Subp. 2.
Licensure requirements.
A candidate for licensure to teach adult basic education
shall:
A. hold a baccalaureate degree
from a college or university that is regionally accredited by the association
for the accreditation of colleges and secondary schools;
B. demonstrate the standards for effective
practice for licensing of beginning teachers in part
8710.2000; and
C. show verification of completing a Board of
Teaching preparation program approved under part
8700.7600 leading to the licensure
of teachers of adult basic education in subpart
3.
Subp. 3.
Subject matter
standard.
A candidate for licensure as a teacher of adult basic
education must complete a preparation program under subpart
2, item C, that includes the
candidate's demonstration of the knowledge and skills in items A to I.
A. A teacher of adult basic education must
understand adult basic education organizational structure:
(1) the history and philosophy of adult basic
education including its purposes, mission, and populations to be
served;
(2) federal and state adult
basic education legislation, policies, and regulatory agencies including
sources of funding; and
(3) systems
of delivering adult education programs and services.
B. A teacher of adult education must
understand adult learning theories:
(1)
characteristics common to all adult learners as well as those common to unique
populations;
(2) contemporary
strategies and models for teaching adults; and
(3) formal and informal diagnostic
procedures, including self-assessment, for identifying the academic and
personal needs of adult learners and how to use this information as the basis
for customizing the curriculum so as to meet their needs.
C. A teacher of adult education must
understand the content and methods for teaching reading including:
(1) knowledge of reading processes and
instruction including:
(a) orthographic
knowledge and morphological relationships within words;
(b) the relationship between word recognition
and vocabulary knowledge, fluency, and comprehension in understanding text and
content materials;
(c) the
importance of direct and indirect vocabulary instruction that leads to enhanced
general and domain-specific word knowledge;
(d) the relationships between and among
comprehension processes related to print processing abilities, motivation,
reader's interest, background knowledge, cognitive abilities, knowledge of
academic discourse, and print and digital text; and
(e) the development of academic language and
its impact on learning and school success; and
(2) the ability to use a wide range of
instructional practices, approaches, methods, and curriculum materials to
support reading instruction including:
(a) the
appropriate applications of a variety of instructional frameworks that are
effective in meeting the needs of readers of varying proficiency levels and
linguistic backgrounds in secondary settings;
(b) the ability to scaffold instruction for
students who experience comprehension difficulties;
(c) selection and implementation of a wide
variety of before, during, and after reading comprehension strategies that
develop reading and metacognitive abilities;
(d) the ability to develop and implement
effective vocabulary strategies that help students understand words including
domain-specific content words;
(e)
the ability to develop critical literacy skills by encouraging students to
question texts and analyze texts from multiple viewpoints or perspectives;
and
(f) the ability to identify
instructional practices, approaches, and methods to match materials, print and
digital, to the cognitive levels of all readers, guided by an evidence-based
rationale, which support the developmental, cultural, and linguistic
differences of readers.
D. A teacher of adult education must
understand the content and methods for teaching mathematics:
(1) mathematical concepts and the procedures
and connections between them including:
(a)
basic mathematics processes including addition, subtraction, multiplication,
and division;
(b) basic mathematics
systems of whole numbers, fractions, decimals, and percentages;
(c) estimation of quantities and the
evaluation of the reasonableness of estimates;
(d) systems of measurement and their use;
and
(e) constructing, reading,
interpreting, and making inferences from tables, charts, and graphs;
(2) mathematical problem-solving
techniques and strategies; and
(3)
how to teach mathematics contextually to reflect actual uses using real world
materials and situations that build on the adult learner's prior
knowledge.
E. A teacher
of adult education must understand the content and methods for teaching
listening and speaking:
(1) the listening
process and how to receive, attend to, interpret, and respond appropriately to
verbal messages and other cues;
(2)
ways of constructing meaning for participation in formal and informal speaking
situations so students can organize ideas and use different verbal and
nonverbal communication styles;
(3)
how to teach listening and speaking contextually to reflect actual uses using
real world materials and situations that build on the adult learner's prior
knowledge; and
(4) how to adopt
appropriate learning materials and adapt teaching strategies to meet the second
language needs of adult learners whose first language is not English.
F. A teacher of adult education
must understand the content and methods for teaching writing:
(1) the stages of the writing
process;
(2) multiple strategies to
assess and respond to student writing;
(3) the principles and formats of
communicating thoughts, ideas, information, and messages appropriately and
effectively in written English; and
(4) how to teach writing contextually so as
to reflect actual uses using real world materials and situations that build on
the adult learner's prior knowledge.
G. A teacher of adult education must
understand the content and methods for teaching application skills:
(1) the higher order thinking skills of
thinking critically, solving problems, and making decisions;
(2) effective interpersonal and group
participation; and
(3)
understanding how to learn.
H. A teacher of adult basic education must
understand career development and transition skills:
(1) the culture of the contemporary workplace
and the changing nature of job skills;
(2) the process of accessing information and
resources of jobs and training;
(3)
the career decision-making process; and
(4) the skills necessary to find and keep a
job.
I. A teacher of
adult basic education must understand adult teaching and learning:
(1) factors for selecting and techniques for
using materials and resources in adult education programming;
(2) formal and informal diagnostic procedures
for identifying the academic and personal needs of adult learners and how to
use this information to develop competency-based instruction for individuals,
small groups, and large groups;
(3)
strategies for learners to assess their own progress; and
(4) factors to consider in developing unique
curricula for specialized adult populations.
