Sistema Universitario Ana G. Méndez School for ... 630 DLP... · Portafolio ... Los estudiantes presentarán una noticia o anuncio sobre alguna de las leyes a favor del programa

Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

ADED 630

LEADERSHIP IN ADULT EDUCATION PROGRAMS

LIDERAZGO EN PROGRAMAS DE EDUCACION DE ADULTOS

© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.

© Ana G. Méndez University System, 2008. All rights reserved

ADED 630 Leadership in Adult Education Programs

Prep. 2008. Fidel R. Távara, M.Ed.

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TABLA DE CONTENIDO/TABLE OF CONTENTS Página/Page

Prontuario ............................................................................................................. 3

Study Guide ........................................................................................................ 12

Taller Uno/Workshop One .................................................................................. 20

Taller Dos/Workshop Two .................................................................................. 24

Taller Tres/Workshop Three ............................................................................... 28

Taller Cuatro/Workshop Four ............................................................................. 31

Taller Cinco/Workshop Five ............................................................................... 35

Anejo A/Appendix A............................................................................................ 39

Anejo B/Appendix B............................................................................................ 43

Anejo C/Appendix C ........................................................................................... 45

Anejo D/Appendix D ........................................................................................... 46

Anejo E/Appendix E............................................................................................ 49

Anejo E1/Appendix E1 ........................................................................................ 51








Anejo F/Appendix F ............................................................................................ 61

Anejo G/Appendix G ........................................................................................... 62

Anejo H/Appendix H ........................................................................................... 64

Anejo I/Appendix I .............................................................................................. 66

Anejo J/Appendix J ............................................................................................. 68

Anejo K/Appendix K............................................................................................ 69

Anejo L/Appendix L ............................................................................................ 70

Anejo M/Appendix M .......................................................................................... 71

Anejo N/Appendix N ........................................................................................... 73



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PRONTUARIO

Título del Curso: Liderazgo en Programas de Educación de Adultos

Codificación: ADED 630

Duración: Cinco semanas o según aplique

Prerrequisito: Ninguno

Descripción:

Estudio de los principios de liderazgo necesarios para el manejo de programas de

adultos en una variedad de contextos. Examen de los métodos para establecer

programas eficaces de educación de adultos y los procedimientos incluidos en el

mercadeo, diseño, organización, manejo de las operaciones y de los recursos

humanos, físicos y fiscales de las organizaciones de educación de adultos.

Análisis del establecimiento de políticas y procedimientos para lograr los objetivos

de los programas de educación de adultos dentro de los requisitos federales y

estatales.

Objetivos Generales

1. Capacitar al futuro administrador escolar en el dominio, conocimiento y la

aplicación de prácticas gerenciales aplicadas al Programa de Educación de

Adultos y sus retos del siglos XXI y que le facilite ser tecnológicamente

competente.

2. Analizar las teorías organizacionales que conduzcan a la solución de

problemas educativos de la educación del adulto, facilitando de este modo el

logro de las características generales de la Andragogía.

3. Conceptualizar adecuadamente las tareas del administrador educativo de

acuerdo con la visión del Programa de Educación de Adultos del

Departamento de Educación de los Estados Unidos y la ley Pública Federal

105-220 “Workforce Investment Act, Title: Adult Education and Family Literacy

Act.”



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Textos y Recursos

Merriam, S., & Brockett, R. (2007). The profession and practice of adult education:

An introduction. San Francisco, CA: Jossey-Bass.

Caffarella, R. (2002). Planning programs for adult learners: A practical guide for

educators, trainers, and staff developers. (2nd Ed.). San Francisco, CA:

Jossey-Bass.

Ubben, G., et al. (2007). The principal: Creative leadership for excellence in

schools. (6th Ed.). Boston, MA: Allyn and Bacon.

Bagin, D., et al. (2007). The school and community relations. (9th Ed.). Boston, MA:

Allyn and Bacon.

Referencias y material suplementario

Távara, F., & Báez, M. (2007). Portfolio assessment. Orlando, FL: Ana G. Méndez

University System.

Evaluación

Asistencia y participación en clase ............................................................... 50 pts.

Ensayo expositivo......................................................................................... 20 pts.

Presentación de una noticia o anuncio ......................................................... 10 pts.

Línea del tiempo ........................................................................................... 10 pts.

Portafolio ...................................................................................................... 50 pts.

Informe escrito de la entrevista .................................................................... 20 pts.

Collage ......................................................................................................... 10 pts.

Mesa redonda .............................................................................................. 20 pts.

Presentación oral del proyecto final.............................................................. 10 pts.

Informe escrito del proyecto final .................................................................. 96 pts.

TOTAL ........................................................................................................ 296 pts.

Descripción de la evaluación

• Asistencia y participación en clase (Talleres 1 – 5 )

o La asistencia y participación en todas las clases es obligatoria y tendrá una

puntuación de diez (10) puntos por cada taller. Además, por cada día se

sumará la puntuación correspondiente a los siguientes criterios:

� Demostrar dominio de los temas discutidos en clase.



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� Cumplir con las tareas asignadas en la clase.

� Participar y cumplir con trabajo colaborativo.

� Demostrar destrezas de comunicación verbal adecuadas.

� Puntualidad en la entrega de los trabajos.

Es requisito asistir a todos los talleres para aprobar el curso. Las ausencias

afectarán su nota final (3 puntos por asistencia y 7 puntos por participación en

cada taller).

• Ensayo expositivo (Talleres 1 y 2).

o Los estudiantes redactarán dos ensayos expositivos sobre:

� La escuela de adultos como una organización social (Taller 1). En

inglés.

� Un artículo proporcionado por el facilitador relacionado al contenido

del Taller 2. En español.

o Se seguirán las reglas del estilo APA (5ta. Edición).

o El ensayo se entregará al inicio de los Talleres Dos y Tres.

o Esta asignación se evaluará utilizando el Anejo A .

• Presentación de una noticia/anuncio (Taller 1)

Los estudiantes presentarán una noticia o anuncio sobre alguna de las leyes a

favor del programa de educación especial. Esta asignación se evaluará usando

el Anejo B .

• Línea del tiempo (Taller 1)

Los estudiantes elaborarán una línea del tiempo en la cual presentarán los

eventos y defensores más importantes del programa de educación de adultos

a través de la historia. Esta asignación se evaluará usando el Anejo D .

• Portafolio (Talleres 1 – 5)

o Todas las asignaciones escritas, juntas con la selección del trabajo hecho

durante el curso, deberán ser colocadas en un portafolio y seguir

estrictamente las especificaciones de su elaboración ubicadas en los

Anejos Es .

o El portafolio se presentará dos veces durante este curso: La primera

evaluación (Taller 3) y la evaluación final (Taller 5).



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o El portafolio se evaluará utilizando el Anejo E8 .

• Informe escrito de la entrevista (Taller 2)

Los estudiantes entrevistarán a un profesional de educación especial siguiendo

las instrucciones del Anejo G .

• Collage (Taller 2)

Los estudiantes prepararán un collage que represente el contenido de los

temas asignados en este taller. Esta actividad se evaluará usando el Anejo H .

• Mesa Redonda (Talleres 2 y 4)

o Cada panel traerá a la discusión contenido relevante al tema asignado o

escogido y utilizará todos los recursos que le ayuden a su presentación del

tema a discutir (por ejemplo: ayudas visuales, libros, afiches, etc.)

o Cada panel podrá usar sus notas o leer pasajes cortos de lo que dicen los

investigadores sobre su tema asignado.

o Esta actividad se evaluará utilizando el Anejo I .

• Proyecto Final: Presentación oral e informe escrito (Taller 5)

o Cada grupo contará con 10 minutos para hacer una presentación oral de su

proyecto final Estudio de Necesidades y Organización Escolar.

o Se recomienda el uso de la tecnología para visualizar mejor la

presentación.

o La presentación oral se evaluará utilizando el Anejo L .

o Después de la presentación oral, los grupos entregarán al facilitador el

informe escrito de su proyecto final.

o El informe escrito se evaluará usando el Anejo M .

Curva Evaluativa

A = 100 – 90 B= 89 – 80 C= 79 – 70 D= 69 – 60

F= 59 o menos



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Descripción de las normas del curso

1. Este curso sigue el modelo “Discipline-Based Dual-Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado

para promover el desarrollo de cada estudiante como un profesional bilingüe.

Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que

el curso se ofrece 50% en inglés y 50% en español. Para mantener un

balance, el módulo debe especificar que se utilizarán ambos idiomas en el

quinto taller, dividiendo el tiempo y las actividades equitativamente entre

ambos idiomas. Si un estudiante tiene dificultad en hacer una pregunta en el

idioma especificado, bien puede escoger el idioma de preferencia para hacer la

pregunta. Sin embargo, el facilitador deberá contestar la misma en el idioma

designado para ese taller. Esto deberá ser una excepción a las reglas pues es

importante que los estudiantes utilicen el idioma designado. Esto no aplica a

los cursos de lenguaje que deben ser desarrollados en el idioma propio todo

en inglés o todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes

se preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador

evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el

trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes:

permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en

adición al trabajo a ser repuesto.

Toda tarea a ser completada antes del taller deberá ser entregada en la

fecha asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:



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o Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la

nota existente.

o Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a

dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales

es extremadamente importante pues no se pueden reponer. Si el estudiante

provee una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin

embargo, cada miembro de grupo deberá participar y cooperar para lograr un

trabajo de excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea

plagiado, copiado o presente trazos de otro será calificado con cero.

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes

proveyendo su correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber

una necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en

el salón de clases.

12. Todo estudiante esta sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de



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búsqueda y sitios Web que podrá utilizar para la bú squeda de la información

deseada. Entre ellas están:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o

añadir algunas de ser necesario.



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Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de

que, reflexionando a través de nuestras experiencias, podemos construir nuestro

propio conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos

mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender,

por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales

para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque

es el mantener una conexión entre los hechos y fomentar un nuevo entendimiento

en los estudiantes. También, intentamos adaptar nuestras estrategias de

enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a

analizar, interpretar y predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje

debe comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben

entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se

enfoca en los conceptos primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los

estudiantes utilizan para percibir el mundo y las presunciones que ellos hacen

para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio

significado, no sólo memorizar las contestaciones “correctas” y repetir el

significado de otra persona. Como la educación es intrínsicamente

interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer

del avalúo parte esencial de dicho proceso, asegurando que el mismo provea

a los estudiantes con la información sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.



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6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar

las múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



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STUDY GUIDE

Course Title: Leadership in Adult Education Programs

Code: ADED 630

Time Length: Five weeks or as applicable

Pre-requisite: None

Description:

This course studies the necessary leadership principles to manage adult program

in a variety of contexts. Examination of the methods to establish effective adult

education programs and procedures included in marketing, design, organization,

and management of operations and human, physical and fiscal resources of adult

education organizations. Analysis of establishment of policies and procedures to

achieve objectives of adult education programs in agreement of the federal and

state requirements.

General Objectives:

1. To train the future school administrator in the domain, knowledge and

application of managerial practices applied to Adult Education Programs and its

challenges in the 21st century and have him become technologically

competent.

2. To analyze the organizational theories that lead the future school administrator

to the solution of educational problems of adult education, facilitating the

accomplishment of the general characteristics of Andragogy.

3. To conceptualize properly the educational administrator’s tasks in agreement

with the vision of the Adult Education Program of the US Department of

Education and the Federal Public law 105-220 “Workforce Investment Act,

Title: Adult Education and Family Literacy Act.”.

Texts and Resources

Merriam, S., & Brockett, R. (2007). The profession and practice of adult education:

An introduction. San Francisco, CA: Jossey-Bass.



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Caffarella, R. (2002). Planning programs for adult learners: A practical guide for

educators, trainers, and staff developers. (2nd Ed.). San Francisco, CA:

Jossey-Bass.

Ubben, G, et al. (2007). The principal: Creative leadership for excellence in

schools. (6th Ed.). Boston, MA: Allyn and Bacon.

Bagin, D., et al. (2007). The school and community relations. (9th Ed.). Boston, MA:

Allyn and Bacon.

References and Supplementary Materials

Távara, F., & Báez, M. (2007). Portfolio assessment. Orlando, FL: Ana G. Méndez

University System.

Evaluation

Attendance and participation in class ........................................................... 50 pts.

Expository essay .......................................................................................... 20 pts.

News or Announcement presentation........................................................... 10 pts.

Timeline ........................................................................................................ 10 pts.

Portfolio ........................................................................................................ 50 pts.

Interview written report ................................................................................. 20 pts.

Collage ......................................................................................................... 10 pts.

Round table .................................................................................................. 20 pts.

Final project oral presentation ...................................................................... 10 pts.

Final project written report ............................................................................ 96 pts.

TOTAL ........................................................................................................ 296 pts.

Evaluation’s description

• Attendance and participation (Workshops 1 – 5)

o Attendance and participation in every workshop is mandatory. The student

will receive ten (10) points per workshop. The following criteria will also be

evaluated:

� Mastery of the material discussed in class.

� Completion of work assigned in class.

� Collaboration with their peers on assigned group work.

� Demonstration of proper verbal communication skills.



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� Turn in work strictly on time.

o Attendance is required to pass the course. Absences will affect your final

grade as follows: 3 points for your attendance and 7 points for your

participation in class.

• Expository essay (Workshops 2 and 3)

o Students will write two expository essays about:

� The adult school as a social organization (Workshop 1). In English.

� A research-based article provided by the facilitator in Workshop 2. In

Spanish.

o The essay should strictly follow the APA style (Workshop 3). In English.

o The essay will be submitted at the beginning of workshops 2 and 3.

o This assignment will be evaluated using Appendix A .

• News/Announcement presentation (Workshop 1)

Students will present news or announcement about a law related to adult

education programs. This assignment will be evaluated using Appendix B .

• Timeline (Workshop 1)

Students will draw a timeline with the major events and advocates of special

education programs in the U.S. history. This assignment will be evaluated using

Appendix D .

• Portfolio (Workshops 1 – 5)

o All self assessment and reflection written assignments, together with the

selection of work done during the course, will be assembled in a portfolio

strictly following the guidelines of portfolio elaboration in Appendices Es .

o The portfolio is should be submitted twice during this course: First partial

evaluation (Workshop 3), and final evaluation (Workshop 5).

o The portfolio will be evaluated using Appendix E8 .

• Interview Written Report (Workshop 2)

Students will interview a special education professional following guidelines

provided in Appendix G .



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• Collage (Workshop 2)

Students will make a collage representing the content of the assigned topics in

this workshop. This activity will be evaluated using Appendix H .

• Round table (Workshops 2 and 4)

o Every panel of experts will bring into discussion the content relevant to the

assigned topic and use all the resources that help the presentation of the

topic to be discussed (e.g. visual aids, books, posters, etc.)

o Every panel of experts can use notes or read short excerpts of what

researchers say about their assigned topics.

o This activity will be evaluated using Appendix I .

• Final project: Oral presentation and written report (Workshop 5)

o Each group will have 10 minutes to make an oral presentation of the final

project Needs Assessment and School Organization.

o The use of technology in the oral presentation is recommended.

o The oral presentation will be evaluated using Appendix M .

o After the oral presentation, groups will hand in the final project written report

to the facilitator.

o The written report will be evaluated using Appendix N .

Evaluation Curve

A = 100 – 90 B= 89 – 80 C= 79 – 70 D= 69 – 60

F= 59 or less



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Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based

Dual-Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

English and Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified. The language

used in the workshops will alternate to insure that 50% of the course will be

conducted in English and 50% in Spanish. To maintain this balance, the

course module may specify that both languages will be used during the fifth

workshop, dividing that workshop’s time and activities between the two

languages. If students have difficulty with asking a question in the target

language in which the activity is being conducted, students may choose to use

their preferred language for that particular question. However, the facilitator

must answer in the language assigned for that particular day. This should only

be an exception as it is important for students to use the assigned language.

The 50/50 model does not apply to language courses where the delivery of

instruction must be conducted in the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students

prepare in advance for each workshop according to the course module. Each

workshop requires an average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up the

missing work, if applicable. The facilitator will decide on the following: allow the

student to make up the work, or allow the student to make up the work and

assign extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in

on the assigned date. The facilitator may decide to adjust the grade given for

late assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:



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o If a student misses two workshops, the facilitator may lower one grade

based on the students existing grade.

o If the student misses three workshops, the facilitator may lower two

grades based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator

may determine a substitute evaluation activity if he/she understands that an

equivalent activity is possible. This activity must include the same content and

language components as the oral presentation or special activity that was

missed.

6. In cooperative activities the group will be assessed for their final work.

However, each member will have to collaborate to assure the success of the

group and the assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should

not be plagiarized. That is, the student must be the author of all work

submitted. All quoted or paraphrased material must be properly cited, with

credit given to its author or publisher. It should be noted that plagiarized

writings are easily detectable and students should not risk losing credit for

material that is clearly not their own.

8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first

workshop.

9. The facilitator will establish a means of contacting students by providing an

email address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to

have one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not

allowed to the classrooms.

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.



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Note: If for any reason you cannot access the URL’s presented in the

module, do not stop your investigation. There are many search engines and

other links you can use to search for information. These are some

examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed

necessary.



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Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism.

Constructivism is a philosophy of learning founded on the premise that, by

reflecting on our experiences, we construct our own understanding of the world in

which we live.

Each of us generates our own “rules” and “mental models,” which we use to

make sense of our experiences. Learning, therefore, is simply the process of

adjusting our mental models to accommodate new experiences. As teachers, our

focus is on making connections between facts and fostering new understanding in

students. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses

on primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use

to perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own

meaning, not just memorize the "right" answers and regurgitate someone else's

meaning. Since education is inherently interdisciplinary, the only valuable way

to measure learning is to make the assessment part of the learning process,

ensuring it provides students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

7. Learning should be internally controlled and mediated by the learner.



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Workshop One

Specific Content Objectives:

At the end of Workshop One, students will:

1. Define and apply the following key terms: educational administration,

administrative practices, supervision, and school personnel administration.

2. Identify the characteristics of adult students (Andragogy).

3. Analyze the adult school as a social organization.

4. Analyze the Federal Public Law 105-220 “Workforce Investment Act of 1998,

Title II: Adult Education and Family Literacy Act.”

5. Describe the adult education programs in the state of Florida.

Specific Language Objectives:

At the end of Workshop One, students will:

1. Use the reading process effectively.

2. Write an expository essay using appropriate vocabulary, grammar, and style

after reading and analyzing a research-based article.

3. Analyze and discuss a topic using cooperative learning strategies.

Electronic Links (URLs):

APA style

http://owl.english.purdue.edu/owl/resource/560/01/

http://www.psychwww.com/resource/apacrib.htm

Glossary

http://nces.ed.gov/programs/coe/glossary/

http://www.cde.state.co.us/cdeadult/AEFLAglossary.htm

Andragogy

http://agelesslearner.com/intros/andragogy.html

http://tip.psychology.org/knowles.html

http://coe.sdsu.edu/eet/Articles/andragogy/index.htm

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults

-2.htm

http://www.assetproject.info/learner_methodologies/before/characteristics.htm

http://online.rit.edu/faculty/teaching_strategies/adult_learners.cfm



21

Adult school as a social organization

http://www.dixonsca.com/index.php?option=com_content&task=view&id=278&Item

id=247

http://www-distance.syr.edu/lllch2.html

http://ed-web3.educ.msu.edu/Literacy/pdf/social.pdf

http://cnx.org/content/m13465/latest/

http://www.ulaval.ca/crires/pdf/CRIRES2A.pdf

History of the Federal Adult Education Act

http://www.dtiassociates.com/statedirectors/materials/Gary%20Eyre's%20Presenta

tion.pdf

http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/anniv40/history.html

Federal Public Law 105-220

http://www.usdoj.gov/crt/508/508law.html

http://www.ncwd-

youth.info/resources_&_Publications/disability_Legislation/wia.shtml

http://www.ncsall.net/fileadmin/resources/research/op_bingman.pdf

Adult education programs in the state of Florida

http://www.fldoe.org/workforce/plan_adult.asp

https://www.ocps.net/sb/Superintendent%20Documents/IHD%20Adult%20Educati

on.pdf

http://www.oppaga.state.fl.us/reports/educ/r02-33s.html

http://articles.directorym.com/Adult_Education_Florida-r489-Florida.html

http://www.fldoe.org/workforce/adult_ed.asp

http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1

5/5f/10.pdf

Assignments before Workshop One

1. Read the entire module, focusing your attention on Workshop One.

2. Study the concepts of educational administration, administrative practices,

supervision, and school personnel administration and prepare a short

summary.



22

3. Prepare a graphic organizer to compare and contrast the characteristics of

adult and young learners.

4. Find information or articles related to the Federal Public Law 105-220. Bring

them to class.

5. Look on the Internet for the adult education programs existing in the state of

Florida. Make a list.

6. Get ready to actively participate in discussion in Workshop One.

Activities

1. Introduction of the course, module, students, and facilitator.

2. Filling out students’ personal information cards.

3. Election of the student representative.

4. The facilitator and students will get engaged in an icebreaking activity.

5. The facilitator and students will discuss meanings and implications of the

following concepts:

a. Educational administration

b. Administrative processes

c. Supervision

d. School personnel administration

6. Using a PowerPoint presentation, the facilitator will provide an outline with the

major characteristics of adult learners.

7. Class will make two teams. Using their notes and graphic organizers, teams will

compare and contrast the characteristics of adult and young learners, and

analyze the educational implications of these similarities and differences in

adult education. Class discussion.

8. The facilitator will provide a copy of research-based article related to the adult

school as a social organization. In groups of four, students will read the article

provided above and discuss its content with the help of the facilitator.

9. Students will write an expository essay about the adult school as a social

organization (Appendix A ). This essay will be completed at home and

submitted at the beginning of Workshop Two (in English).



23

10. Class will make four teams and write an announcement or news informing the

passing of laws in favor of an effective adult education program nationwide.

Teams will present their news or ads (Appendix B ).

11. The facilitator will provide an outline of the Federal Public Law 105-220 using a

PowerPoint presentation.

12. In groups of four, students will read and analyze the Federal Public Law 105-

220 and debate its content and implications in adult education in the USA using

a concept map (Appendix C ).

13. Teams, guided by the facilitator, will make a timeline with the major historical

events and advocates of Adult Education in the USA (Appendix D ).

14. In groups of four, students will make a short presentation of the adult education

programs existing in the state of Florida. Use the list created as part of the

assignments.

15. Students will begin working on their portfolios following the guidelines of

portfolio elaboration included in this module (Appendices Es )

16. The facilitator will answer any questions concerning with the assignments of

Workshop Two.

Assessment

1. Students will complete the self reflection sheet (Appendix E3 ) and insert it in

their portfolio.

2. Portfolio: The facilitator will specify what written assignments will be included in

the portfolio. Students can also include material relevant to the workshop

(Appendices Es ).



24

Taller Dos

Objetivos de Contenido:

Al finalizar el Taller Dos, los estudiantes:

1. Analizarán la imagen, tareas, rol, competencias y destrezas propias del

administrador de un centro escolar de enseñanza de adultos.

2. Desarrollarán los principios y prácticas fundamentales deseables que deben

ser consideradas para establecer relaciones efectivas entre todos los

componentes del centro de enseñanza.

3. Analizarán las diferentes estrategias para atender la situación del Programa de

Enseñanza de Adultos.

Objetivos de Lenguaje:

Al finalizar el Taller Dos, los estudiantes:

1. Resumirán las ideas principales usando adecuadamente la gramática y la

ortografía después de leer una amplia variedad de recursos impresos.

2. Escribirán un ensayo expositivo usando gramática, vocabulario y estilo

adecuados después de leer y analizar un artículo de base científica.

3. Utilizarán estrategias efectivas para llevar a cabo discusiones formales e

informales incluyendo actividades de reflexión y análisis, respetando los

diversos puntos de vista de otros.

Enlaces Electrónicos:

El estilo APA

http://ponce.inter.edu/cai/manuales/Redac_trab_Manual_Estilo2_files/frame.htm

http://homepage.mac.com/penagoscorzo/apa/references-apa-style/index.html

El administrador de centros de enseñanza de educación de adultos

http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1

a/73/83.pdf

http://www.coe.iup.edu/ace/PAACE%20Journal%20PDF/PDF2006/Sissem2006.pd

f

http://portal.inf.utfsm.cl/docs/publicaciones/Guerra_Estivales.pdf

http://www.iadb.org/sds/doc/19EduTecn.pdf

http://www.nationalcommissiononadultliteracy.org/content/peytonfamlitpaper.pdf



25

Relaciones efectivas en la escuela para adultos

http://agendaeducativarioiv.blogspot.com/2008/02/las-relaciones-humanas-en-la-

escuela.html

http://www.monografias.com/trabajos10/herra/herra.shtml

Estrategias para los programas de educación de adultos

http://tariacuri.crefal.edu.mx/decisio/d2/sara_elena_mo.php

http://www.unesco.org/education/uie/online/prisp/5.html

http://www.eduso.net/archivos/IVcongreso/comunicaciones/c58.pdf

http://www.cmq.edu.mx/docinvest/document/DI03096.pdf

http://tariacuri.crefal.edu.mx/decisio/d11/sab6-1.php

http://www.famlit.org/atf/cf/%7B3D0C0CE7-6FDA-40BA-88F3-

AA78546501E7%7D/Estrategias%20de%20ensenanza.pdf

http://www.educando.edu.do/sitios/curriculo/adultos/Captulo8.htm

Asignaciones antes del Taller Dos:

1. Visitar los sitios de Internet y tomar nota de información relevante al contenido

de este taller.

2. Entrevistar a un administrador de un centro/programa de educación de adultos

(Ver Anejo F ) y preparar un informe escrito de la entrevista (Ver Anejo G ).

3. Traer revistas viejas y otros materiales que contengan fotografías o dibujos

que se pueden usar para realizar trabajos de collage (Anejo H ).

4. Investigar sobre diferentes estrategias para los programas de educación de

adultos. Tome nota de puntos importantes y relevantes a este tema y prepare

un organizador gráfico con esta información.

5. Busque información sobre estos temas. Imprímala y subraye lo que considere

importante.

• Tareas de un administrador de un centro/programa de educación de

adultos

• Competencias de un administrador de un centro/programa de educación

de adultos

• Destrezas de un administrador de un centro/programa de educación de

adultos



26

Actividades

1. La clase comenzará con un breve repaso.

2. Usando una presentación de diapositivas (PowerPoint), el facilitador

presentará las principales tareas, competencias y destrezas de un

administrador de un centro/programa de educación de adultos.

3. La clase formará tres equipos. Cada equipo intercambiará la información

investigada sobre uno de los siguientes temas:

a. Tareas de un administrador de un centro/programa de educación de

adultos

b. Competencias de un administrador de un centro/programa de educación

de adultos

c. Destrezas de un administrador de un centro/programa de educación de

adultos

4. Después de la discusión grupal, cada equipo seleccionará a uno de sus

integrantes para representar al grupo en una discusión de mesa redonda

(Anejo I ). Cada representante se convertirá en un panel de expertos del tema

asignado. El facilitador será el moderador y el resto de estudiantes será la

audiencia quienes podrán formular preguntas y aún desafiar lo discutido por el

panel de expertos después que el panel haya terminado la discusión. El

moderador aclarará las dudas surgidas en la discusión.

5. Los estudiantes entregarán al facilitador el informe escrito de la entrevista

(Anejo G ).

6. Los estudiantes discutirán sus reacciones sobre la entrevista con el

administrador de un centro/programa de educación de adultos.

7. En un ejercicio de torbellino de ideas, los estudiantes -con la ayuda del

facilitador- desarrollarán una lista de los principios y prácticas fundamentales

que deber ser considerados para establecer relaciones efectivas entre todos

los componentes del centro de enseñanza.

8. El facilitador brindará un artículo científico relevante al tema del punto anterior.

En grupos de cuatro integrantes, los estudiantes leerán y analizarán el



27

contenido del artículo y se prepararán para una breve presentación oral del

mismo. Discusión.

9. Los estudiantes escribirán un ensayo expositivo sobre su lectura del artículo

proporcionado por el facilitador (Anejo A ). Este ensayo será escrito en español

y se entregará al facilitador al inicio del Taller Tres (en español).

10. Usando la técnica de discusión Philips 6-6, la clase formará equipos de 6

integrantes quienes tendrán 6 minutos para discutir y responder la pregunta

sobre las diferentes estrategias para atender la situación del programa de

enseñanza de educación de adultos escrita por el facilitador en el papel

sábana de cada equipo. Los equipos repetirán este proceso al rotar entre ellos.

Luego los equipos discutirán lo que descubrieron sobre el tema durante esta

actividad (Anejo J ).

11. Cada grupo tendrá un tema asignado y preparará un collage que represente el

tema de este taller (Ver Anejo H ).

12. Cada grupo presentará a la clase su collage y explicará el contenido de su

trabajo.

13. Los estudiantes continuarán trabajando en sus portafolios (Anejos Es ).

14. El facilitador aclarará dudas relacionadas con las tareas del próximo taller.

Avalúo

1. Los estudiantes completarán la hoja de auto reflexión (Anejo E3 ).

2. Portafolio: Se incluirá una copia de todas las asignaciones y actividades de

ejecución requeridas en el Taller Dos e indicadas por el facilitador. Los

estudiantes podrán incluir material relevante al taller (Anejos Es ).



28

Workshop Three


At the end of Workshop Three, students will:

1. Implement a needs assessment to submit the proposal of a federal funding

application and the educational center administration.

2. Use the needs assessment findings in planning, writing and application of a

proposal of funds provided by the Public Federal Law 105-220.

3. Use the needs assessment findings to prepare the school organization.


At the end of Workshop Three, students will:

1. Summarize main ideas using correct grammar and spelling in English after

reading a selection from multiple resources.

2. Write a self reflection about the content and process of an activity or

assignment completed in this workshop, using appropriate vocabulary,

grammar, and style.

3. Use cooperative learning strategies to analyze and discuss a topic.


APA style



Adult education program funding opportunities

https://www.flboe.org/workforce/dwdgrants/default.asp

Needs assessment

http://alumnus.caltech.edu/~rouda/T2_NA.html

http://coach.aed.org/pubs/factsheets/NeedsAssessment.pdf

http://www.dpi.state.nd.us/adulted/statplan/chap2.shtm

http://www.ericdigests.org/1998-1/esl.htm

http://www.cal.org/caela/esl_resources/digests/Needas.html

Needs assessment outline sample

http://ecommons.txstate.edu/cgi/viewcontent.cgi?article=1034&context=arp



29

Common, major types of plans

http://www.managementhelp.org/plan_dec/plan_dec.htm

Basic components of a plan or proposal

http://www.ventureworthy.com/Basic-Components-of-a-Successful-Business-

Grant-Proposal.asp

http://www.hawkeyecollege.edu/grants/documents/components_of_a_typical_grant

_proposal.pdf

Florida’s program plan for adult education and family literacy


Assignments before Workshop Three

1. Bring needs assessment samples of a school/center/program of adult

education.

2. Prepare a flowchart that details the proposal of a federal funding application.

3. Read at least two websites per URL category, take notes, and summarize this

information in a graphic organizer.

4. Bring their portfolios to class.

Activities

1. The facilitator will return the written report of the interview and the expository

essay.

2. The facilitator will begin Workshop Three with a KWL chart about the following

topic:

a. Needs assessment

3. Students will complete the KWL chart and discuss the topic.

4. Using a PowerPoint presentation, the facilitator will present the concept,

outline, development, implementation, and use of findings of a needs

assessment to request funding.

5. In groups of four, students will work on the outline of a needs assessment of a

school/center/program of adult education (Appendix M ) with the facilitator’s

guidance. This project will be completed and presented in Workshop Five

(Appendix N ).



30

6. Using a PowerPoint presentation, the facilitator and students will review the

Public Federal Law 106-220.

7. Students will use their flowcharts to explain the process to follow for federal

funding provided by the Public Federal Law 106-220. The facilitator will clarify

any doubts.

8. The facilitator will explain the term school organization, and describe its

components (Appendix K ).

9. The facilitator will explain the implications of the findings of a needs

assessment in the school organization.

10. In groups of four, students will work on the outline draft of school organization

based in the findings of the needs assessment (Appendix K ) with the

facilitator’s guidance. This project will be completed and presented in

Workshop Five (Appendices M & N ).

11. Students will complete the last column of the KWL chart to review the topics

discussed in this workshop.

12. Students will continue working on their portfolios and insert all the documents

written and/or completed so far, following the guidelines of portfolio elaboration

(Appendices Es ).

13. Students will hand in the portfolio to the facilitator for its first partial evaluation.

14. Students will electronically send the Final Project Development Log informing

the facilitator of their progress of the final project (Appendix L ).

Assessment

1. Students will complete the self reflection sheet (Appendix E3 ), insert it in their

portfolio, and hand in the portfolio to the facilitator for its first partial evaluation.

2. The facilitator will electronically send the Progression Follow Up Template

(Appendix E5 ) with his/her feedback and improvement recommendations

during the week before Workshop Four.

3. Students will electronically response to the Progression Follow-Up Template

before Workshop Four.



31

Taller Cuatro

Objetivos Específicos de Contenido:

Al finalizar el Taller Cuatro, los estudiantes:

1. Examinarán los procedimientos de índole administrativo y de supervisión de la

organización escolar en los niveles de educación básica, educación secundaria

e inglés conversacional.

2. Desarrollarán estrategias e instrumentos que faciliten la administración de

personal.

3. Aplicarán una diversidad de métodos, técnicas y prácticas relacionadas con los

servicios académicos al estudiante.

Objetivos Específicos de Lenguaje:

Al finalizar el Taller Cuatro, los estudiantes:

1. Utilizarán el proceso de lectura efectivamente.

2. Escribirán una auto reflexión sobre el contenido y el proceso de una actividad o

asignación específica completada en este taller, utilizando gramática,

vocabulario y estilo adecuados.

3. Utilizarán estrategias efectivas para llevar a cabo discusiones formales e

informales incluyendo actividades de reflexión y análisis, respetando los

diversos puntos de vista de otros.

Enlaces Electrónicos:

El estilo APA

http://ponce.inter.edu/cai/manuales/Redac_trab_Manual_Estilo2_files/frame.htm

http://homepage.mac.com/penagoscorzo/apa/references-apa-style/index.html

Procedimientos administrativos y de supervisión

http://www.ilo.org/public/spanish/dialogue/sector/techmeet/jmep2000/jmepr1.htm

http://www.crefal.edu.mx/biblioteca_digital/CEDEAL/acervo_digital/coleccion_crefa

l/retablos%20de%20papel/RP09/uno.pdf

http://www.cal.org/caela/esl_resources/languageinstructionSp.pdf

Administración del personal

http://www.monografias.com/trabajos/adpreclu/adpreclu.shtml

http://www.cde.ca.gov/sp/ae/ir/documents/aehandbook2005.pdf (p. 34 - 36)



32

Métodos, técnicas y prácticas – servicios académicos al estudiante

http://74.125.45.104/search?q=cache:5C63ChRaqS4J:ffhtechnical.org/resources/P

roducts/Other/Adult%2520Learning%2520Principles/Principles%2520and%2520Pr

actices%2520of%2520Adult%2520Learning%2520Primer%2520Toolkit%25203-

02-

spa.pdf/download+la+educaci%C3%B3n+de+adultos:+pr%C3%A1cticas&hl=en&c

t=clnk&cd=3&gl=us&lr=lang_es

http://74.125.45.104/search?q=cache:G4He9UoD8aEJ:cfbstaff.cfbisd.edu/cfbsum

merschool/Administration%2520Files%2520to%2520be%2520downloaded/Lovitt/

CFB%2520RESOURCES-

Spanish.doc+servicios+acad%C3%A9micos+ofrecidos+por+los+centros+de+educ

aci%C3%B3n+de+adultos&hl=en&ct=clnk&cd=3&gl=us&lr=lang_es

http://www.gc-alc.org/Docs/Project%20destinyspanish2.pdf

http://www.sg.inter.edu/vida_estudiantil/centro_orientacion/default.htm

http://www.labureba.com/2008/09/05/centro-de-educacion-de-adultos-curso-

200809/

Centros de educación de adultos

http://www.osceola.k12.fl.us/Spanish%20Website/documents/Adultos.pdf

Asignaciones antes del Taller Cuatro:

1. Visitar los sitios del Internet y tomar nota de información relevante al contenido

de este taller.

2. Los grupos traerán el avance de sus proyectos finales (estudio de

necesidades).

3. Los estudiantes investigarán sobre los procedimientos administrativos y de

supervisión de la organización escolar en los niveles de:

a. Educación básica

b. Educación secundaria

c. Inglés como Segundo Idioma

4. Los estudiantes harán una búsqueda de información sobre los servicios al

estudiante que brindan las instituciones de educación de adultos.



33

Actividades

1. Después de ver y analizar el video corto sobre alfabetización ubicado en

http://www.youtube.com/watch?v=pA7-y9iiWhE, los estudiantes discutirán la

importancia del proceso de alfabetización de adultos y sus implicaciones socio-

económicas para mejorar su calidad de vida.

2. La clase formará tres equipos. Cada equipo intercambiará la información

investigada sobre los procedimientos administrativos y de supervisión en los

niveles de:

a. Educación básica

b. Educación secundaria

c. Inglés como segundo idioma

3. Después de la discusión grupal, cada equipo seleccionará a uno de sus

integrantes para representar al grupo en una discusión de mesa redonda

(Anejo I ). Cada representante se convertirá en un panel de expertos del tema

asignado. El facilitador será el moderador y el resto de estudiantes será la

audiencia quienes podrán formular preguntas y aún desafiar lo discutido por el

panel de expertos después que el panel haya terminado la discusión. El

moderador aclarará las dudas surgidas en la discusión.

4. Usando una presentación de diapositivas (PowerPoint), el facilitador explicará

el ciclo de administración de personal relacionado a:

a. Reclutamiento y selección de personal

b. Ubicación

c. Inducción

d. Adiestramiento en servicio

e. Evaluación

5. Los grupos continuarán desarrollando el proyecto final sobre el Estudio de

Necesidades y Organización Escolar (Anejo K ).

6. El facilitador presentará un listado de los servicios al estudiante que prestan

las instituciones de educación de adultos.

7. En equipos de cuatro integrantes, los estudiantes compartirán la información

que encontraron sobre los servicios a los estudiantes y describirán



34

detalladamente dichos servicios en una breve presentación usando un

organizador gráfico.

8. El facilitador presentará un anuncio televisivo sobre la educación de adultos

ubicado en http://www.youtube.com/watch?v=9M2tUpLrz3E . En grupos de

cuatro integrantes, los estudiantes harán un anuncio televisivo acerca de un

programa ideal de educación de adultos y lo presentarán en clase.

9. Después de las presentaciones, los estudiantes analizarán y discutirán el

contenido de los anuncios elaborados por los grupos. El facilitador aclarará las

dudas o preguntas que puedan surgir de esta discusión.

10. El facilitador aclarará dudas correspondientes a las tareas del próximo taller.

11. Los estudiantes continuarán trabajando en sus portafolios siguiendo las

indicaciones dadas en este módulo (Anejos Es ).

12. Los estudiantes enviarán electrónicamente el Registro de Desarrollo del

Proyecto Final al facilitador (Appendix L ).

Avalúo

1. Los estudiantes completarán la hoja de auto reflexión (Anejo E3 ).

2. Portafolio: Se incluirá una copia de todas las asignaciones y actividades de

ejecución requeridas en el Taller Dos e indicadas por el facilitador. Los

estudiantes podrán incluir material relevante al taller (Anejos Es ).



35

Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.


At the end of Workshop Five, students will:

1. Identify the adult school principal’s responsibility in administering the finances

and the school property.

2. Analyze the criteria and procedures of the adult teacher certification process.

3. Describe the school principal’s role in establishing positive relations between

the school and the community.

4. Solve situations related to the educational administration and supervision using

theoretical, investigative and practical frames.


At the end of Workshop Five, students will:

1. Use the reading process effectively.

2. Write a self reflection about an entry or entries of this workshop, using

appropriate vocabulary, grammar, and style.

3. Develop ideas to solve problems in an effective way.


APA style



Administering the finances and the school property

http://www.ceap.wcu.edu/churley/budgets.html

http://www.suhsd.k12.ca.us/district/hr/downloads/SUHSD_Job_Descriptions/Mana

gement/Director%20of%20Adult%20Education.pdf



36

http://www.seedprog.co.za/content/SchoolMng/Manual1/EnglishManual1-

Chapter4.pdf

Adult teacher certification process

http://www.fldoe.org/edcert/subjlist.asp

http://www.fldoe.org/edcert/rules/6A-4-008.asp

http://www.fldoe.org/edcert/rules/6A-4-044.asp


Relations between the school and the community

http://www.seedprog.co.za/content/SchoolMng/Manual1/EnglishManual1-

Chapter4.pdf

http://cnx.org/content/m14429/latest/

http://www.niace.org.uk/Research/Family/Adding-Value.pdf

Older adult education: New trends and predictions

http://www.unesco.org/education/uie/confintea/pdf/con5spa.pdf

http://www.unca.edu/ncccr/reports/older_adult_education_in_the_US.htm

http://www.nifl.gov/partnershipforreading/publications/adult_ed_02.pdf

http://www.ed.gov/about/offices/list/ovae/eo13445.pdf

Assignments before Workshop Five

1. Students will read at least two websites per URL category, take notes, and

summarize this information in a graphic organizer.

2. Students will bring their portfolios for evaluation.

3. Students will electronically send the Final Project Development Log informing

the facilitator of their progress of the final project (Appendix L ).

4. Students will complete their final project Needs Assessment and School

Organization.

Activities

1. Using their notes and in groups of four, students will discuss and analyze the

information about the school principal’s responsibilities in administering the

finances and school property. In addition, groups will make a concept map to

share the analyzed information with the class. (Spanish).



37

2. (Spanish) Using a PowerPoint presentation, the facilitator will explain the role of

the school principal in:

a. The administration of the allocated funds: the budgetary request, and the

administration of the allocated budget.

b. The purchase process

3. Using a flowchart, the facilitator will present the adult certification process in the

state of Florida. (English).

4. The facilitator and students will get involved in an analytical discussion of the

criteria and procedures of the adult teacher certification process. (English).

5. Each group will have ten minutes to make an oral presentation of their final

project Needs Assessment and School Organization (Appendix N ). (English).

6. Students, with the facilitator’s help, will brainstorm the principal’s role in

establishing positive relations between the school and the community. The

facilitator will complete an outline as students report their brainstormed ideas to

the class. (Spanish).

7. In groups of four, students will prepare an overall closing activity of the course.

Students may act out a news program, perform a song or a role play, recite a

poem, or prepare a commercial or advertisement that wraps up the content of

the course. (English).

8. Students will finish working on their portfolios to be submitted at the end of this

workshop for final evaluation (Appendices Es ).

Assessment

1. Students will complete the self reflection sheet (Appendix E3 ) and insert it in

their portfolio.

2. Students will complete the overall portfolio self assessment (Appendix E4 ).

3. Students will hand in their portfolios to the facilitator for its final evaluation.



38

Anejos/Appendices



39

Anejo A/Appendix A

Expository Paper Rubric

Student’s name: ___________________________________________________

Course: __________________________ Date: ________________________

Criteria Value Points Student Score

Content

Thesis is clear & well stated.

1 point

Accurately explains and develops thesis and its implications based on research studies that support the author’s ideas about the topic, providing exact data and precise examples.

1 point

Major or relevant details are exposed in essay.

1 point

Sentences are cohesive and ideas flow as the essay is read.

1 point

Draw conclusions based on research-based facts only.

1 point

Establish a writer’s relationship with the subject, providing a clear perspective on the presented subject matter and engaging the audience attention.

1 point

Demonstrate a comprehensive grasp of significant ideas to reach a higher level of understanding in an organizational manner.

1 point

Language

Demonstrates a command of standard English (vocabulary, syntax and flow of ideas)

1 point



40

Uses grammar and style appropriately and correctly.

1 point

Uses spelling, punctuation, capitalization, and APA format correctly throughout the document (cover page, essay body, and list of references).

1 point

Total Points ____________________ 10 points ( 70% content and 30% language)

____________________ Total score:

Nombre del estudiante: ______________________________

Firma del facilitador: _______________________________

Note: The score obtained by the student should be recorded as follows: • Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point



41

Matriz de Valoración para el Ensayo Expositivo

Nombre del estudiante: _____________________________________________

Curso: __________________________ Fecha: ________________________

Criterios Valor Puntaje del

Estudiante Contenido

La tesis es clara y bien establecida.

1 point

Explica y desarrolla la tesis y sus implicaciones de manera exacta, basado en los estudios científicos que apoyan las ideas sobre el tema, brindando información exacta y ejemplos precisos.

1 point

Se exponen los detalles centrales o de mayor relevancia en el ensayo.

1 point

Las oraciones son coherentes y las ideas fluyen durante la lectura del ensayo.

1 point

Elabora conclusiones basadas en la evidencia científica y objetiva.

1 point

Establece una relación del autor con el tema, brindando una perspectiva clara del tema presentado y atrayendo la atención del lector.

1 point

Demuestra un entendimiento total de las ideas más importantes hasta alcanzar un nivel superior de comprensión de una manera organizada.

1 point



42

Lenguaje

Demuestra habilidad en el manejo del idioma español estándar (vocabulario, sintaxis y flujo de ideas).

1 point

Usa la gramática de una manera adecuada y correcta.

1 point

Usa la puntuación, la ortografía y el formato APA correctamente.

2 poin1

Total 10 puntos ( 70% contenido y 30% lenguaje)

Puntaje total:

El nombre del estudiante: ______________________________ Firma del facilitador: _________________________

Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:

• Excelente: 1.00 punto • Bueno: 0.75 punto • Regular: 0.50 punto • Necesita mejorar: 0.25 punto



43

Anejo B/Appendix B

Writing guidelines for the news or announcement

1. Choose one of the laws

2. Write your news or announcement

3. Present hypothetical examples of applicability of the chosen law

News/Announcement Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________

Topic: ______________________ Time: ________________________

Criteria Value points Student score

Content

Researched the subject and

integrated 3 or more "tidbits" from

their research into their newscast.

1 point

Speaks clearly and distinctly all of the

time and mispronounces no words.

1 point

Facial expression and body language

show a strong interest and

enthusiasm about the topic throughout

the newscast, but it is not overdone.

1 point

Newscast establishes a purpose at

the beginning and maintains that

focus throughout! Cohesive newscast.

1 point

Presents information in logical,

interesting sequence which audience

can follow.

1 point

The newscast was between 1.5 and 3

minutes and did not seem hurried or

too slow.

1 point



44

Graphics include some original

material and are clearly related to the

material being presented.

1 point

Language

Demonstrates a command of standard English (vocabulary, syntax and flow of ideas)

1 point

Uses grammar appropriately and correctly.

1 point

Uses spelling, punctuation, and capitalization correctly.

1 point

Total Points 10 points ( 70% content and 30% language)

______________ Total score:

Student’s Name: _______________________

Facilitator’s Signature: ________________________

Note: The score obtained by the student should be recorded as follows:

• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point



45

Anejo C/Appendix C

Concept Map

Definition: Concept maps offer a method to represent information visually. There

are a variety of such maps.

Purpose: Concept maps harness the power of our vision to understand complex

information "at-a-glance." The primary function of the brain is to interpret incoming

information to make meaning. It is easier for the brain to make meaning when

information is presented in visual formats. This is why a picture is worth a

thousand words. It is essential to your studies and career that you can handle

complex information; concept maps offer one method to do this.

Practical applications in your courses:

• Handy way to take notes during lecture.

• Excellent aids to group brainstorming.

• Planning your studies and career.

• Providing graphics for your presentations and term papers

• A way to outline your term papers and presentations.

• Refine your creative and critical thinking.

Note: For sample concept maps, go to:

http://classes.aces.uiuc.edu/ACES100/Mind/Cmap.html



46

Anejo D/Appendix D

Timeline

A time line can help you make connections and understand complex relationships

and interrelationships.

Source: Retrieved on September 23rd, 2008 from

http://www.netrover.com/~kingskid/graphic/graphic.htm



47

Timeline Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________

Topic: ______________________ Time: ________________________


The timeline has a creative title that accurately

describes the material and is easy to locate 1 point

Facts were accurate for all events reported on the

timeline

1 point

All graphics are effective and balanced with text use. 1 point

An accurate, complete date has been included for

each event.

1 point

The timeline was set up to cover the relevant time

period. It contains appropriate yearly gradations of

set intervals

1 point

The use of font styles and colors is consistent and

shows a logical pattern. It helps organize the

material.

1 point

The timeline contained a significant number of

events related to the topic being studied

1 point

The student had notes about all the events and

dates s/he wished to include on the timeline before

beginning to design the timeline.

1 point

You have properly documented 4 or more good

sources for your topic.

1 point

Clearly stated and appropriately focused. 1 point

TOTAL 10 points

Student’s Name: _______________________




48



Source: Adapted from http://soli.inav.net/~rpmic/iowa/rubrics/timerub.htm



49

Anejo E/Appendix E Guidelines to prepare the portfolio

1. Determination of sources of content

The following, but not limited to, documentation will be included:.

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show

progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflective diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

2. Organization of documentation

Documentation will be organized by workshop, and by type of assignment

within workshops. Workshops will be separated from one another using

construction paper or paper of different colors, with tabs indicating the

workshop number.

3. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-

portfolio).

• The Portfolio Informational Sheet will be placed in the transparent front

pocket of the binder for identification purposes (Appendix E1 ).

• The cover page will follow exactly APA guidelines applied to a cover

page of research papers submitted at Metro Orlando Campus. This

cover page will be placed at the beginning of the portfolio.

• A log of entries that can be expanded with each new entry properly

numbered. The table, which should be located at the beginning, should



50

include a brief description, date produced, date submitted, and date

evaluated (Appendix E2 ).

• Introduction and conclusion of the income and outcome of the portfolio.

• Documentation and reflection process (Appendix E3 ) required in each

workshop.

• Overall portfolio self assessment (Appendix E4 ).

• The Progression Follow-Up Template (Appendix E5 ).

• A list of references and appendices of all assignments included will be

added to the end of the portfolio.

• Letter of Use and Return or Use and Discard of Portfolio (Appendices

E6 & E7)

• The entire portfolio will follow APA style: Courier or Times New Roman

font, size 12, double space, and 1-inch margins. See a “Publication

Manual of the APA, Fifth Edition.”

4. Portfolio Evaluation (Appendix E8 )



51

Appendix E1: PORTFOLIO INFORMATIONAL SHEET (to be p laced in front)

Sistema Universitario Ana G. Méndez Metro Orlando Campus

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one:

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo

Check one:

� Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate

Classroom-Based ESL Assessment EDUC 569 52

Appendix E2: Log of Entries or Table of Content

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

Note: Students can elaborate a table of contents for their portfolios instead.



53

Appendix E3: Reflection Process

Directions: Please complete the following blanks:

This entry is an example of my strengths:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

This entry is an example of an area I really need to improve:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

This entry is an example of an area I have improved:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

I think this exercise has been very helpful for my learning because:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________



54

Auto Reflexión

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________



55

Appendix E4: Overall Portfolio Self-Assessment

Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual

information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write

creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _______________________________________________________ _______________________________________________________ _____ 2. _______________________________________________________ _______________________________________________________ _____ 3. _______________________________________________________ _______________________________________________________ _____ 4. _______________________________________________________ _______________________________________________________ _____ 5. _______________________________________________________ _______________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: ________________________________________________________________ Strategies:

1. _________________________________________________________________ 2. _________________________________________________________________



56

Appendix E5: Progression Follow-Up Template Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments



57

Appendix E6: Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in

their records a copy of my portfolio. I understand that the portfolio is going to be

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

By signing this document I authorize the office of Assessment and Placement to

keep a copy of my portfolio for six months and return it to me at the end of this

period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



58

Appendix E7: Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in

their records a copy of my portfolio. I understand that the portfolio is going to be

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

By signing this document I authorize the Office of Placement and Assessment to

keep a copy of my portfolio for six months and discard it at the end of this period of

time.

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

Leadership in Adult Education Programs ADED 630

Prep. 10-15-2008. Fidel R. Távara, M.Ed.

59

Appendix E8: Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do

ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and

portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to

quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are entries relevant to the content of

the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and

abilities?


Prep. 10-15-2008. Fidel R. Távara, M.Ed.

60

� Growth/Development: Do samples provide thorough understanding of growth and

development related to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and group work? Does the student

provide clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional understanding of how to be a

reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of ethical behavior and

professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a

potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus


Prep. 05-12-2005. Prof. Fidel R. Távara, M.Ed. Rev. 07-21-2006. Prof. Lynn M. Torres, M.Ed. Rev. 09-18-2006. Carmen L. Lamboy, Ed.D

Rev. 11-02-2007. Prof. Fidel R.Távara, M.Ed.

61

Anejo F/Appendix F

Sample Guiding Questions for the Interview

Directions: Below you will find some guiding questions that you may use in the

interview with an adult school administrator. You can also create your own if

necessary.

1. How long have you worked as the administrator of this school/center/program

of adult education?

2. In your opinion, what image should the school administrator project?

3. What are your tasks as a school administrator?

4. If you had the opportunity to hire other school administrators, e g., directors,

what competencies or skills would you look for in applicants?

5. What do you recommend to establish effective relations between all the

components of this school/center/program of adult education?

6. What strategies have you developed or used to improve the quality of services

of the adult education program?

7. What services does your school/center/program offer to the adult population?

8. What relations have you built with the community? How does it work?

9. How is this school/center/program funded?

10. How do you manage the personnel? Any best practices to deal with the

personnel administration?

11. Based on a needs assessment of your institution, what are the major strengths

and weakness of your school/center/program?

12. What is your biggest challenge as the administrator of this

school/center/program of adult education?

13. What recommendations would you give to future adult education

school/center/program administrators?


Prep. 10-15-2008. Fidel R.Távara, M.Ed.

62

Anejo G/Appendix G

Interview written report

Name/Group ________________________________________________

Course: _____________________ Date: ________________________

Topic: ______________________ Time: ________________________


Content

Excellent organization enhances

readability and/or understandability

of the report.

2 pts.

Relevance of topic to class or

audience is apparent. The

groundwork for the report is easy to

predict because important topics that

will be discussed are specifically

mentioned.

2 pts.

Clear examples to support specific

topic sentences and to support the

overall purpose; reader gains

important insight.

2 pts.

Analysis poses novel ways to think

of the topic in discussion; quoted

material well integrated; depth of

coverage without being redundant.

2 pts.

The writer makes succinct and

precise conclusions based on the

information collected during the

interview.

2 pts.

The tone of the report is consistently

professional and appropriate.

2 pts.



63

The report provides an accurate

written script of the interview

2 pts.

Language

Demonstrates a command of

standard English (vocabulary, syntax

and flow of ideas)

2 pts.

Uses APA style accurately. 2 pts.

Uses spelling, punctuation, and

capitalization correctly.

2 pts.

Total Points 20 points ( 70% content

and 30% language)

______________

Total score:

Student’s Name: _______________________



• Excellent: 2.00 points • Good: 1.50 points • Fair: 1.00 point • Needs improvement: 0.50 point



64

Anejo H/Appendix H

Collage Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________


All of the graphics or objects used

in the collage reflect a degree of

student creativity in their display.

1 point

Graphics are cut to an

appropriate size, shape and are

arranged neatly. Care has been

taken to balance the pictures

across the area. Items are glued

neatly and securely.

1 point

The collage includes 15 or more

items, each different.

1 point

Much time and effort went into the

planning and design of the

collage. It is clear the student

worked at home as well as at

school.

1 point

Titles and text were written clearly

and were easy to read from a

distance.

1 point

The student gives a reasonable

explanation of how every item in

the collage is related to the

assigned theme. For most items,

the relationship is clear without

explanation.

1 point



65

All of the graphics or objects used

in the collage reflect a degree of

student creativity in their display.

1 point

Graphics are cut to an

appropriate size, shape and are

arranged neatly. Care has been

taken to balance the pictures

across the area. Items are glued

neatly and securely.

1 point

The collage includes 15 or more

items, each different.

1 point

Much time and effort went into the

planning and design of the

collage. It is clear the student

worked at home as well as at

school.

1 point

Total Points 10 points _______________ Total score

Student’s Name: _______________________




Source: Adapted from www.abbotsford.k12.wi.us and

http://www.readwritethink.org/lesson_images/lesson1012/visualcollagerubric.pdf



66

Anejo I/Appendix I

Matriz de Valoración de la Mesa Redonda

Nombre/Grupo ________________________________________________

Curso: ______________________ Fecha: ________________________

Criterios Valor Puntaje del

Estudiante

Contenido

El participante ofrece una análisis suficientemente sólido, y sin dudar avanza en la conversación.

1 punto

El participante, a través de sus comentarios, demuestra un conocimiento profundo del tema y un alto entendimiento de las preguntas elaboradas por la audiencia.

1 punto

El participante ha venido preparado para la discusión – con notas y pasajes o textos marcados o anotados.

1 punto

El participante, a través de sus comentarios, demuestra que esta escuchando activamente a los otros participantes.

1 punto

El participante ofrece explicaciones aclaratorias y/o seguimiento que extiende la conversación.

1 punto

Las observaciones del participante frecuentemente se refieren a ideas o argumentos expuestos en la discusión.

1 punto

El participante demuestra una actitud y postura profesional durante la conversación.

1 punto



67

Lenguaje

Demuestra habilidad en el manejo del idioma español estándar (vocabulario, sintaxis y flujo de ideas).

1 punto

Usa la gramática de una manera adecuada y correcta.

1 punto

Ante una idea controversial, presenta un argumento persuasivo para defender su punto de vista personal.

1 punto

Total 10 puntos ( 70% contenido y 30% lenguaje)

Puntaje Total:

Nombre del estudiante: ______________________________ Firma del facilitador: _________________________

Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:

• Excelente: 1.00 punto • Bueno: 0.75 punto • Regular: 0.50 punto • Necesita mejorar: 0.25 punto



68

Anejo J/Appendix J

Phillips 6-6

Esta técnica, conocida también como Discusión 6-6, fue creada por J.

Donald Phillips. Los estudiantes se dividen en grupos de seis para discutir el tema

o problema por un término de seis minutos con el propósito de llegar a una

conclusión en ese tiempo determinado.

Esta técnica provee la oportunidad para que los estudiantes se envuelvan

en una comunicación efectiva, ayudándolos a llegar a un consenso en relación al

tema en discusión.

Procedimiento:

• El procedimiento se debe explicar con claridad.

• Se explicará el modo de agruparse.

• Se presentarán las preguntas a discutirse durante la actividad.

• Los estudiantes tendrán solamente seis minutos para discutir las

preguntas en los respectivos equipos.

• Los estudiantes tendrán seis minutos para presentar sus conclusiones

al resto de la clase.



69

Anejo K/Appendix K

Educational Planning Outline: Needs Assessment & Sc hool Organization

1. Needs Assessment

a. Aspects to be considered in agreement with the proposal

b. Instrument to be used

c. Analysis and use of data

d. Implications for the adult school administrator

2. Plan or Proposal

a. Planning

i. Proposal

ii. Consolidated Plan

iii. Strategic

iv. Operational

v. Problem solving

b. Kinds of plans

i. Managerial

ii. Supervision

c. Basic components of the plan and/or proposal

i. Profile of the operational unit

ii. Goals

iii. Objectives

iv. Activities

v. Resources

vi. Time

vii. Evaluation

3. School Organization

a. Operational levels:

i. Basic education

ii. Secondary education

b. Study programs

c. Statistical reports



70

Anejo L/Appendix L

Final Project Development Log

Directions: Complete the following final project development log on a weekly basis:

Workshop 3 Taller 4 Workshop 5

Actions

Accomplished

(3 points)

Difficulties

Found

(2 points)

Student’s

Initials

Facilitator’s

Feedback



71

Anejo M/Appendix M

Final Project Oral Presentation Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________


Presentation

The student/group holds attention

of entire audience with the use of

direct eye contact, seldom looking

at notes.

1 point

Movements seem fluid and help

the audience visualize

1 point

The student/group displays

relaxed, self-confident nature

about self, with no mistakes.

1 point

The student/group uses a clear

voice with a good projection and

intonation.

1 point

The student/group demonstrates

full knowledge by answer all

questions with explanations and

elaborations.

1 point

The student/group presents

information in logical, interesting

sequence which audience can

follow

1 point

The student/group uses

technology properly during the

presentation.

1 point



72

Language

The student/group demonstrates

a command of standard English

(vocabulary, syntax and flow of

ideas)

1 point

The student/group uses grammar

correctly.

1 point

The student/group uses correct

pronunciation of the language.

1 point

Total Points _______________ 10 points ( 70% content and 30% language)

_______________ Total score

Student’s name: _________________________________ Facilitator’s Signature: _________________________________ Note: The score obtained by the student should be recorded as follows:




73

Anejo N/Appendix N

Final Project Written Report Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________

Final Project Components Excellent

(3 points) Good

(2 points) Regular (1 point)

Needs Improvement

(0 points) CONTENT Needs Assessment : Introduction of the adult education institution

Aspects to be considered in agreement with the proposal

Instruments to be used Analysis of data Use of data Findings and conclusions Implications for the adult school administrator

Plan or Proposal : Proposal Consolidated plan Strategic planning Operational planning Problem solving Types of Plans: Managerial Supervision Basic Components of the Plan/Proposal Profile of the operational unit Goals Objectives Activities Resources Time Evaluation School Organization Operational levels: Basic Education, Secondary Education

Study programs



74

Statistical reports LANGUAGE Demonstrates a command of standard English throughout the final project (vocabulary, syntax and flow of ideas)

Uses grammar properly. Uses spelling, punctuation, and capitalization correctly.

It is entirely written in APA style Has cover page Has table of contents Has list of references The writing style matches with the formality of the final project

TOTAL

NOTE: This final project must be submitted following APA style guidelines. Failure to do so will greatly affect your final grade.