Some names that I recognize and a lot of you that I don't recognize, so I'm very honored that you're attending this webinar today. The title of it is, "What Does Effective Teaching of Adults Look Like?" So in other words, is it different than teaching kids, or is it different than teaching other skills in the workplace? And we're going to look at a document that's come out in the last few years that addresses that. 

So here's what we're going to do in the next hour. I'm going to give you some background for where these teacher competencies came from. There's four domains. And we'll focus particularly on 2 and 3, since we only have an hour. And then I'm going to show you an online tool that you can use to assess where you are in relation to the whole set of competencies. 

And I will try to answer your questions as we go along, so feel free to type your questions in the chat. I'll try to keep an eye on that. And if I miss something, Veronica hopefully will pipe up and point it out to me. I get too focused on my slides, which could happen. 

So what I'm hoping for you is that you get a good overview of what the four domains are and what are the competencies under those domains to build your skills in identifying what you need to know and do to be an effective teacher, and then also using the self-assessment tool. So you can see, in the bottom right below the slides, there's two boxes below. One is giving you instructions for getting the handouts, and the other one is the box with the handouts. 

So if you click on-- the last one is the adult education teacher competencies. It's the biggest one-- 769 kilobytes. And you can get those and take a look at them if you haven't done so already. And then there's handouts. The handouts are the first one. 

OK, I'm going to go back to these polls and just see who we have here. So if you just came in and you haven't had a chance to answer these two questions, go ahead and answer now. We have more teachers than anything else, which is what I was expecting. But we actually have almost 50-50 between teachers and administrators. So that's great too. Counselors, coordinators, and others-- I'm not sure what your others are, but you're welcome. And if you want to type that in the chat what other means, I would be interested to know what your job responsibilities are. 

And then looking at your experience, we have one brand new teacher, a couple of in their first year, but the majority of you have two to I don't know how many years of experience. And I'm with you on that one. I said, there should be a category that says more than 100 years, I'd be checking that one. OK, coming back to our slides. 

So I'm going to put up four-- there's going to be four chat boxes with four statements. I'd like you to look for the one that you feel the most akin to. In other words, they're all statements related to different domains of the competency list. So there's no right or wrong answer, it's just where do you feel the most comfortable maybe. And post in the box related to that one why you chose that one and maybe an example of how you do this. 

And I think we have quite a few people here today who are not in the classroom. So for you, just think about how a teacher might do this in the classroom. So Veronica kindly typed all the statements at the top of each box. So read those four statements, and then type in that box. In the little chat below each one of those statements, choose one and type why you chose that and what do you think it looks like in the classroom. 

Thanks, great thoughts. I see a lot of you are still typing, so go ahead and keep typing. At a certain point, we'll have to go on and you'll get cut off. But we're not anywhere near that right now. So sorry, the third box-- it's important to communicate high expectations of learners and motivate them to persist and to meet their goals-- drew the most attention. So students will rise to the level that's expected of them. Susan, thanks, that's so true. And we're really focused, aren't we, on increasing our expectations and our rigor and really setting higher expectations and helping our students meet those. 

Christie talked about a goal setting activity that she does in the first day of class. And that's really important and an important piece in motivating learners to persist. Because if you feel like you're getting somewhere, you're actually moving towards your goal rather than just marching aimlessly forward, that really helps you continue to keep coming when other parts of your life try to intervene with that. 

Students need to overcome their self-stigma or their feeling that they can't be successful academically maybe. Elisa, students need to start looking at how rigor can help them. Right, and you probably talk to them directly about that, which I think is great. Peggy, students get discouraged easily, and it's our job to communicate and encourage. Very good, thank you. 

And Lucie from RCOE nice, thank you for putting that in your name so I can know where you're from-- supports intrinsic and extrinsic motivation, which are both necessary. Good, thanks. I'm going to come back to the first one, which is adapt instruction based on assessment. 

So sometimes when we hear the word assessment, we're like, OK, I don't feel akin to that one because it's a responsibility that we have, but it's not, oh, it's the most fun thing that we do-- administering assessments. But Linda said, regular formative assessment allows teachers to understand the levels of students' learning. 

And that's so important, isn't it? Because if you move forward and your class isn't with you, they're not going to go where they're trying to go, and they're not going to meet their goals. And adult learners come to us with a host of experience and knowledge. It's important to acknowledge this-- absolutely-- and to draw from it. And then you had a lot to say about effective instruction, which is one of the areas we're going to actually focus on today. 

So Wendy from Feather River, thank you. Adults learn better when they can directly apply the skills to their needs. That's so true. And they have a lot to apply it to, unlike kids who are learning a lot of times to apply to their future life. Adults need to see the relevancy of what they're doing right now because they're juggling a lot of balls right now. Also helping adults recognize that they have skills already. Yes, that's a very good point. 

Sandra, the work has to be an appropriate level and relevant to the learner. That's right. Gustavo, it's important to adjust our instructional practice to adult learners. Yes, that's what I'm all about today. And it's important for students to be able to use what they learned in class, so they continue attending. Ana, that's right. Important to consider the student's life context. Yes, so we're trying to relate what we're doing to what are the needs of the students that we see in front of us. 

And last but not least is one about you, about you the teacher, having content knowledge and teaching skills required to teach the subjects and the students that you have. So Odessa said, since students are finalizing high school diplomas with me, it's beneficial for me to be well-rounded in knowledge in all content areas. Yes, you have a demanding job, Odessa. You have to master all the content areas. 

And Branka, in addition to being an expert, a good teacher employs teaching strategies and techniques and uses tools effectively. Right. So thank you so much. You did a great job on that one. I'm going to go forward and show you the four domains. 

So each one of those represented one of these domains. The first one monitors and manages student learning and performance through data. That's the one that's related to assessment. The second one plans and delivers high quality, evidence-based instruction. And you all responded to that with a lot of knowledge. 

Effectively communicates and motivates to engage learners. This seemed to draw the most responses from you, and I'm glad to see that. And the last one, pursues professionalism and continually builds knowledge and skill. So this is the one that's about you, in a way, more than about your students. And this is the one that I know that you're pursuing already because you're here today. 

So here they are again just as a list. So here's how I remember the domains. The first one is really about data, assessment data, and how to use it. The second one is about high quality, evidence-based instruction. So what are the instructional techniques that are going to really work for us and our population? The third one is about communication. How do you communicate effectively to motivate and engage your learners? And the fourth one is about professional development and how you continually build your skills. 

I'm going to ask you just to raise your hand. And as Veronica showed you, you do that by clicking the little person at the top with their hand raised. If you are familiar with these adult education teacher competencies already-- the document that you can download here on the bottom-- so just raise your hand if you know about these already. 

So just-- oh, there you go. OK, so a few of you have seen these already. That's great. Uh-oh, everybody is going to raise their hand. Jody, thank you. All right, well, that's maybe a third of you. Good. So you guys can chime in the chat if you have anything to add as we go along. And Veronica, could you clear their status? Thank you. 

So here is the document that you're downloading. Here's what it looks like. And this was developed by a project funded by the Office of Career Technical and Adult Education at the Federal Department of Education. So it was a national document that came out a few years ago, I think, in 2015. It was actually developed through a grant project with my organization, AIR, American Institutes for Research. 

And we were excited to get it published because it gives teachers in the adult education classrooms a framework and a support to think about teaching and teaching competency and how to think about developing their own skills. This is available on LINCS. And if you download the handout, which is, I think, the first link down there to download-- the last page is references, and there's a link to it right there. So you can find that. 

So what do you think of when you hear the word competency? Just type in the general chat over here on the left. Just free associate for a minute. What comes up when you think about the word competency? It doesn't have to be a well thought out sentence. Working knowledge, necessary ability, skills, doing things correctly. Thanks. I see a bunch of you typing, so I'll wait a second. Knowledge, abilities, knowledge, skills, and abilities. Good, awesome. 

Let's see what a researcher has said about this. Those characteristics-- knowledge, skills, mindsets, thought patterns, and the like-- disabilities are in there with skills-- that when used whether singularly or in various combinations result in successful performance. So it's related to the word competence, which means the ability to do something successfully. 

So the competencies are the knowledge, skills, and mindsets that you have that allow you to be a really effective teacher. And trust me, you have a lot of these already. When you look at this list, you're going to recognize yourself in a lot of them. And probably, or even hopefully, you're going to see some things that maybe you could work on, that maybe should be your goals to have a little more of. I know it certainly worked like that for me. 

What is the point of having a competency framework? So when I started teaching-- and this was a long time ago, so the field wasn't as professionalized as it is now-- I had no idea. I had no structure in my mind. I didn't have experience. All I had was a bachelor's degree in English, so I was put in an ESL classroom. And it was not the best way to start out teaching, I would say. But I really could have used a structured framework to think about what I was doing and how I was doing it. I was absolutely motivated to do the best job possible, but I didn't have a lot of knowledge about what that was. 

So I think providing this framework has the goal of helping us have a common definition of what good teaching looks like. And it also organizes all those things. That's a vast array of things, isn't it? Teaching is a science and also an art. So it's hard to codify it. But this list is an attempt to really put those things into a framework that's manageable. And you can break it down into its pieces, so you can just take one or two at a time. That's the idea of why it's supposed to be helpful. 

So I'm going to ask you to think for a minute about why would we need a new framework. You probably had a framework when you started teaching, or you have a framework now that may or may not be working for you. But things have been changing in the last, I would say, 4 or 5, 10 years. And so what is your observation about why that is and why we might need a new framework to think about teaching ? 

I'm giving you a new chat pod here, a great big chat in the middle to go ahead and answer that question. Diana, thank you for answering over here before I could even click the layout. So new reporting requirements, like measurable skills. Yes. I see a bunch of you are typing, so wait a minute and give you a chance to do that. 

To keep up with new trends. Oygar that's exactly right. What do you think some of those trends are? Regional collaboration and co-enrollment. Yes. More emphasis on vocational and community college. And you might relate that, Elisa to just employment in general. Vocation is like moving things towards employment, and not just beginning level employment but middle-skilled jobs as well, and community college, further education, whatever that may be. 

Education requirements are changing, so it makes sense that adult ed would change also. 21st century soft skills are huge now. Yes. If you want to say a little bit more about that, Wendy, what are those soft skills? Research gives us new info. Yes it does. New and developing technology. Susan, thank you. That's a given, isn't it? Technology is moving faster than you can practically blink your eyes, and we need to keep up with that. And our students need to keep up with it. 

College and career readiness. New reporting requirements. College and career readiness standards and skills. Needs are changing. Teamwork. Wendy, thanks. So employment skills, collaboration, teamwork, communication, and tech skills. Very nice, thank you. One more minute on this. Ensuring that students are ready to continue their education and have the specific skills necessary for success in the workplace. Thanks. 

OK, if you would like to keep typing, move over to the general chat because I'm going to move on. Transferring new knowledge to post-secondary. Yes, you are on this. You guys have got this, so we're going to go ahead. And I'm going to tell you my thoughts about it. 

So the first one is the increase in rigor of instruction, making things more rigorous. What does that mean? We talked about that a little bit before, increasing our expectations. In other words, one thing that I learned when I was learning about the college and career readiness standards was that there was a four year gap between reading level at the end of high school and reading level in freshman courses in college. 

So there was a big gap there. And for our students, there's even a bigger gap, perhaps, between where their reading level is now when they come into us and where they need to be to be successful to read a college level textbook, or even a high school level textbook. So we need to really increase the rigor of our instruction to help them be successful in that. Even for taking a Certified Nursing Assistant, CNA class, you might not have to read very high level materials when you get there-- or you may-- but you have to be able to read the textbook in order to pass the exam to get the job. So rigor is important. 

Academic prep. So when I started teaching, we had a huge influx of refugees from the Vietnam War, and then from the Middle East. And the focus was really on survival skills. Now we're in a very different time in history. And a minimum wage job really doesn't let you survive and raise a family, it's not enough money. So we need to focus on students being able to move way beyond adult education in their goal, so that they can support a family. 

Career pathways. I'm sure you've heard this and are maybe participating in developing career pathways, or teaching in a component of a career pathway. But we're really focused on helping people get jobs. And to do that, be on a pathway, so that they can, if they need to stop and work for a while, they can come back to the path and continue on. So that also involves rigor. And I forgot who mentioned this already. Was it Wendy? Anyway, evolving technology is always important as well. Even to apply for a job, you have to have a handle on technology because you pretty much have to do that online anymore. 

OK, so that's the framework and the background. If there's any questions about that-- yeah, Wendy, me, thank you. If there's any questions about that, put them in the chat. I'm going to go ahead and start talking about what do the competencies really look like. And if you downloaded and opened up the PDF of the competencies, you can look at page six right now. And you'll see domain one, what it looks like. Actually, this is domain two, but it's going to look the same. 

So there is a domain, and we already talked about what the four domains were. So here we're in domain two-- plans and delivers high quality instruction. So under domain two, there are competencies-- four or five competencies under each domain. I think there's a total of 17. So they all have four, but one has five. 

And with each competency are some performance indicators. So the competency describes what the teacher needs to be doing. And the performance indicators give you examples of what that looks, or break it down into smaller parts. So the performance indicators are very helpful. You can't just look at the competency and go, oh yeah, I got that. 

And then for each one of those indicators, there is a sample illustration. So these are pulled from different program areas-- high school completion, basic education, ESL, and CTE vocational classes. So the examples are all different. And the idea of it is to just give you a picture in your head and what that looks like. That's what's in the document. 

So again, we've seen this list before. These are the four broad areas-- data, instruction, communication, and professional development. So let's focus in on one. Let's focus on domain two-- plans and delivers high quality, evidence-based instruction. Here are the five competencies under domain two. I'm just going to give you a minute to look at those. 

And I'm going to then go on to look at those in another way. So here's a short version of the five competencies. But rather than being linear, they're in a circle because it's all things that are focused on the learner and supporting the goals of the learner. So we want to be learner-centered. We want to be standards-based. We want to have effective techniques, two little words that encompass a world of skills that we need to develop. We want to have media literacy, and we want to encourage higher order thinking. 

So the first competency in this domain is designs learner-centered instruction in classroom environments. Let's think for a minute about what it means to be learner-centered. And I'm going to go to our chat number three before you start typing. Don't start typing yet. 

So my thought here is to just think about teacher-centered classroom versus learner-centered classroom. So type something on the right, an example of teacher-centered-- I'm sorry, something on the left that is an example of teacher-centered, and then something on the right that would be what would that look like in a learner-centered classroom. 

So just-- so Cecilia, thank you for giving me an awesome example. Teacher-centered might be all lecture, like what I'm trying not to do too much of to you now, but I am doing some. And learner-centered would be more activities, which is like the chat that you're doing now. I love you guys hopping right in there and typing. Thank you. We have lots of ideas about learner-centered, that's great. 

And although we want to move from teacher-centered to learner-centered, there's a place for both of these, isn't there? Sometimes you just need to communicate some information and it's going to be teacher-centered, as long as you don't do that every minute of every day. 

So let's look at teacher-centered. lecture, sage on the stage-- yes-- deliver information to the student, teacher talks, students listen. PowerPoint with bullets and students do not interact or participate, just receive information. Right. Physical setup of the classroom. Michael, thank you for mentioning that. Students in rows, limited interaction. That physical setup really makes a difference, doesn't it? Direct instruction-- Christopher, Cecilia. Teacher tells students to do work in a book, students work quietly with no interaction. Delivering what I think my students need instead of investigating. Thank you. 

OK, so let's go back here. I'm going to scroll back up and look at what's learner-centered. And you guys are doing a great job of this. So activities students do. Teachers as a facilitator of learning. Sachie, right, thank you. Something students can relate to. Yes. It involves meeting the needs of students. Having students talk more. Having students talk more than the teachers. Susan, thank you. Fulfilling their academic needs of adult learners. Yes. Students focused and directed. 

So we want to fulfill those academic needs by giving students a lot of opportunity to practice and apply what they're learning, so that they really develop those skills. Christopher, cooperative learning groups. Diana, flipped learning to teach with your students and let them take ownership of the lesson. Oygar, thank you. Teaching critical thinking, student engagement, checking for understanding. OK, we got this. All right, I'm going to move on. 

So I could almost skip my slides, but I'll just go through them quickly because you've said all this already. Focus on the instructor versus focus on both-- the instructor and the students. But you see, the students come first. Instructor talks, students listen. You guys said that. And then in student-centered, the instructor models. The students interact with the instructor and/or with each other. 

So we do a gradual release model, where we present-- I do it, we do it together, and then you do it on your own. Students work alone versus working in pairs and groups, depending on the activity. Here's a few more. Instructors answer the questions, students answer their own and each other's questions. And the instructor provides resources. 

The instructor chooses the topics, or the students have some choice of topics. That's an interesting one to think about, isn't it? The instructor evaluate student learning, or the students evaluate their own learning. I don't know-- how many of you have students do their own self-evaluation, or you give them a rubric and they evaluate their own writing or their own speaking project? That would be great. Wendy, thank you. Great, thank you. 

And I think it was Michael mentioned about the setup of the classroom. So you can see that the one on the left is teacher-centered, the one on the right-- this is the instructor, the blue arrow, so the instructor is more a part of the process than the communicator of everything. 

So the second a competency under effective teaching is designs standard-based instructional units and lesson plans. So we want to know-- so we want to teach lessons that are related to a set of standards, whether that's college and career readiness standards, or you have standards that you've developed for your program, or you're using the state English language ESL standards, or the new English language proficiency standards. There is a variety of standards out there-- Common Core. 

So you have a standard in whatever you're teaching. You might not be choosing it from that standard, but it's related to a standard in some way. In other words, you're not out there in left field. You're somewhere in the ballpark, which is what the standards define. And then you curriculum and objectives for each lesson to tell you what you're teaching. 

And then how will you know if your students are reaching those standards? You have two kinds of assessment, and you mentioned them already-- formative, what you do every day and what you do as you're walking around just checking for understanding, doing quick quizzes, or quick activities where you can assess whether your students are understanding, and then summative, where you give an exam at the end of the semester, or you give a CASAS test or whatever your summative assessment may be. 

The next one is using instructional techniques that are effective with adults. So I look at this and I think, well, that was my-- this little competency is my whole master's in adult education. So there's a lot that goes under here. But what is it about adults that's different than teaching kids? Adults need to know why, right? They need a reason. They need a practical application of what they're learning, or they don't really have the time to spend on it. 

Adults can be self-directed. Adults have goals. They know what they are. They have a plan in their mind. And you're going to either help them with their plan or not. And they vote with their feet. So if they're not making progress towards their plan, or they don't perceive you as a person who understands what their plan is and is helping them get there, then they're out of their. 

Adults have more experience to relate to. So they're hanging-- they have more of a framework to hang their learning on. And they need to relate their learning to their experience. And our motivations are different as adults, aren't they? We're working. We're raising a family. We have all kinds of responsibilities. So that's different than being a high school student-- somewhat different. 

OK, and then here we get to technology and digital media literacy skills. I'm sure you've thought about this. And a lot of you are doing creative things with technology and digital literacy in your classes. So do we think this is a basic skill-- technology? I think a few years ago, this was an argument. Anymore, it's like, why even ask? We know that it is. You might think about what technology you use in your classroom now to meet this competency. 

What is digital media literacy anyway? Maybe just in the general chat, if you have a thought about what media literacy or digital media literacy is, could you type it over there in the chat? I'm going to come back to that in a minute-- media literacy. Whoops, guess I'm going to come back to it now. I see you typing. I'll give you a sec. 

Having the ability to use a variety of digital tools. That's true. What about the literacy part, though? Kahoot. Thank you, Bill and Placer team Open source materials, yes. These are all digital things that we can use in our classrooms. What about the media literacy, though? How do we know-- we have such an access, such a broad access, to information now, but how do we know what's real and what's very slanted or fake, or whatever you want to call it? 

Understanding how to apply the tools. Wendy, thank you. Being able to use information from media, yes, and thinking critically about that information. Using Google Classroom to organize information, good. Thank you, so you have a good handle on this. 

So you have in your handout-- I'm just going to go to your handout. Handout two in your handouts is an inventory of personal professional technology-based practices. So we're not going to do this now, but this is just a tool that you might use to think about how you're teaching digital literacy in your classroom. 

So it just has a list of things that we might do through technology. Do you do those? Do your students need to know it? And if they need to know it, do you teach it, or do they have a way to learn it? This is just a tool for your future reference to help you think about digital literacy. 

OK, I'm going to take a breath and we're going to move on to domain three-- effectively communicate to motivate and engage learners. Well, let's look at that one for a minute. Here are the four competencies in domain three. The first one we looked at before-- communicates high expectations. 

Second one, communicates in a clear and understandable way. Sometimes we think we're doing that, but we're getting some blank stares. So we might have to rethink that every once in a while. Three, engages in active listening dialogue and questioning to facilitate and support learning. And four, models an understanding of diversity. 

OK, you are going to need your handout now, and you are going to need to look at handout number three. Because I'm going to ask you-- there's two little short scenarios there-- one for ESL and one for CTE. So I want you to just choose one, read it, and then think about what do you think went wrong in this just short example. What could the teacher do differently and maybe what competency was illustrated? 

So we're going to go to-- I'm going to switch over to a chat pod while you read. And then when you come back, you'll have a chance to write. So depending on what device you're using, if you don't have the handout, you can read it here. If you're doing this on a phone, it's going to be pretty tiny, though. So I hope you're doing it on a monitor. OK, so I'll give you three minutes to read and then start typing the answers to the questions. 

Thank you, Carla and Linda. I was hoping more than one person would focus on CTE. Maybe one more minute to write. 

OK, thank you. So on the ESL side, it looks like you're all in agreement that the video was too hard for the students. They didn't understand what was going on. And you have lots of good examples of what she could have, should have, or would have done to make it a more successful lesson. 

So for example, she needed to scaffold. She needed to preview it herself. She needed to pre-teach the vocabulary and maybe some concepts. She needed to prepare specific questions in advance and ask her students about the video, so they could do some focused listening instead of just listening to a big, long thing that they didn't understand. Yes, vocabulary related to the job. She could pre-teach some specific things. 

Just looking if I missed anything. She could ask the students what went right and wrong with the activity. That's a really good idea if her students are high enough level to do that. She could have built the board, as we say, by asking her students to think about and share what they already know about the field before they watched the video. So that's great. 

Let me ask you-- here, I'm going to go back to the competencies for a minute. If you can see this, which one of these do you think was being demonstrated or not demonstrated too well? You can type that in the chat. 

3.1 or 3.2, communicates high expectations. Well, she was kind of having high expectations of them, wasn't she, by showing that video. But it didn't actually work. So I think maybe-- oh, you're all typing. I'll wait a second. 3.2, 3.2, 3.3. OK, 3.2. I agree with those of you who said 3.2 because it's about communicating in a clear and understandable way. So the video is communicating something to the students but not in a clear and understandable way. So we've all had those lessons, haven't we? 

OK, let's go to CTE. Let's look at the CTE example. So this teacher is dividing-- asked her students to break up into small groups, and she has several different nationalities in there. And they always break up-- they always stay with their friends or people in their same language group. And she decides not to confront that. So let's see what you had to say about that. 

You said, she could have assigned them with partners herself. She could have had them count off. She could-- it's important to vary partners. Teachers need to develop partnering strategies. That's right. So she needs to-- so you think that wasn't right of her to let it just happen. You think that she needed to do something different. And why is that? Why? Why not just let them be with their friends? 

You have lots of strategies for how to mix people up. Branka said, the teacher can explain that in the workplace, they will be expected to work with people from a variety of backgrounds. And so she can ask the students to pair up with somebody they don't know well. And that's exactly right. That's the justification for that, is they're going to encounter a lot of diversity when they get out there on the job. There's-- all kinds of people need nursing care or medical assisting. Everybody has to go to the doctor sometime or another, right? So they need to be able to relate to all kinds, and the teacher has to prepare them for that. 

She could start with an ice breaking activity. She could prepare them for the job-- in order to prepare them for the job market, she should have them paired randomly. Good, so you're pretty much in agreement with each other about that. And you're all saying 3.4 or 3.1. Let's go back and look. 

So 3.1 communicates high expectations. That makes sense to me because she wants them to respect and be able to relate to a diverse group of people. And 3.4 is very specifically about that, models an understanding of diversity. So she wants to show that she values diversity, and she wants to communicate that to her students so that they will do that also. So thank you. Thank you for doing those quick examples. How are we doing? We have 10 more minutes. 

So here are the four domains again, just to review. And now I'm going to go on to show you an online self-assessment that you can use with your-- I think half of you-- or not half of you, but a good number of you are administrators here or counselors. So if you want to assess your own skills or encourage your teachers to assess their skills in relation to these teacher competencies, here's a way that you can do that. 

And you can see the link down here. It's not clickable, though. I wonder if I can-- I'll just copy it quickly and put it in the chat, so that you can look at it in a different window. Don't leave me right now. But you'll be able to use this yourself, try this out. So this is what it looks like. All the competencies are listed here. Here, let me get a closer view. And then for each competency, you can view the performance indicators, and you can view the sample illustrations. You don't have them all listed here, though, because it would be just too big of a page. 

And then you rate yourself in relation to three different things. First of all, is it relevant to me? Do I care about this? How much do I care about this? And then my own proficiency. Am I very proficient? That would be a 1. Or do I need to improve on this? That would be a 4. And then in the pink area, program priority level. So is this important for success on my job? Does my program value and need this or not? 

So let's just look at 1.2, sets learning goals in the course of study. So for this, I checked that it was very relevant. I checked that I need improvement. I don't feel like I'm doing a good job of setting goals. And I think that this is a high priority for me and for my program and for my students. 

OK, so once you've filled all this out, then you're going to see your subtotals over here on the right. So the higher the number, the more you need to focus on that. So once you complete this whole thing, you're going to have a total number down here. But what's going to really matter-- or you're going to have a total for the domain. 

So for each of the four domains, you're going to see a total. And the highest total is the one that may be where you need to focus the most. And then within that, for each of the competencies, the one with the highest number is the one that you need to focus on the most. So does that make sense? Any questions about that? 

Could you see using this self-assessment? Or let me make an open-ended question. How could you see using this self-assessment? Just go ahead and type in the chat. Cecilia, thank you. It's clear how it works, good. Pretty simple. I see lots of people typing. 

Wendy, thanks. It's clear way to develop your skills. Good. I want to send it to my principal and have it be an activity for all our teachers. That would be a great idea. I know that some programs have incorporated this into a formal assessment process. 

So you know what? Raise your hand if you have a formal assessment process. Not everybody-- I don't think every teacher in adult education gets formally assessed. Although, that would be the ideal. But do you have a formal assessment process? 

OK, so a number of you do. And then whether you do or you don't, how could you see incorporating this into-- for example, some programs ask you to have a professional development goal for the year. Would it make sense to use this framework, these teacher competencies, and choose one of these to relate your professional development goal to, or not so much? What do you think? 

Oygar, you said at the beginning of the school year to prepare for evaluation. That would be nice. Sachie, use it for yourself and also for faculty, so you can plan professional development. That's a great idea. We used to have the CSTP green book, where you were emerging, or advanced, or whatever. Diane, I'm not familiar with that, so thanks for that. Cecilia, it would be helpful for deciding about professional development. A couple more, I see you typing. 

California Standards and Teaching Practices, Diane, thank you. Our faculty group is looking for a new evaluation system, this could be useful. Yeah, take a look at this. See if it works for you. I found it very useful just for myself in thinking about what I'm strong in and what I might need to work on. 

And we didn't-- there's two domains that we didn't even talk about today. But there's one that has to do with professional development and how much do we as teachers need to have professional development ongoing every year and how much do we as programs or administrators either require or encourage and support that. That's an important thing to think about as well. 

Teachers could do a self-assessment and set goals. Great, thank you. Thank you so much. OK, so any big questions or general questions or reflections before we go? 

Thank you all too. I see lots of thank you's and no questions. So thank you, I appreciate that. If you have any questions, actually, I will put my email in the chat. And I think you have it elsewhere as well. Please feel free to contact me if you want to know anything more about this. 

And I'm going to go to the next slide, which is the resources. And you have all these in your handout. You should have these. The first one is the document. The second one is the self-assessment. And the third one, in this project that was funded by OCTAE that developed this document, they also created some online courses. So these are links to those courses and other resources that are available. So take a look at that if you want to know more. 

OK, well, we did very well. We've got two more minutes to go. So I'll stay on if you have any more questions. And Veronica, are you sending them to an evaluation? 

Yes, Marianne, I am. Once I close the room, the evaluation will appear on your screen. So please be sure to fill that out and let Marianne know what you thought about today's webinar, as well as let us know if there are any other professional development or technical assistance needs you have at this time. 

I also put the link to our registration site to register for upcoming webinars. This concludes our webinar mini series for program roles. However, next month, we will be covering program areas within the adult education program. So we have webinars related to USA Learns, working with adults with disabilities, as well as rigorous writing for ESL students. 

So please be sure to check out the list of offerings we have for next month. And then in addition, we have other webinars related to expense reporting, using student data, and things of that nature. So we have a lot of great offerings coming up, so please be sure to register for all upcoming webinars. 

And in addition, I posted where this webinar will be archived and available for access. So if you have colleagues who were unable to attend today's webinar and would like to review the recording, as well as download the materials that were shared, please be sure to check out the link that I posted later on this afternoon, and all materials will be there. So now I will close the webinar. 

Veronica, before you do that, sorry, I should have given you the TAP email to send for questions. And your questions will come through TAP and be referred to me, or whoever the appropriate person is to answer your question. So that email, TAP@aebg.org, that's the one to use to follow-up. So thank you so much, everyone. 

All right, thank you all so much for your time and for participating in today's webinar. And I hope everyone has a great afternoon. Thank you.