{"schemaVersion":"1.0","exportedAt":"2026-05-15T12:39:48.087Z","occupation":{"soc":"25-3011.00","title":"Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors","group":"Educational Instruction & Library","sector":"61","jobZone":4,"jobZoneInferred":false},"framework":{"version":"v.26.05","description":"","contextCovered":"This framework covers instructional practice in adult basic education, adult secondary education, and English as a Second Language programs, spanning entry-level classroom support through organizational leadership and policy influence in community-based and institutional adult learning environments.","levels":{"emerging":{"label":"Emerging","statements":["Lesson objectives — establish and communicate in writing to adult learners at the start of each instructional unit in a basic education classroom.","Classroom materials and physical space — prepare and arrange under supervisor guidance before scheduled class activities in an adult learning center.","Student work samples — observe and record basic progress notes using program-provided templates in a structured ABE or ESL setting.","Instructional methods — apply assigned lecture and discussion techniques under direct mentor feedback during initial classroom placements.","Individual student characteristics — identify observable qualifications, interests, and limitations by conducting structured intake observations in an adult education program.","Reading comprehension strategies — introduce foundational techniques to low-level adult learners using program-approved materials in a supervised classroom.","Office suite and presentation software — use to prepare basic instructional handouts and slide decks for adult secondary or ESL lessons.","Active listening practices — demonstrate during one-on-one student conferences to capture learner concerns and relay them to supervising instructors.","Further education pathways — introduce available learning opportunities to students by sharing program-provided resources in a group orientation session.","Balanced instructional activities — assist in planning and delivering observation, questioning, and practice segments within a co-taught adult education class."]},"developing":{"label":"Developing","statements":["Student progress — evaluate routinely using formative assessments and provide targeted written and verbal feedback across ABE, secondary, and ESL course levels.","Teaching methods and instructional materials — adapt independently to address varying learner needs and ability levels within a multi-level adult education classroom.","Unit and lesson objectives — design aligned to program standards and communicate clearly to diverse adult learner cohorts with limited supervision.","Balanced instructional programs — plan and conduct independently, integrating lecture, demonstration, discussion, and hands-on investigation within a weekly course schedule.","Computer-based training and multimedia software — select and integrate into lessons to support differentiated instruction in an adult literacy or ESL program.","Learner qualifications and interests — assess systematically through observation and informal interviews to inform individualized instructional decisions in an ongoing course.","Learning strategies — model and teach to adult students persisting through challenging reading and writing tasks in a secondary education preparation program.","Time management practices — apply when juggling simultaneous responsibilities including lesson planning, student conferencing, and program reporting in an adult education center.","Written communication skills — develop in students by designing scaffolded writing tasks appropriate to GED preparation or intermediate ESL proficiency levels.","Student perseverance and goal-setting — foster through regular encouragement conversations and structured reflection activities that prepare adults for post-program educational transition."]},"proficient":{"label":"Proficient","statements":["Complex learner needs — diagnose and resolve autonomously by applying critical thinking and problem-sensitivity across mixed-ability adult education cohorts without supervisory direction.","Full instructional scope — deliver independently across ABE, adult secondary, and ESL program levels, flexibly shifting methods based on real-time learner response.","Non-routine student challenges — address through nuanced judgment and decision-making, drawing on deep knowledge of English language acquisition and adult learning theory.","Individualized and group instruction — design and execute simultaneously, balancing small-group differentiation with whole-class activities in a high-enrollment adult learning program.","Inductive and deductive reasoning tasks — scaffold explicitly for adult learners preparing for equivalency examinations or workforce entry in a secondary education program.","Technology integration — curate and deploy web-based, multimedia, and computer-based platforms strategically to meet diverse modality needs across an adult education curriculum.","Social perceptiveness — apply continuously to detect shifts in student motivation, cultural dynamics, and interpersonal tensions, adjusting classroom climate interventions accordingly.","Oral expression and speech clarity — model and coach systematically in ESL and oral communication modules, providing detailed corrective feedback tied to learner proficiency benchmarks.","Program-wide instructional continuity — coordinate with colleagues and administrators to ensure cohesive learning sequences across course levels in an adult education department.","Evidence-based instructional improvement — gather, analyze, and act on student performance data to refine lesson design and intervention strategies across a full program cycle."]},"advanced":{"label":"Advanced","statements":["Instructional vision and standards — establish program-wide pedagogical direction for ABE, GED, and ESL tracks, aligning curriculum frameworks to state and federal adult education mandates.","Emerging instructors — mentor and evaluate systematically, designing onboarding experiences and ongoing coaching structures that build departmental teaching capacity across an adult education organization.","Curriculum architecture — lead the design and periodic revision of scope-and-sequence documents, ensuring vertical alignment and rigor across all program levels and modalities.","Complex institutional challenges — resolve by applying advanced judgment, negotiating across stakeholder groups, and modeling adaptive leadership within a large adult education or workforce development system.","Professional learning community — cultivate among instructional staff by facilitating collaborative inquiry cycles, peer observation protocols, and data-driven reflection sessions at the organizational level.","Strategic technology adoption — evaluate, advocate for, and oversee implementation of enterprise-level educational software and learning management systems that serve diverse adult learner populations at scale.","Equity and access frameworks — champion by developing policies and instructional support structures that reduce systemic barriers for historically underserved adult learners across program sites.","External partnerships — negotiate and manage with community colleges, workforce agencies, and social services to create articulated pathways that extend learner opportunity beyond the immediate program.","Organizational performance — monitor through multi-metric accountability systems, translating program-wide outcome data into strategic recommendations for administrators, funders, and policy stakeholders.","Field-level knowledge — contribute to by presenting research-informed practices at professional conferences, authoring program evaluation reports, and shaping regional adult education policy conversations."]}}},"sources":{"onet":"v30.2 (CC BY 4.0)","crosswalk":"https://skillscrosswalk.com","generator":"LER.me"},"attribution":"© EBSCOed"}