2. Orientation Program for Recently- Hired Program Administrators

3. McLendon and Polis, 20062 Session 3: Hiring and Retaining Quality Staff Financial Management

4. McLendon and Polis, 20063 Session 2 Hiring and Motivating Staff Financial Management Discussion Forum

5. McLendon and Polis, 20064 Hiring and Motivating Quality Staff

6. McLendon and Polis, 20065 Building a Quality Staff HTT

7. McLendon and Polis, 20066 Building a Quality Staff H ire right T rain right T reat right

8. McLendon and Polis, 20067 Michigan Teacher Certification High School Completion Credit Classes Regular adult education day assignment (half-time or more) valid teaching certificate as any other regular teaching assignment Part-time (less than half-time) adult education day or evening assignments can be under the auspices of a substitute permit.

9. McLendon and Polis, 20068 Michigan Teacher Certification Adult Basic Education Discretion of local school district to determine who is qualified to teach in the Adult Basic Education Program Permit not required if person holds either a valid elementary or secondary certificate

10. McLendon and Polis, 20069 Michigan Teacher Certification GED and Adult Learning Centers Multiple subjects in one classroom District must request a substitute permit to cover the assignments outside the teacher’s certification area. If the teacher is not certified in at least one of the subject areas being taught, full year permit approval is required.

11. McLendon and Polis, 200610 Hiring Quality Staff Start with a clear and thorough job description Expand your job posting radius, if possible Design an interview that gets at what you need to know Behavior, skills, experiences Questions plus application Can they pass the GED Practice Test? How are their writing skills?

12. McLendon and Polis, 200611 Sample Interview Questions How do you think teaching adults is different from teaching children? What skills make you well- suited for teaching adults? Tell me about a time when you had to resolve a problem.

13. McLendon and Polis, 200612 Illegal Interview Questions Anything that relates to: Age Race, ethnicity, or color Gender or sex Country of national origin or birth place Religion Disability Marital or family status or pregnancy Do not ask any third party questions about applicant that are not permissible to ask applicant

14. McLendon and Polis, 200613 Illegal Interview Questions Examples: What arrangements are you able to make for child care while you work? How old are your children? When did you graduate from high school? Where did you live while you were growing up? What does your wife/husband do for a living?

15. McLendon and Polis, 200614 Activity 1 What are you doing now? What types of questions do you ask? What are you doing to assess their skills and talents?

16. McLendon and Polis, 200615 Motivating Staff Two good pieces of research The Gallup Study What the World’s Greatest Managers Do Differently NCSALL – Cristine Smith How Teachers Change http://www.ncsall.net/?id=23#pd

17. McLendon and Polis, 200616 The Gallup Study What the World’s Greatest Managers Do Differently Book First, Break All the Rules by Marcus Buckingham and Curt Coffman

18. McLendon and Polis, 200617 First, Break All the Rules In-depth interviews of over 80,000 managers in more than 400 companies, including education Largest study of its kind ever undertaken How do they keep their employees happy, motivated, and productive?

19. McLendon and Polis, 200618 The Six Big Questions 1. Are my work patterns and environment healthy? 2. Do I have what I need to do the job? 3. Do I know when I am doing a good job? 4. Do I feel my job is important? 5. Am I recognized as an individual? 6. Am I learning and growing?

20. McLendon and Polis, 200619 Tools Local Director Self-Assessment for Staffing Practices Rating My Work Environment Checklist

21. McLendon and Polis, 200620 How Teachers Change Interviewed and observed teachers participating in three different models of PD multi-session workshops mentor-teacher groups practitioner research groups Findings and recommendations Association of Adult Literacy Professional Developers (AALPD) http://www.aalpd.org/documents/PDPolicyMatrixFINAL10122005.doc http://www.aalpd.org/documents/PDPolicyMatrixFINAL10122005.doc

22. McLendon and Polis, 200621 How Teachers Change Most distinguishing factors that supported change and retention: Paid prep time Benefits Decision making in the program Collegiality with other teachers Tool: Evidence-Based Checklist for Teacher Practices

23. McLendon and Polis, 200622 Activity 2: How Teachers Change What types of activities can you do to involve teachers in decision making and connect them more with their fellow teachers?

24. McLendon and Polis, 200623 Getting Teachers Off to a Good Start Resources on the MAEPD website http://maepd.org/resources/admin/preservice.asp Job Descriptions New Teacher Orientation Model Orientation Handbooks and Activity Packets for ABE and ESL teachers New Teacher Checklist Face-to-Face Orientation Guide Mentoring Guide

25. McLendon and Polis, 200624 Financial Management Open Forum

26. McLendon and Polis, 200625 What do you need to know? Linda McMillan

27. McLendon and Polis, 200626 Next Steps Online Course Username Password Complete between November – February Needs assessment survey – February Follow-up training – State Conference (March 26 – 28, 2007)

28. McLendon and Polis, 200627 Always willing to help… Lennox McLendon lmclendon@naepdc.org Kathi Polis klpolis@charter.net

29. McLendon and Polis, 200628 This project was developed by National Human Resources Development, Inc. (NHRD) and the National Adult Education Professional Development Consortium in cooperation with the Michigan Department of Career Development and funded through a grant under Section 222(a)(2) State Leadership Activities of the Adult Education and Family Literacy Act, Title II of the Workforce Investment Act of 1998, amended. For more information visit: http:www.maepd.org