT 306 abeg *OF 9TQeP 89q GINOHS AeUoP|aQ (GSH) Adv uw SYMIOV LL dsH WWuSOud WWOTdId ‘IOOHDS HOIH AHL NI SQNV'i °! NIOUYT SudncWaL JO SASNOdSGY dO ONILSIT uaquo xANvY “7 *s3ze obenbuet *SsrOTAeYyeq Teutuzeqy ezATeue pue AjztTQuepTt Butyoresy TOF STetTzrejZew pur spoyjew syetazadozdde osn ° s Bbutpeez otse SzeuzreeT ssoub STUTA FP ditt T asst *SzeuresT JO 4ydedu0d-JT9S MOT AOZ SUOSPAI SUTULIEZOEp *ST@UIeST JO SOTASTAsAOeALPYS TeTSOS yeAdzZeQUT *uoPaonaasuT peqyzosead ATTUNDTATPUT ST 3eUA UTETaxe *STITHS o nb - yoeqze prom doTeaep TTT YOTYA uMTNOTZIAND AoeTes SuoTZeTaz oFTQnd Jo sanbtuyos, esn “STITXS TeOTJeuUSUQeU OTSeq ,3ZeUZeeT BssSOUbeET *ARTununmwoo ey} pue szeyors3 STITAS TROT I euBYy rseq T rp ad uot 3eonpe oT n F) 1 Zay3O 03 wWe2z5o r3eonp rseq 3[Npe oy3 yerdzeQuT ‘gine suewsaeruse T S3TNsez sy 9sn pue Zoerzdz9QUT *szouzeeT 3TNpe pezTpzepuezys JO SZTNseI 9yz 9sN puke jZoidz93UT UT S8ETIINOTJJTp Hutpeozr zo sasneo zofleu syy 3ASTT *53803 oT3SOUbeTD nsez uo pesey uetTd Teuotjzonazaysut ue ubtsa *seTzoQUseAUT HuTpesezr TewrOsJUT AeAzdz9QAuT em Ua vs % 4 ! sist *saTdtoutazd ew sqzds0u059 Jo soTdurexs x9aTthb * zap10 ToT t pu 3 3 5 3 I TeoTboT 023 butTpz0s90e sydeouod oTZeWeYAeU WOeTAaS *setudosotrud Teuorseonpe ezouw z0 8998M{9q SIOUaTBTIT e seTqytTzaetturs Aztjuopr *uMTNOTAmMdS sy ORuT AboToose se Aezodz09UT ee oe ee is sheild Ft AUSPY *stsoubetp Aq peutuzejep se ' 5 CuyOURUTS SUFENTOUs VoyseTeT eer Gorseon spoyjzew HutuzestT pzom oT AATeue pure oTQeyQUAs ATdde -p® OTseq ZINpe Jo QuejUT pue sanqeu 9YQ ezTtubodeZ *stsoubetp *umTNotzmmo ' ybnozy3 uotzZONAAZSUT JO seyer pue Sepouw sUTUZEeRZepP 84 OUT saat zoel(qo uoTZTzANU pUe YITeEeY 23eIOdz00UT *AZ@TOOS uPoTAeUTY JO Ssjoedse SNOTIPA BYR OF UOTRIeETSA UT UOTRPONpS 4ZINpe jo SeNSST WZUeTANS pue sseq oOTYydosoTtTyd syQ ye.zczeQuT uoTzecNnpe OTseq ATNpe AOJ eTats -uodsez satouebe [TeosoT pue 33e4S JO S9OTAIVS 9yQ asn *uotsusyezduoos butpeeaz JO STSAST [Te doTeaep TTT yOTYM uMTNoTzmMo AoeTas ol in cea chapel eng arin asia TeTOAeuMIOD HhuTueou0s uOoTZeWIOJUT JUezIMSO uTeQUT eu 703 9TGQe Tuw pepuodsez oym szeyore3 (dSH) aay 703 @TQe eq GINOHS eYyoVeR (GSH) auv uv Ti 30 OT ebea SUT “IL dsSH WWUS0Ud WNOTdIG IOOHOS HOIH GHL NI SQNV1... NIOUIA SUGHOWAL JO SASNOdSTY dO ONILSIT Yaquo ANWY *surezbo1d Hbutbueys pue esatzeaAouuTt 203 szsyore mou aaedsid "UMTNOFIINS sy OJUF QuouTITEACH TeoTyzoead |yerodz09uT *s9oqqtumoos Azosta -pe uot eONps OTseq YINpe TeSCT JO saoTAIaS |yQ Vsn *sdatroceCqo TeuotjzonImAMs -ut buy zeTnuz0z Jo sseoord |ayA uT sazeUurPET SATOAUT *zepz0 TeopHboy 02 butpzoooe umTNoTzmMo hbutpeez yoeTes *STeTr0R3 eu TeuoTZONIAASUT YITM SuseTqozd Hbhutpeezr pue syostetp 4eTnotzzed ‘STTTYs butpeezr jo ehpeTmouyZ 9 3erH3 4ut *seTIOJUsAUT HuTpeeA TeUOJUT AZONAASUOD *SISUTPST 9YA FO sueTqoiad [rotboTouodAsd butuzsouos uorzewz0jut zeyzeb *(SATZOOZZE pue AOZouoyoAsd ‘aatqQtu -609) sutewop 943 JO yore worz seatzoel[qo 3deTAaS *uOTAZTAQNU pue YATeEeY ynoqe Hut ~UIPST .JouoIT YOTYM SOTITATIOe pue STeTzreyeU YdoT|S “TSA9T TeUCFIONAAQSUT ATSYR We SszdUAReT 9OPTd *sesodand Teuo;jZeonpe zozZ eTpew sseu vsn *AzeTNqeooa hutpeer ,SrourzvPeT sua jo quewdoTeaasp eqjowozd TTT yotum UNTNOTAMS YooeTes *O2 9TIe Tuw pepuodsez oym szeyore3 (GSH) gav *uoTZeNQTS HuTyoersy uwseq e UT UOT ISOUNZ *SIOUILST 3O seatT AepAxeae 02 ssad0zd oTAeADOWeP 2aYQ eAeRrTAaZ ’(@ATIOSTZE pue AOZOWOYoASd ‘aarqtu -609) suteuop sy Jo yore worzy saatqoel(qo AdeTAaS *senbtuyoe3 dtyus -iepesT pue sotureudAp dnozb jo satdtoutad otseq AtTdde * 2OTAPY -9q UPATH e OF B3eTAdorzdde spzoM UOT ROR VztTUboODe2 *poddeotpury AtteotsAyd ay} AOJZ svTATATZOR Teuot_zonzysut ydepe *STITUXS 49e33e pz0M doTsaaep TIT YyOTYM umMTNoOTAAMS AdeTeS *AT@ATROSZJO YSow urzvs, STeENPTATpuT yotym Aq (set)AAZTTepow sy} suTwreQep *SIOUIPET SYR BOUSNTJUT AeYUR SBd AF TRETSOS pue TeANQZINS sy uo uoTRZeUAOJUT AOaTTOD *Bbutoueutz Hbutpntout uotyertstbeT uotjeon -pe oTSseq 3INpe jo AusqUT pue sanjeUu 9y3 szTUbODAaZ *SOTIOQUBAUT HhuTpeszr TeuwrTOsUT ZeAsTUTUpe *umTNotzamo Hut OeTes usyM YZeu uZepoul Jo sydeou0\. apntout Yt JO TT obeg WWeSOUd WNOIdId IOOHDS HDOIH JHL NI SQNV1Ioi NISUIA 7032 8TGQe 9q GINOHS AeYyoreQ (GSH) Ay uy SYCUOVIL dst SUTHOVAL JO SASNOdSAY JO ONILSIT uaIquo ANwu *SZOUTPAT 9UQ 3INzASe2 *uOTZeONpS OTseq 3TNpe 3° SBATIOVCGO [ROOT puP aQeIs ‘TeEUOCTIJeEU AoIdzZaQuUT *Sutpeez ut suctjejoedxa pue Terjuajzod ‘juew ~UFEQIS ,SABVUAPVT YOOSTJIA JOTYM FdxTTzJoad yonmMsuoo *STITXS TBOTZeweYyQeU OTSeq ,SsATVUTeAaT asSOoUbeETpP *butpere2z yoray 02 Yoroirdde aouetzadxs afhenbuet ay3 asn *UOTIBUTUTIOSTp jo sesned Ajtquapt *ZuoumZBAOH Te ntzOead ynoge butTuzeaT ayoword YOTYM SETATATRZOR pue sTeTreReU WDeT|S *$3S9Q AUSUPAeTYUOR peZtpzepueys JO szTnsaz vy asn pue Aarzdzequt *jJueudoTeAep TeTSOS puP TeQUSU ‘teotsAyd ,sieuzeatT ayy uo UOTAPeULIOJUT 39eTTOO *S@eTIOZUsAUT HuTpeezr TewIOZUT AeysTuTUpe *ABoOTOSs jYnoqe butuzret azoworzd YOTYM SOTZTATAOR pue STeTreQeUW AdaT~aS *s3zie abenbuet HuTyoesz AOZ STetTaQeW pue spoujzeu syetadoadde asn *“SO9TAOQUSAUT YSeTeQUT ZeASsTUTUpe 703 YTIe Fav pepuodsez oym szeyore2 (dSH) aaW *SOTQRWOYU yeu Hutysesy AOZ STetTze\Aeu pue spoujew aqetadladde gsn *suerbozd Hutbueyd pue BATZRAOUUT IOJ SABaYORSsQ MoU areda|aIzG *SzeUuIPeT ZINpe UT S9TYTNOTJJTp butpeezr go sosned zoCew sy AsTT *SISULPST GY UO UOTAPUTUTIDSTp Jo sqZoazjJe ayQ ssasse *SI@UIPST BUR WINADEA *suetTd Teuot3 -Oonzysut HbutdojTeasep pue umTNotzznd HutzoetTes uaymM UOTJZONIAAQSUT PUP UMTNOTIIM uss’ Yaq sQeTQUsAaTITp *uOTQROUpS ATNpe of uoTZeONpS OTSseq y[INpe jo dtysuotAejtera ayy eqt1zosap *STITYS butpeaz oTseq ,SsrsUuTPeT asoubetp *SZ@sUIPEeT TesuNODS pue sptnb *yoroidde jusunfoTeaaap Aytunumios ayQ asn *yusStTbuq pxzepurqs uT STT. 4S butdojTaaep AoJ stseq syQ se ‘’AD9TeTP butpntout ‘AQTTtToOez eHhenbueT Texzo ,SsrsuzPeet osn *UOCTZEONPS TeUOTReEOOA pue TRABUab U998MJ9Eq SAOUSTSJJTP pue SSTYLALCTTUTS ey aztuhooaez Ht 3° ST beg WWaD0ud YWWNOTdIG TIOOHOS HDIH JHL NI 702 8TQe 8q GINOHS AeYyorey (GSH) 39 "AL GSH NIOUIA SUGHOWAL JO SASNOdSTY AO ONILSIT waquo ANwu . hi, ~ . ” ” c a ome EO AT - 7] me no *3uourlcTeaep weaboid 30 ssodoad aya 3 Azooun Atrdde | ’ i . | "SOTA RweEUQeU UT yTOUeTOTJep | °S3892 peztIpzepueress sz9aRSTuUTWPP @ Apowez 0% “TeT2I9Q9eU puk Spougew aaetadoadde asn | | | ' | *sdtzy PpTetTz 3onpuooc pue sbuezie | *uMTNoOTszmNS | Hhuyqoors i9UM YWRPU UTapOW 3 3do9uU05 apnrour | ‘TIOQUBAUT HuTprer Yeuzojyur yaadzequr | | | ae | . | *‘stsoubetp Aq peutusze 3ep se *STRPTIOQHW TRVUOT{AONAAQSUT 931.1% t . 2 ‘ ‘ poyzouw buyuseey prom oTQATeue pue oTAaeygudAs ATdde *Hutprez ut suotze300edxa pue Tetauej30d ‘juew | "SOT PweyQeU ' “UTHQIE ,GIOUIPBT 299TjJ9I YOTYM SaTTz02d yZonAAQSUOD HUTYoReey JOZ STRTI9{eW PUP SpoYyjZow e2QeTAdozdde asn | | *butbe jo $3990330 TeotHhejTotsAyd pue Teothoroyo | | | *S@TIOQUDAUT YQRW TewIOJUT JaASTUTWpeE -Asd ‘{etSs0s 944 103 aptaoad 03 uOTAONAASUT §ASsNCpL ' : *AQITOCS uPoTAVUTY jO 8350ed *sdnoz6h otuy3e snorzea ut ' “SP SNOTIPA 8YQ OF UOTAIRTII UT UOTIRONps ATNpe jo | peabequeapestp ATTeotTwOUODS aYyQ UO UOTABUAOZUT ADsYQeRb A ' ONSST \yuazmo pue oseq otydosotTrud a2 Aoadzaqur | *S9TIOQUBAUT HUT pPweA TewZOJUT YONAASUOCD | szoRRTOgGeT Hbutuzeost e aqezedo | 104 *uUOTZTIgNU pur YITeeY 3noge “UturzRayT *STPTIIQUWU TENSTA-OTPNeE AonzAsuOD | azouord YOTYM SATATATZOR pure STPTTaQeU YOTAaS + | | *Hututrerz3 qol | *swezboiad feuotjeonpse ! -8ijq-u IO QuowtoTdus bututez4 iT ZOUIPOT 94 pte | ut [TIBITOT{IM. ~—SIVUTPAT 103 SUOSe|A azATeUY | "SOTYTATION | “MMTNOTIING YoOTSs of | | | TeuoT{ONaAysUT Hhutuue,td vaya sydaouood TeoT {wwe SOTASTAa\QOVAeYOS [eQuewloTsxAap 3tnpe jo ehpetTmouy asn |} -YQeu o{erQsn{] , STITNS DOtAZaeunsgtze ~eotjaoead asn * yepr | SPT IOQUSAUT YQeW TeUMAOJUT ZoAdzeQuT TeotboT 03 huypaoooe sqdeouos st yeweyyeu yootas | | | "$3893 ot jsoubet; *Aqtunumos ayq jo | jO SATNSeZI uo peseq ueTd Teuot{zoONAQSsUT ue uUbtsaep SOTASTA{ORAKYD pur amMy{onIAsS TRTSOS ay 4,oeadzagjurT | , oe $023 OTae °* ods > . e - . eeagR ae “ -O2 OTGe AYV ~IPUCdS|aZ OYM STeYSeeQ (GSH) gaY *OQ2 8TQe 8G GINOHS AzaYysePeQ (CSH) 3s iy L tT JO ET a6eg o) WYYDOUd VWWOTdIG ‘IOOHDS HOIH GHL NI SGN SYZHOVAL JO SASNOUSGY JO ONIWLSIT YaCNO NNWY fr“ ty : | § 30) T3on 1% PIO NTT y$f#@e Arsersatiwe yu it : " j j eztu ; TU ivy pepvo sa is 9YOVOY ISH) yi , 8 40uU41Vve rAUT st TWerosur yseadse4 ‘3uemloTPAeP TTS nue | ¥ uy j J >was jit } eTToO . ete pert , ; , - paryy OL Wg st ’ | 4 au . 3vrzeal, | mannan — po ne ee | ‘Ate FIYWoOeay \GSH) ‘’ thw APPENDIX ITI VIRGIN ISLANDS Rank Order Listing of ABE TEACHERS Teachers' Perceptions of Their Own Competence Category ABE Teachers in the Virgin Islands ARE able to: C | AE make daily lesson plans. develop effective working relationships with learners. select curriculum which will develop word attack skills. use appropriate materials and methods for specified reading deficiencies. communicate effectively with learners, administer standardized tests. maintain discipline in the classroom. summarize and review the main points of a lesson or demon- stration. apply knowledge of materials and procedures gained from other teachers. provide continuous feedback to learners on their educational progress. use a system to keep records of learners' ‘progress. use humor in the classroom. reinforce positive attitudes toward learning. develop a climate that will encourage learners to partici- pate, establish a basis for mutual respect with learners. use appropriate methods and materials for teaching mathema- Cics. design an instructional plan based on results of diagnostic tests. identify the major topics and concepts of each subject he/ she teaches. C=Curriculum L=ABE Learner AE=Scope and Goal of IP=Instructional Process Adult Education , 107 4AAQ APPENDIX ITI VIRGIN ISLANDS Rank Order Listing of ABE TEACHERS Teachers' Perceptions of Their Own Competence Rank Category Order ABE Teachers in the Virgin Islands ARE able to: ts BB SR 19,5 |maintain a clean, orderly classroom, demorstrate belief in innovation ard experimentation by willingness to try new approaches ii; the classroom. coordinate and supervise classroom activities. differentiate between teaching children and teaching adults. adjust rate of instruction to the learners’ rate of progress. recognize the potentiality for growth in learners. devise instructional strategies that will dei op within the learners a sense of confidence. select those components of a subject area which are essential to learners. adjust teaching to accommodate individual and group characteristics. differentiate between goals and objectives. arrange flexible grouping for learning. use appropriate methods and materials for teaching language arts. select curriculum which integrates reading comprehension and vocabulary development with each content area. diagnose learners’ basic mathematical skills. select curriculum which will promote development of the learners’ ‘reading vocabulary. explain what is individually prescribed instruction. select curriculum which will aid the learners in developing an interest in reading. evaluate instructional objectives. C=Curriculum L=ABE Learner AE=Scope and Goal of IP=Instructional Process Adult Education 108 41G APPENDIX ITI VIRGIN ISLANDS Rank Order Listing of ABE TEACHERS Teachers' Perceptions of SEE hy es Their Own Competence Rank Category Urder ABE Teachers in the Virgin Islands ARE able to: Se GE .! 2 ae OR SH A 36.5|relate the democratic process to everyday lives of learners. X 36.5}$apply concepts of liberal education to adult basic edication. X 36.5} Select curriculum which will develop all levels of reading comprehension. X 41.5] select curriculum which will aid learners in developing awareness of their own and others' feelings, concerns and Opinions. X 841.5|place learners at their instructional level. X 41.5|administer informal reading inventories, X 4].5]construct informal tests and measurement techniques to evaluate learners’ achievements. X 46 maintain interest of students in classroom activities. X 46 use appropriate methods and materials to remedy deficiencies in mathematics. X 46 integrate knowledge of reading skills, particular dialects and reading problems with instructional materials. X 46 apply pertinent research, X 46 select instructional materials which relate to the background 5 of the learners. X interpret informal math inventories. X 1o Ro wm 32.5} identify the learners' interests and level of aspiration. X 52.5 |differentiate between curriculum and instruction when select- , ing curriculum and developing instructional plans. X recognize the similarities and differences between general and vocational education, X U1 MN (Sa) 52.5}adjust program to respond to the changing needs of the learner. X C=Curriculum L=ABE Learner AE=Scope and Goal of IP=Instructional Process Adult Education 109 114 APPENDIX III VIRGIN ISLANDS Rank Order Listing of ABE TEACHERS Teachers' Perceptions of ell cent Their Own Competence Rank Category Order ABE Teachers in the Virgin Islands ARE able to: Cf Bele ae 52.5| Select mathematic concepts according to logical order. X 52.5 | diagnose learners' basic reading skills. X | 52.5 select curriculum which will develop oral language skills. X 57__|select materials and activities which develop Study patterns. x 63 use Classrooms and other settings which provide for a com- fortable learning environment. X 63 use criterion-referenced evaluation ingtrummaies. X 63 determine the difficulty, validity and reliability of teacher made tests. X Tt 63 use information from professional journals, organizations and associations. X 63 use the services of state and local agencies responsible. for adult basic education. X 63 recognize the value system of learners to be appropriate for the environment in which they live. X 63 use practical arithmetic skills to illustrate mathematical concepts when planning instructional activities. X 63 apply basic principles of adult learning to instructional Situations. X 63 | determine those principles of learning which apply to adults. X 63 |relate instructional content to the life of learners. X 63 Select materials and activities which promote the learners’ liberal education. X 71.5] include the essential elements of the communication process (listening, speaking, reading and writing) when selecting curriculum, X 71.5} try novel and unique strategies in broadening horizons of learners, X C=Curriculum L=ABE Learner AE=Scope and Goal of IP=Instructional Process Aqylt Education 4112 APPENDIX ITI VIRGIN ISLANDS Rank Order Listing of ABE TEACHERS Teachers' Perceptions of CO aren cate Their Own Competence Cateaory ABE Teachers in the Virgin Islands ARE able to: Lt Ae select curriculum according to appropriate sequence, con- tinuity and integration. describe the relationship of adult basic education to adult education. | provide practical activities for learners which reinforce classroom instruction. use knowledge of adult developmental characteristics to select curriculum, administer informal math inventories. interpret social characteristics of learners. apply principles of attitude and behavior change in the instructional process. develop generalizations supported by facts. demonstrate commitment to lifelong learning by participating in continuing education activities. use techniques to facilitate recall. use programmed and self-directed instructional materials. use techniques of public relations. use behaviorally stated objectives. relate classroom activities to the job experience of learners use learners’ oral language facility, including dialect, as the basis for developing skills in standard English. assist learners who desire to assume new roles in society. guide and counsel learners. interpret informal reading inventories. C=Curriculum L=ABE Learner AE=Scope and Goal of IP= ee Process ge ete Education #2 APPENDIX III VIRGIN ISLANDS Rank Order Listing of Page of 10 ABE TEACHERS Teachers' Perceptions of eee er Their Own Competence Rank Category Order ABE Teachers in the Virgin Islands ARE able to: Ct AEL Lo 89 construct profiles which reflect learners' attainment, poten- tial and expectations in reading. 89 participate in the process of program evaluation. 89 Select curriculum which provides for the development of liberal education for the learners. 89 give examples of concepts and principles. 89 identify similarities and differences between two or more educational philosophies. 97.5 janalyze the impact of prior educational experiences upon learners. 97.5 Jadjust the administration and interpretation of tests accord- iny to the behavioral characteristics of adults. 97. choose tests that yield necessary data on learners, 97. use mass media for educational purposes. 97.5 Japply synthetic and analytic word learning methods as de- termined by diagnosis. 97. select reading curriculum according to logical order. 97.5 |participate in the process of evaluating one's own teaching effectiveness. identify the major functions of community agencies which service the social, educational and training needs of learners. use the services of local adult basic education advisory . committees. refer learners to community agencies for specific social, educational! and training needs. plan independent study with learners. C=Curriculum L=ABE Learner AE=Scope and Goal of IP=Instructional Process Adult Education 112 444 APPENDIX ITI VIRGIN ISLANDS Rank Order Listing of Page7 of 10 ABE TEACHERS Teachers' Perceptions of ee ae Their Own Competence Rank Category Order ABE Teachers in the Virgin Islands ARF able to: C1 Ae 108 select materials and activities which promote consumer educa- tion. 108 identify causes of discrimination. 108 ‘select materials and activities which promote learning 2bout ecology. 108 |jplan instructional activities which bring resources of the community to bear on needs of learners. 108 jselect materials and activities which promote learning about practical government. 108 |administer interest inventories. 108 |include concepts of modern math when selecting curriculum, 108 {describe the learning characteristics of the adult. 108 {determine modes and rates of instruction through diagnosis. 116 Japply criteria for the selection and evaluation of instruc- tional materials. 116 jdesign activities to develop problem solving abilities with- in learners. 116 {list the major causes of reading difficulties in adult learn- ers, interpret and use the results of standardized achievement tests. maintain current information concerning commercial instruc- tional materials. select curriculum which will help learners control and adjust to change. interpret the adult basic education program to other teachers and the community. identify potential talents of learners. C=Curriculum L=ABE Learner AE=Scope and Goal of IP=Instructional Process Adult Education 113 VIRGIN ISLANDS ABE TEACHERS APPENDIX ITI Rank Order Listing of Teachers' Perceptions of Their Own Competence literacy. Rank Categor Order ABE Teachers in the Virgin Islands ARE able to: | Ae IP 120.5) involve learners in the process of formulating instructional objectives. X 125.5} select curriculum which emphasizes noteworthy currenv events.| X 125.5}use instructional materials which are congruent with speciric curricular goals. X 125.5) identify new developments, recent recommendations and current issues in adult education. xX 125.5) select curriculum which develops study patterns. X 125.5) apply theory to the process of program development. X 125.5) apply generalizations to specific situations. X 130 |operate a learning laboratory. X 130 juse the lanauage experience approach to teach reading. X 130 |recognize the historic and contemporary approaches to collect information on the cultural and social forces that influence the learners. gather information on the economically disadvantaged in various ethnic groups. write instructional materials. function in a team teaching situation. gather information concerning psychological problems of the learners. identify and analyze terminal behaviors. incorporate practical government into the curriculum. operate duplicating equipment and instructional hardware. C=Curriculum AE=Scope and Goal of i Education L=ABE Learner IP=Instructional Process seb APPENDIX ITI VIRGIN ISLANDS Rank Oder Listing of ABE TEACHERS Teachers' Perceptions of Sika poe Their Own Competence Rank Categor Order ABE Teachers in the Virgin Islands ARE able to: .. 2 Ae 141.5] design instructional strategies to develop all levels of comprehension within the cognitive domain. 141.5) interpret national, state and local objectives of adult basic education. 141.5) relate knowledge of economic and labor market information to the vocational interests of learners. 141.5] incorporate health and nutrition objectives into the curric- ulum, ss 144.5) adjust instruction to provide for the social, psychological and physiological effects of aging. 144,.5]analyze reasons for learners’ participating in educational programs. 146.5} construct audio-visual materials. 146.5}recruit the learners. 151.5}select materials and activities which promote learning about health and nutrition, 151.5}assess anxieties about learning that are specific to identi- fiable groups of learners. 151.5}arrange and conduct field trips. 151.5}apply basic principles of group dynamics and leadership techniques. determine the modality(ies) by which individuals learn most effectively. select objectives from each of the domains (cognitive, psychomotor and affective). Sjwrite objectives in behavioral terms. recognize symptoms of physical deficiencies such as vision and hearing anomalies that may be related to reading disat ilities > C=Curriculum L=ABE Learner AE=Scope and Goal of IP=Instructional Process Adult Education 115 £47 APPENDIX ITI VIRGIN ISLANDS Rank Order Listing af ABE TEACHERS Teachers' Perceptions of Their Own Competence ABE Teachers in the Virgin Islands ARE able to: incorporate consumer education into the curriculum. recognize the nature and intent of adult basic education legislation including financing. assess the effects of discrimination on the learners. identify major causes of the literacy problem in the United States. in erpret the social structure and characteristics of the community. adapt instructional activities for the physically handicapped J interpret the philosophic base and current issues of adult education in relation to the various aspects of American society. use the community development approach. construct informa! reading inventories. recognize action words appropriate to a given behavior. determine reasons for low self-concept of learners. aid the learner in obtaining employment or on-the-job train- ing. prepare new teachers for innovative and changing programs. ollect information on the learners' physical, mental and 2 social development. incorporate ecology into the curriculum, C=Curriculum L=ABE Learner AE=Scope and Goal of IP=Instructional Process Adult Education 7 : 118