Wednesday, March 21, 2018

Action Step: Advocate for Immigrant Integration

It's time to contact your local legislators and Governor Jerry Brown and advocate for including immigrant integration as part of AEBG - the Adult Ed Block Grant. 

The challenges that the Trump administration have brought upon us have also brought a deeper understanding of the value of immigrants in California and the importance of supporting immigrant integration through Adult Education.

Both the California Immigrant Policy Center and CCAE - the California Council of Adult Education - are advocating for this important change to happen.  

Contact your local legislators and Governor Jerry Brown.  Explain to them why immigrant integration matters.

Here is information from the California Immigrant Policy Center and from CCAE about advocating for including immigrant integration into AEBG. 

California Immigrant Policy Center

Workforce Development & Adult Education
Administrative Advocacy & Budget Advocacy
CIPC is continuing our advocacy for equity within California’s adult education and workforce development programs and funding at a local and statewide level. In 2018, we are weighing in on budget proposals from adult education and workforce development stakeholders for increased employment training and services. These include adding “immigrant integration” metrics to the Adult Education Block Grant and funding the Breaking Barriers to Employment Act (AB 1111, 2017).
California Immigrant Policy Center March 13th, 2018 Update

Update:  Governor Brown's 2018 Budget & New Proposals -

Adult Education & Workforce Development

Adult Education Block Grant -
The Adult Education Block Grant (AEBG) is an important source of state funding to programs and services that provide adults with the knowledge needed to be prepared for the workforce, such as English language courses, GED attainment, and vocational skills. These programs also support integration and inclusion outcomes for immigrants not seeking employment training but adult education services that support their engagement in community and civic life. This year’s budget continues to sustain the $500 million funding.
  • Budget Proposal: A proposal from adult education stakeholders, the California Council for Adult Education and the California Adult Education Administrators Association, provides a two prong approach to advancing how AEBG funding reaches immigrant communities. The proposal would establish performance based funding that incentives the needs of communities with multiple barriers including limited English proficiency, poverty, and  lack of high school completion, and include “immigrant integration” as a reported outcome for state funding. CIPC will be working with stakeholders and the Legislature

Note:  CCAE - California Council for Adult Education - is recommending that Immigrant Integration metrics are incorporated into AEBG - the Adult Ed Block Grant.

Here is information from CCAE's FY 2018-19 Adult Ed Framework Priorities:

Even as collaboration between the systems expands through regional consortium-building and AEBG, the K-12 community-based adult schools still have as their core mission to serve those low basic skills adults who oftentimes get caught in the remediation of post-secondary education. Additionally, the structural and cultural differences between the two systems have become more evident through this planning process and it is critical that the strengths of each be leveraged in ways that support student learning outcomes and appropriate levels of support services. The adult learners that are best served by K12 adult schools must not be left out.
- AEBG defines the specific outcomes sought – literacy and career progress.
- Serving immigrant adults in need of English language skills have been at the core of the K12 adult education mission since its inception. They come to adult schools to develop literacy, and in doing so, gain cultural competency and literacy more broadly defined as health, financial, digital literacy, parenting and family literacy, and civic engagement, all also critical to successful transition to college and careers.
- Unfortunately, the statute and overall AEBG framework does not explicitly provide for these types of immigrant integration metrics relative to demonstrating outcomes and accountability for student success.
- We are concerned that immigrant students who may not yet have the skills to demonstrate outcomes on the current statutory spectrum that focuses solely on literacy and career progress will be left behind as AEBG entities seek to focus on programming for those students for which clear outcomes and progress can be measured and for which funding may eventually be prioritized.
- The Alliance for Language Learners’ Integration, Education and Success (ALLIES) is an alliance serving the two-county Silicon Valley region of San Mateo and Santa Clara counties. Launched by a grant of the Silicon Valley Community Foundation in 2010, mission of ALLIES is to advance regional economic and social health through high-impact alliances for immigrant educational and career success. Through this work, ALLIES developed an Immigrant Integration Pathway offering an innovative way to identify and measure the critical factors for successful immigrant integration. The pathway includes eight high-level goal areas that are then further broken down into approaches and supporting objectives. The goals are intended to be: o Used by individuals as well as service providers via common metrics that can help assess if an individual is progressing and/or practices are effective;
o Measurable qualitatively and quantitatively;

o Achievable with milestones under reasonable timeframes; and
o A tool for the immigrant to have ownership of their progress, with the ability to see how incremental gains are related to longer-term goals.1

1 ALLIES Immigrant Integration Pathway Framework White Paper, 2017

Using the ALLIES Framework, amend the AEBG statute to explicitly reference and include "immigrant integration metrics" under AEBG.
Amend Education Code Section 84920, as follows:
(a) To the extent that one-time funding is made available in the Budget Act of 2015, consistent with the provisions of Section 84917, the chancellor and the Superintendent shall identify common measures for determining the effectiveness of members of each consortium in meeting the educational needs of adults. At a minimum, the chancellor and the Superintendent shall accomplish both of the following:

(1) Define the specific data each consortium shall collect.

(2) Establish a menu of common assessments and policies regarding placement of adults seeking education and workforce services into adult education programs to be used by each consortium to measure educational needs of adults and the effectiveness of providers in addressing those needs.

(b) No later than August 1, 20178, the chancellor and the Superintendent shall report to the Director of Finance, the State Board of Education, and the appropriate policy and fiscal committees of the Legislature on options for integrating the assessments described in subdivision (a) into the common assessment system developed pursuant to Section 78219. The report shall address compliance of the assessments with federal and state funding requirements for adult education programs, identify estimated costs

and timelines for the assessments, and identify changes in policies that may be needed to avoid duplicate assessments.

(c) It is the intent of the Legislature that both of the following occur:

(1) That the educational needs of adults in the state be better identified and understood through better sharing of data across state agencies.

(2) That, at a minimum, the chancellor and the Superintendent shall enter into agreements to share data related to effectiveness of the consortia between their agencies and with other state agencies, including, but not necessarily limited to, the Employment Development Department and the California Workforce Investment Board.

(d) The chancellor and the Superintendent shall identify, no later than January 1, 2016 August 1, 2018, the measures for assessing the effectiveness of consortia that will be used in the report that is required pursuant to Section 84917. These measures shall include, but not necessarily be limited to, all of the following:

(1) How many adults are served by members of the consortium.

(2) How many adults served by members of the consortium have demonstrated the following, as applicable:

(A) Immigrant integration.

(B) Improved literacy skills.

(BC) Completion of high school diplomas or their recognized equivalents.

(CD) Completion of postsecondary certificates, degrees, or training programs.

(DE) Placement into jobs.

(EF) Improved wages.

(e) The chancellor and the Superintendent shall apportion the funds appropriated for purposes of this section in the Budget Act of 2015 in accordance with both of the following:

(1) Eighty-five percent of these funds shall be used for grants to consortia to establish systems or obtain data necessary to submit any reports or data required pursuant to subdivision (b) of Section 84917.

(2) Fifteen percent of these funds shall be used for grants for development of statewide policies and procedures related to data collection or reporting or for technical assistance to consortia, or both.

(f) The chancellor and the Superintendent shall provide any guidance to the consortia necessary to support the sharing of data included in systems established by consortia pursuant to this section across consortia.

Here's an example of a very successful program which cultivates immigrant integration.



Civic Success: San Mateo Adult School ESL City Government Academy

An example of immigrant integration in action at San Mateo Adult School, a K-12 Adult School:

New San Mateo Program Educates Immigrants About Local Government
News Desk, March 19th, 2018

From the City of San Mateo: A diverse group of immigrants are getting an exclusive look at critical city services as part of the new English as a Second Language (ESL) City Government Academy. The City of San Mateo, in partnership with the San Mateo Adult School of the San Mateo Union High School District, recently launched the program to educate this new segment of the community about how local government works and to empower them to be able to access available resources and programs provided by the City. This first class of 25 students hail from 10 different countries.
The four-month program, which began in January, aims to expand participants' awareness of local government, and increase civic engagement, leadership and volunteerism.

"Our key goal is for participants to feel empowered and comfortable accessing City services," said City Manager Larry Patterson, who championed the program's inception. "We are particularly excited to be energizing a new segment of our community to become more civically engaged."
The program is the brainchild of Stephanie Kriebel, an educator who is herself a graduate of San Mateo's traditional City Services Academy.

"As an ESL teacher at San Mateo Adult School, I saw an opportunity for us to help bridge the immigrant community we serve with City services to help familiarize our students with what the City does, how it helps the community, and what opportunities lie within the City for them to pursue," Kriebel said.

Academy participants have an opportunity to meet with City staff and learn about local government while also garnering concrete knowledge and skills to empower them in their everyday lives, such as learning how to operate a fire extinguisher and register for a recreation class. For some, even visiting City facilities is novel. For others, the impact of participating in the Academy runs far deeper.
"I honestly think I'm so lucky to live in San Mateo because the City of San Mateo organizes so many events and programs for the community. I come from Guatemala originally, and these kinds of programs help me integrate into the community here. Now I have lots of things I can do," said program participant Edwin Turuy.

Program days include visits to San Mateo's Fire Station 23, Beresford Recreation Center and Park, Police Station, Wastewater Treatment Plant, and City Hall. Future cohorts will also have the opportunity to visit the San Mateo Public Library. The pilot program culminates with a graduation ceremony April 19, 2018.

Photos courtesy of the City of San Mateo (ESL students learn how to operate a fire extinguisher during a tour of a San Mateo fire station.)

Sunday, March 18, 2018

Kristen Pursley: LAO Adult Education Analysis 2018-2019

From Kristen Pursley's Save Your Adult School blog:
The California Legislative Analyst’s Office (LAO) recently issued an Adult Education Analysis as part of the 2018-2019 budget process. A link to the report is here:
The report recommends eight changes to the adult education system in California. Some of the recommendations are intriguing, others problematic. Just for fun, I’m going to rate them on the following scale:
Here are the recommendations and their Save Your Adult School ratings:
  1. The adoption of a student ID number that could be used to identify students in both the adult school and community college systems  PROCEED WITH CAUTION
  2. A uniform funding rate for community colleges and adult schools NEED MORE INFORMATION
  3. The elimination of course fees or adoption of a single “nominal” charge ELIMINATION YES,BUT “NOMINAL” CHARGE NO!
  4. A requirement that entities other than adult schools and community colleges that provide adult education (such as libraries) participate in the regional consortia NEED MORE INFORMATION
  5. A portion of state funding for adult education to be based on performance NO
  6. Align assessment and placement policies for community colleges and adult schools YES
  7. No longer require adult school instructors to get a teaching credential, so that any holder of a bachelor’s degree will be qualified to teach adult school NO
  8. Restrict credit instruction at community colleges to college-level coursework YES
Before we look at the individual recommendations and their possible consequences, let us take a look at the pedigree of the LAO report itself. There are two things to keep in mind.
Hit the link to read the rest of the post.

Sunday, March 4, 2018

Immigrant Integration - Make It Part of AEBG

Immigrant integration! What do you know about it?

How do you talk about it? Where and how is it discussed in your consortium? Is it integrated into your consortium's plans for the future?

Are you including immigrant voices in your discussion of and planning for? Are you including adult learner voices in your discussion of and planning for?

These are pivotal questions as we continue to shape and refine the new form that Adult Education is taking post catastrophic cuts and closures and into the narrowed mission, workforce-focused Regional Consortia system. 

Is the new form okay?  Does it need tweaking?  Now - in budget season and while there is money to spend - is the time to look at what we have and where it can be improved to better serve the people of California.

Thank you to Bob Harper and Usha Narayanan - who presented on this topic at the CCAE Bay Conference on Saturday, March 3rd in the "ALLIES and the Immigrant Integration Framework" workshop.

To better understand the idea of immigrant integration, why it's valuable, and how it can become a powerful and empowering part of our work as consortia, check out this excellent slideshow created by Bob Harper, Ilse Pollet and Pat Rickard.

Click on this link to see the slideshow:  

(Or scroll through the small but better than nothing screen shots of the slide show (below) - screenshot because the slide show is a pdf and jpg's are what are needed for images on Blogger.)

Important Note: 
Incorporating immigrant integration metrics into the Adult Ed Block Grant is one of CCAE's asks of the Legislature and Governor Brown in this budget season. Learn more about CCAE's legislative and advocacy work here:

Sunday, February 25, 2018

Take the Survey on Gun Violence in Schools

Educators, please take this survey created by the BATs’ Quality of Life Team about Gun Violence in our schools. -  

Friday, February 23, 2018

Adult Ed Credential and Credentialing Programs: Keep, Change or Throw Away?

Recently the LAO recommended that K12 Adult Education - Adult Schools - no longer require a teaching credential.

Here's what they said:

"No Longer Require Adult School Instructors to Hold a Credential.
We recommend the Legislature amend statute so that individuals no longer need a teaching credential to serve as instructors at adult schools. By aligning qualifications for instructors, instructors could readily teach adult education courses at both community colleges and adult schools. Moreover, the change could help adult schools in hiring teachers. If the state has concerns about the quality of adult education instructors, it could encourage consortia to provide professional development as needed." - From the 2018 LAO Report on Adult Education…/2018-19-Adult-Education-Analysis-021518…

Adult School Credential - Require or Don't Require - Major Policy Change

If we are going to make a major policy change and no longer require a teaching credential for Adult School teachers, we need to have informed and meaningful conversations about credentials - what are they, how do you get one, what do they signify, how good are or aren't the programs that give them, what is their purpose, etc.

Here is some information to gets us started on that conversation.

State of California Commission on Teacher Credentialing Information

The official name for an Adult Ed credential is a Designated Subjects credential.

Here's the California CTC - Commission on Teacher Credentialing - webpage with the requirements for a Designated Subjects teaching credential.

Two Levels of Credential

There are two levels of credentials for teaching Adult Ed - preliminary and clear.  Preliminary gets you in the door so you can start teaching.  Clear says you have met all the initial requirements plus more requirements plus you have experience.  Now you are "clear" to teach as a solid, seasoned professional.  The credential must be renewed every five years.  This screens out issues which may come up which would bar a person from teaching.

From the website:  Period of Validity The preliminary credential is valid for three years. The clear credential is valid for five years and must be renewed online every five-year renewal cycle. Once issued, there are no additional academic requirements to renew the clear credential.

Introductory information on the CTC webpage

The Preliminary or Clear Designated Subjects Adult Education Teaching Credential authorizes the holder to teach the subjects named on the credential in courses organized primarily for adults. In addition, the holder may serve as a substitute in courses organized primarily for adults for not more than 30 days for any one teacher during the school year. Designated Subjects Adult Education Teaching Credentials are issued to individuals who meet the requirements listed below and are recommended by a Commission-approved program sponsor.

Requirements for the Preliminary Credential 

1. Three years of experience and/or education directly related to each subject to be named on the credential. (see Terms and Definitions for information regarding the experience requirement for general subjects or the section ACADEMIC SUBJECTS THAT MAY BE LISTED ON A CREDENTIAL for information regarding the education requirement for academic subjects)

2. High school diploma requirement by one of the following methods: a. High school diploma b. Diploma based on passage of the GED Test c. Foreign equivalent of a high school diploma

3. Satisfy the basic skills requirement. See Commission program leaflet CL-667, entitled Basic Skills Requirement for additional information. Applicants for the Adult Credential in general subjects (see chart later in this leaflet) are exempt from the basic skills requirement.

4. Verification, signed by the Commission-approved program sponsor, that the applicant has been apprised of the requirements for both the preliminary and clear credentials, including the requirements of the program of personalized preparation

5. Completed application (form 41-4)

6. Completed Live Scan receipt (41-LS), verifying fingerprints have been taken and fees have been paid, unless fingerprint clearance is already on file at the Commission

7. Application processing fee

8. Recommendation by a Commission-approved program sponsor

Requirements for the Clear Credential

Individuals must satisfy all of the following requirements:

1.  Possess a valid California Preliminary Designated Subjects Adult Education Teaching Credential (three year or five-year)

2.  Commission-approved program of personalized preparation 

3.  Two years of successful teaching on the basis of the Preliminary Designated Subjects Adult Education Teaching Credential in the subject(s) listed on the credential. This is defined as teaching of a minimum of one course in each of four terms within the three-year period of validity of the preliminary adult education teaching credential

4. U.S. Constitution requirement by one of the following methods: a. Complete a course (at least two semester units or three quarter units) in the provisions and principles of the U.S. Constitution. Submit a photocopy of the course description for evaluation purposes. b.   Pass an examination in the provisions and principles of the U.S. Constitution given by a regionally accredited college or university

5. Health education, including, but not limited to, the study of nutrition; the physiological and sociological effects of abuse of alcohol, narcotics, and drugs, and the use of tobacco. This requirement must also include training in cardiopulmonary resuscitation (CPR) that covers infant, child, and adult CPR skills.

6. Computer-based technology, including the uses of technology in educational settings

7. Completed application (form 41-4)

8. Application processing fee 

9.  Recommendation by a Commission-approved program sponsor

NOTE:  Adult Ed covers a broad array of subjects and requirements for these teaching these subjects vary.

Requirements for Teaching ESL

English as a Second Language is one of the biggest programs in Adult Education.  Let's take a look at those requirements.

A bachelor’s degree or higher completed at a regionally-accredited college or university to include a degree major, certificate, or completion of 20 semester units or 10 upper division semester units in one or any combination of the following: Teaching English as a Second Language (TESL) Teaching English to Speakers of Other Languages (TESOL) Second Language Acquisition Language other than English Linguistics Bilingual/Bicultural studies.

Credential Programs

Credential programs vary - some are excellent and some not so good.

San Francisco State University

I got my credential at San Francisco State University.  It was an excellent program. During the years of cuts and closures, SFSU stopped offering the credential program.  Not surprising - Adult Ed barely survived the devastation of those years.  Over 70 Adult Schools closed and all were cut.  There were virtually no jobs available in Adult Ed.  And when it did emerge, in emerged in a new form - with a narrowed mission, a new focus (workforce), and with emphasis on "performance."

SFSU offers a Masters in Education with a Concentration in Adult Education - which looks to be a very good program.  Dr. Doris Flowers is one of the Graduate Advisors and I can attest to her excellence in both teaching and depth of knowledge in the field.  I studied with her at SFSU.

(Blog author writing this ---  who studied at SFSU --- Cynthia Eagleton)

No More Adult Ed Credential at SFSU So Let's Look at LA

But no more designated subjects credential at SFSU so let's look at Los Angeles - a region in huge need of Adult Ed and home of the biggest Adult School in the state.  Here is the coursework offered by the Los Angeles County Office of Education for a Designated Subjects Credential. 

On-Line versus In-Person Credential Programs

NOTE:  The coursework offered by LACOE appears to be somewhat similar in content to what I took at SFSU - but the courses are offered online in a partnership with the University of San Diego.  Having both taken and taught both online and in-person classes, I am of the opinion that when it comes to learning how to teach, at least some of the coursework should in-person.  Part of learning how to be a good teacher is being a student in a class about good teaching taught by a skillful teacher, talking about what works and what doesn't with real people in real time.  There's no substitute for it.   (Opinion mine - Cynthia Eagleton)

The LACOE Designated Subjects Adult Education (AE) Credential Program includes the following:

Early Orientation Modules 1-6 and Professional Development Modules 7 & 10 (complete within thirty days) Candidates begin the program by completing the free, self-paced, online Early Orientation training modules  1-6 as well as the free Professional Development modules 7 & 10. Applicants must complete the eight modules within thirty (30) days of receiving the email instructions from the DS Credentials Coordinator.

Required Coursework (after completion of the EO/PD modules):

Foundations of Classroom Management, 3 semester units ($600) 
Foundations of Curriculum, 3 semester units ($600) 
Foundations for Teaching Adult Learners, 3 semester units ($600) 
Teaching Portfolio, 2 semester units ($350) 
Health Education for Teachers, 2 semester units ($350)
Total Program Units and Fees: 11 semester units (Total $2425)*

LACOE provides the credentials coursework in partnership with the University of San Diego (USD). Courses are offered online. Course sequence and descriptions are as follows: 

FIRST COURSE: Foundations of Classroom Management Candidates will continue to build on effective instructional strategies learned in the EO/PD modules for getting started in the classroom.  The course will focus on developing classroom management strategies to achieve positive learning outcomes and address safety issues to ensure an effective learning environment. Other topics include an overview of CTE, lesson mastery, and education resources. Candidates will review the program requirements for the clear credential and learn strategies for obtaining teaching positions. 

SECOND COURSE: Foundations of Curriculum Candidates will explore key websites for curriculum planning and development of course outlines, syllabi, and lesson plans using the K-12 Content Standards and the CTE Standards.  Development and use of student assessments tied to standards-based instruction will be studied. Candidates will focus on the effective use of technology to support and enhance classroom instruction. 

THIRD COURSE: Foundations for Teaching Adult Learners This course provides candidates with an understanding of how to become an effective teacher of adults. Building upon the Adult Learning Theory module completed in the Early Orientation, candidates will study the andragogy and principles of teaching adults along with key concepts that inform teaching practices. Strategies for teaching to a diverse group of adult learners will be provided including differentiated instruction techniques. 

FOURTH COURSE: Teaching Portfolio This culminating course will enable candidates to provide evidence through an e-portfolio of their knowledge and skills as an effective CTE teacher. 

FIFTH COURSE:  Health Education for Teachers This course provides information on legal mandates for teachers and strategies for promoting healthy choices for students. The course may be taken concurrently with any other courses. 

*Subject to change. Please go to and then Credential Program for course schedules and fees.

Keep - Change - Throw Away

So that's some basic info - very basic info - about Adult Ed credentials.

There is much more to discuss:   The value of credentials.  What they signify.  How credentialing programs could or should be improved.  The reality of jobs - plentiful, scarce, good, bad - teaching in Adult Ed in California - in Adult Schools or at Community Colleges.  And much, much more.

What are you thoughts?  Keep, change or throw away the credential and/or these programs?

Please weigh in through the comment box or by writing a guest post for the blog.  If you are interested in writing a guest post, please contact me, Cynthia.

Perspective: Jean MacDonald on Credentials

The LAO - the Legislative Analyst Office - recently came out with a Report on Adult Education.  The report was posted on Adult Education Matters Facebook page.  Several readers responded.  With permission, here is Jean MacDonald's response (below the pertinent recommendations from the LAO Report.).

The LAO Report's Recommendations on Credentialing
"No Longer Require Adult School Instructors to Hold a Credential.
We recommend the Legislature amend statute so that individuals no longer need a teaching credential to serve as instructors at adult schools. By aligning qualifications for instructors, instructors could readily teach adult education courses at both community colleges and adult schools. Moreover, the change could help adult schools in hiring teachers. If the state has concerns about the quality of adult education instructors, it could encourage consortia to provide professional development as needed." - From the 2018 LAO Report on Adult Education…/2018-19-Adult-Education-Analysis-021518…

"Adult Education Instructors Held to Different Qualification Requirements.
Despite teaching similar content, instructors from community colleges and adult schools are subject to different minimum qualifications for employment. Whereas both community colleges and adult schools generally require instructors to have a bachelor’s degree or higher, statute places higher requirements on adult school instructors. Specifically, adult school instructors also must have a state-approved teaching credential. This inconsistency results in instructors who can teach at one segment but not the other. It also can make hiring instructors at adult schools more difficult than at community colleges."
From the 2018 LAO Report on Adult Education

Jean MacDonald responds:

This letter is in response to the latest attack on adult ed and its credentials, and the LAO proposals.

To my knowledge, in order to acquire a preliminary adult ed credential, the demands: paperwork, a CBEST, NO bachelor's degree and enrollmen
t in a State-approved program. UC Berkeley is on the list for example. Its program is 10 units total. Eight units are online, one is an orientation, and the other is student-teaching on-the-job. The whole program is 10 hours (One unit is 1 hour of coursework). This can be done in optional 3-5 years while teaching. Yes indeed, ten hours must be done within 3 to 5 years. Apparently, the report states this too burdensome. I disagree. ESL does require a BA. though.

Also, the report claims it is easier to get a job in a community college. Conversely, in my experience, if you want to work at Los Medanos, Diablo Valley, Las Positas.or Solano Community Colleges in ESL, you must have a minimum of a Master's in Applied Linguistics, TESOL, or the equivalent for part-time, and a PhD or equivalent for full-time tenure track.This is hardly easier than the adult ed credential requirements above. These two degrees are very time- and effort-consuming (expensive too) as opposed to NO degree required by the CTC for the adult ed credential. I think this should be looked at again. It is simply not factual.

Moreover, most teaching jobs in adult ed, although capped at around 19.5 hours, are more "stable", even as part time because they reoccur. Whereas, at a community college, the classes differ from one semester to the next. You find yourself more at-will. The report says the opposite.

Personally, I worked as an adjunct 4 years at Los Medanos College teaching different courses, classes, hours and was never called back again since. I have an MA in Ed, and have worked at my current positions in adult schools, part-time only, for 16+ years. I'm maxed out on the salary scale, at-will, no benefits, denied other open positions- dead-end/frustrated. I am told I won't be hired full-time for budget reasons. I want it known now so the situation can be improved.

From working in 4 different adult schools, I know they cap 90 % of their teachers, arbitrarily, at around 19.5 hours or so, regardless of the need, to save districts money (This info is easy to find in WASC reports). They claim they have none in the budget (not according to public websites). I have been told this for years. Dstricts have millions in reserves. So why are we still being short-changed a living-wage? The report does not address this. The sweat is on our backs as we do all the teaching.

Consequently, teacher-strapped administrators may then ask the same part-timers to refer friends to teach. They may leave flyers out daily for the incoming public to advertise the need for part-time teachers. Maybe the students know people. We would like more hours, but tough luck. Instead, classes are cancelled or doubled-up daily, no teacher or sub. signs on the door. We have to then run to 2 or 3 other districts, often the same day, part-time in each, no benefits anywhere- even though the money comes from the same originating sources, the AEBG, WIOA, the CDOE. And there seems to be plenty of it for everyone but us teachers: Secretaries, janitors, principals, non-teaching staff, TOSA's, consultants, even Board members may have comprehensive contracts and benefit packages. Adult Ed unfairly-made-to-be part-timers get none of it. We get all the hard work.

Morover, the adult ed teaching shortage is further aggravated when HRs don't advertise properly on EdJoin. They don't describe the working hours, or give adequate job descriptions (avoiding the facts- unpaid prep, extra unpaid administrative duties, no CA ED Code protections, at-will, etc.)The ads just say, "continued posting, ongoing opening, pool, no medical benefits, hourly, some mornings, hours vary." Who wants to apply for that uncertainty? Many don't. Many are not advertised at all. There are instances of backdoor-hiring. Since full-time jobs are so scarce, inside buddy-hiring has existed, which might not result in the best teachers for students. Actual result, you are left hopeless and look to leave the field. It happened to me. The proposed bill does not say anything to stop this.

As for letting the consortia handle professional development, that would be disastrous. A principal may cut your already-bargained-for PD Day to half for speaking up and being assertive in your union. The same principal may also be a consortium director-voter with other non-union adult ed school principals. Most adult schools do not enlist us in their unions- complaints about it ignored (another matter). The same consortia are headed by these types of principals from local adult ed schools.They may act like dictators fighting teachers tooth and nail at the bargaining table; They then have voting power of the AEBG and WIOA funding. Don't let the consortia be in charge of PD, please. Principals have wielded too much power against us.

Upper- mangement fights us too. An excuse I have heard is, "You want to work part-time. That is why we chose adult ed." It is like that all over the state." A "Wall of Shame." now exists for adult ed made-to-be part-timers. The same managers may make $160,000- $240,000+ minimums in salaries and benefits (Transparent The LAO may want to examine such stratifications in public personnel pay and benefits. I think it needs to be considered before any policy change is made. Otherwise, I fear the grant money will be wasted on lining executives' pockets. Their salaries and pensions are huger and huger public expenditures (Transparent We are broke, on food stamps, MediCal, homeless, etc. Various news articles have reported adjunct teachers' hardships. We must consider changing this.

There are many more pertinent and valid reasons why teachers have fled adult ed. They are not because of credentialing requirements. Eliminating credentials will dismantle, gut and further destroy quality teaching for good. Legal swindle complete. Sorry students. You don't matter because your teacher doesn't. Teaching-quality so obviously ill-considered, walk away, drop out, stay unskilled, be unemployed, don't speak English, go to prison, get public assistance. On the upside, principals, vice principals, superintendents, assistant superintendents and their school budgets will be richer.

Top-down systems need to change to more democratic ones. We the made-to-be-part-time adult ed teachers are more important. Spend the money on us. Change the Bill to prevent the above issues from continuing to happen to us and the students.

In all certainty, keep the measely 10-hour requirement, CBEST, fingerprinting-minimal professionalism of the field. Use at least some of the available money to make full-time adult ed instructors' jobs attractive to qualified people with the highest qualifications possible. We are completely left out all around. Teachers in adult ed have put the time in, got degrees, have student loans, families to support, bills to pay, like janitors, secretaries, principals, etc. They can't do it on a part-time basis. Sharing is caring. We care. Won't you?

I hope to see you on April 9 in Sacramento. I will be telling my story to legislators on committees.

Jean MacDonald, thank you for sharing your knowledge, wisdom and invitation to action. 

AEM welcomes Perspective pieces.  If you would like to share yours, contact Cynthia.

For more information about the April 9th rally hosted by CCAE, go here.

Adult Education RallyMonday, April 9, 2018
1:00 p.m.-3:00 p.m.
Capitol Building, West Side
Sacramento, California

Students are welcome to join.