These tools are intended to assist managers and instructors in planning for and designing new Adult Career Pathways courses.
Adult Career Pathways Course Design Outline
This outline is intended as a tool for programs designing or modifying courses anywhere along an Adult Career Pathway. The outline provides a way for the instructor / curriculum writer to centralize and organize information for the delivery of the course, after the delivery of the course, and/or for sharing with other teachers or programs interested in using the curriculum.
Adult Career Pathways Curriculum Review Rubric
This rubric was developed by ATLAS, in consultation with its 2016-17 Transitions PD Advisory Group. It has been used to review adult career pathways (ACP) course curricula for inclusion in this ATLAS ACP online resource library. The results of the review are detailed in the summary page for each curriculum, which notes pluses and drawbacks.
The rubric can be used by an ABE program to review/evaluate its own adult career pathways course curricula and/or to review ACP curricula from other sources for potential use. It also provides a useful guideline for best practices in ACP course curriculum design.
See also the ACP Course Design Outline, based on the rubric, which provides detailed guidance on designing and documenting ACP curricula for use in the ABE field.
Budgeting Guidelines for ACP Course Development
In any adult career pathways program, adequate time should be planned and compensated for development of course curriculum by an ABE instructor. This document is intended to give those budgeting for curriculum development projects some guidance in the tasks, time, and accompanying compensation involved in this critical and complex work. (Note: This document pertains primarily to courses delivered solely by ABE. A similar approach should be taken for an integrated instruction course, with an ABE and CTE instructor co-teaching, but may look a bit different.)
Learning Task Formats
A learning task format is a routine structure for activities and tasks that provide practice of lesson content. Establishing consistent learning task formats creates predictability and a foundation for success for learners. Consistent learning task formats can also simplify instructor preparation of lessons. An example is using a consistent set of activities for mastering new vocabulary.
Basic guideline: When teaching new content, use a familiar learning task format. When introducing a new learning task format, use familiar content. Be patient. Any new, unfamiliar learning task format will likely be challenging for learners. The beauty of using them consistently is that over time students do in fact become proficient at the learning process, and can in turn assist new or struggling students with the task itself. It gives a high sense of competence to master how we are learning things.