Developing Meaningful Workplace Curriculum

Our workplace education students at the Seaport Hotel and World Trade Center (Seaport) are some of the lucky ones who have an employer who recognizes their potential for growth. Twice a week for a total of four hours a week, employees come to one of two workplace ESOL classes on 100% paid release time. The Seaport’s conference room becomes a learning community where students generate ideas, support each other, and try out new skills. The students come from all walks of life with a range of educational backgrounds, job titles, English literacy, and communication abilities, but they all share one workplace. The shared workplace context is the primary source for the classroom content.

As workplace teachers, we have the responsibility to create curricula and learning opportunities that meet the needs, goals, and aspirations of our students, as well as those of the employer. Prior to starting these classes, we conducted a workplace needs analysis which uncovered specific strengths and challenges at the business that we might address through an educational program. A full range of stakeholders, from potential students to supervisors to managers, contributed rich information. Two-and-a-half years in, what we learned through that process still informs our planning. In addition, what we continue to learn now in the classroom, from our students and in meetings with other Seaport stakeholders, helps us to more specifically respond to emerging student and workplace needs.

When we create customized curricula, there has to be a feedback loop that involves the learners in the process. Site-specific workplace topics at the Seaport such as accessing job shadowing opportunities, reading a banquet event order, or engaging with guests form the basis for the curriculum, around which we create units of instruction. But how our students use and relate to these topics in actual practice informs the path of instruction we ultimately follow. For example, I planned a unit using the students’ mobile payroll application to find and understand their accrual balances. Students walked me through the app, tallying their data, and explaining what it meant. It was a challenging lesson and students pushed themselves beyond their comfort zones. The lesson was a success because as a result, students more fully understood their accruals. In the process, I discovered that students really wanted to practice asking a supervisor to reconsider granting them a particular day or week off. In response, we created a fun and lively lesson practicing meaningful dialogues, which is an example of why adults benefit from participating in their own learning.

To hear from the employer, we meet regularly with a Seaport planning team of supervisors, managers, student representatives, and human resources staff. Their involvement ensures that the curriculum stays relevant and contributes to the success of the program. Team members weigh in with new Seaport initiatives or activities that our students may need to understand, such as an updated health insurance enrollment packet. We call on them to visit the classroom to field students’ questions or to give us the latest iteration of a workplace document. They can explain work processes to us. Through this relationship, they understand what we are trying to accomplish in the classroom and notice the students’ progress whether it is speaking up more confidently or helping a co-worker. Just recently, the Executive Pastry Chef told me that one of my students goes out of his way to say hello to her now when a year ago he tried to avoid her at all costs! Small changes like this contribute to a well-run workplace.

With more than 37 million adults without a high school diploma and more than 12 million adults without English proficiency(1) in the US, workplace education can play a role in reaching this population while at the same time helping employers retain and build the skills of their employees. With customized curricula, employers can be assured that the time in the classroom is well spent. Among Seaport employees who responded to a survey to evaluate the program, 100% indicated that the classes had helped them both on the job and in their personal lives.  See our photo story Double the Value: Workplace Education in Boston’s Seaport District for a look inside our program at the Seaport.

Making a Living in Adult Education? Working Conditions in the Field

By Kathleen O’Connell and Sally Waldron

AEFL Week LogoIn recognition of Adult Education and Family Literacy Week, we now turn our attention to the working conditions of adult education teachers and the economic challenge of staying in the field. We could just as easily look at the working conditions of advisors or counselors, many of whom face similar challenges.

Both of us have worked in adult education for many years. We’ve made a living by piecing together teaching jobs, directing programs, and writing grants.  Sally was the VP of the U.S. Division of World Education and teaches math at her neighborhood program. Kathleen is the Workplace Education Program Coordinator for World Education and also teaches an ESOL class at another program. We love the work. Recently, however, each of us has found ourselves discouraging a friend’s interest in working in the field.  The conversation goes like this:

I’d love to become an ESOL (an adult ed, a math) teacher. 

Really?  You might want to think about this some more. Do you need a full-time job?  Do you need to support yourself and your family?  It’s hard to find full-time work, so you’ll need to piece together several part-time jobs at different programs.  You probably won’t get benefits – no paid sick, vacation, or holiday time; no health insurance.  Most of your prep time won’t be compensated.  The hourly wage isn’t great, either. And then there’s the travel time between jobs. I love teaching adults, but this is a hard way to make a living if you need to support yourself and your family…

We know that teachers have a huge impact on student learning. We know that adult learners, like younger learners, need and deserve excellent teachers.  In recent years, the adult education field has developed both content and professional standards, and adult education teachers have been asked to meet these standards.  The goals of these standards are increasing teacher effectiveness and student learning.

So, on the one hand, in Massachusetts and in other states, teachers are supported through professional development to strengthen their practice to align with the standards.  While, on the other hand, teacher salaries and working conditions haven’t changed to reflect these increasing demands. The vast majority of people who work in adult education are (still) part-time.  According to national statistics for FY15, 80% of adult education teachers are part-time.  Salaries vary by state and by program.  In Massachusetts, where we work, the state-supported part-time salary is $26.65 per hour.  Preparation is compensated at a ratio of one hour of paid prep time for every two hours of teaching time (1:2).  If you teach six hours per week, you’re paid for nine hours.  But, how long does it actually take to plan and prepare two three-hour classes that align with the CCR Standards? How long does it take to differentiate instruction to meet the needs of students at varied levels?  How long does it take to go over homework from the previous class?  How long does it take to accurately track student attendance and progress?  In our experience, the time it takes to plan, prepare, teach, and follow up on six hours of classroom time per week is more like 15 hours per week.  In addition, teachers need to be able to meet with their colleagues to share materials, investigate effective teaching approaches, and problem solve around struggling students.  Teachers also need input into program decision-making. And this is at one part-time job; what if you have several?

So, what should teaching jobs in adult education look like?  The answer to this question is pretty much based on common sense.  Here’s what Cristine Smith, Judy Hofer, and Marilyn Gillespie recommended in their 2001 Focus on Basics article.

  1. Access to resources that affect how teachers do their jobs, including classroom and program facilities and access to materials and technology;
  2. Access to professional development and information, including access to written and electronic materials that helps them better understand their classrooms, their programs, and their field;
  3. Access to colleagues and program directors, allowing teachers to meet with, talk to, and get feedback from those within their program, their state, and in the larger field of adult basic education;
  4. Access to decision-making that allows teachers to participate in helping to improve the quality of services that learners receive, particularly through program policies and practices; and
  5. Access to a “real” job, including sufficient working hours to complete all of the teaching, program, and other tasks required of teachers; paid preparation and professional development time; stability; and benefits.

Similarly, in 2007, the Massachusetts Coalition for Adult Education developed Standards for Quality Working Conditions in ABE/ESOL Programs.  You can access the MCAE Standards here.

What progress are we making toward reaching these standards? For the most part, not much.  Some progress in some places, but not enough. When will adult education teachers demand and receive the working conditions that they deserve?  When will funders and policy makers support sustainable jobs that recognize ABE staff as professionals?

World Education and Seaport Hotel and World Trade Center Partner to Offer English Classes

Thanks to an exciting partnership between World Education and Boston’s Seaport Hotel and World Trade Center, 22 Seaport team members have begun taking ESOL classes through a new workplace education program called English for Seaport Team Members.  The classes are the result of the collaborative workplace planning process between World Education and the Seaport Hotel and World Trade Center which resulted in funding through a Massachusetts Department of Elementary and Secondary Education (ESE) workplace education grant. The team members/students attend one of two levels of classes twice a week on paid release time provided by the Seaport Hotel and World Trade Center. They will improve their English skills in contextualized classes while engaging in workplace-related topics such as understanding co-workers and supervisors and writing business emails. Working closely with World Education Coordinator Kathleen O’Connell, Seaport students, managers, and supervisors provide input into curriculum so that instruction directly connects to workplace needs and builds team member’s capacity to more effectively do their jobs and grow their careers, while also contributing to the quality of service provided to Seaport guests.

Students participate in an class activity in the World Education "English for Seaport Team Members" project.
Students participate in a class activity in the World Education “English for Seaport Team Members” project.

The World Education team working on this project continues to be impressed by the level of commitment and support that the Seaport management team has invested into this project and their team members.  We are gratified that our collective efforts have led to an ESE grant, which will allow us to provide classes for team members for up to two and a half years.

Kathleen O’Connell is the Workplace Education Coordinator and Instructor at World Education, Inc.