Education and training requirements for Teachers-adult literacy and remedial and self-enrichment educationThe main qualification for self-enrichment teachers is expertise in their subject area; however, requirements may vary greatly with both the type of class taught and the place of employment. In some cases, a portfolio of one�s work may be required. For example, to secure a job teaching a photography course, an applicant would need to show examples of previous work. Special certification may be required to teach some subjects, such as a Red Cross water safety instructor certificate to teach swimming. Some self-enrichment teachers are trained educators or other professionals who teach enrichment classes in their spare time. In some disciplines, such as art or music, specific teacher training programs are available. Prospective dance teachers, for example, may complete programs that prepare them to instruct any number of types of dance—from ballroom dancing to ballet. Self-enrichment teachers also should have good speaking skills and a talent for making the subject interesting. Patience and the ability to explain and instruct students at a basic level are important as well, particularly when one is working with children. Requirements for teaching adult literacy and basic and secondary education vary by State and by program. Federally funded programs run by State and local governments require high accountability and student achievement standards. Those programs run by religious, community, or volunteer organizations, rather than State-run, federally funded programs, generally develop standards based on their own needs and organizational goals. Most State and local governments and educational institutions require that adult teachers have at least a bachelor�s degree and, preferably, a master�s degree. Some—especially school districts that hire adult education teachers—require an elementary or secondary school teaching certificate. A few have begun requiring a special certificate in ESOL or adult education. Teaching experience, especially with adults, also is preferred or required. Volunteers usually do not need a bachelor�s degree, but often must attend a training program before they are allowed to work with students. Most programs recommend that adult literacy and basic and secondary education teachers take classes or workshops on teaching adults, using technology to teach, working with learners from a variety of cultures, and teaching adults with learning disabilities. ESOL teachers also should have courses or training in second-language acquisition theory and linguistics. In addition, knowledge of the citizenship and naturalization process may be useful. Knowledge of a second language is not necessary to teach ESOL students, but can be helpful in understanding the students� perspectives. GED teachers should know what is required to pass the GED and be able to instruct students in the subject matter. Training for literacy volunteers usually consists of instruction on effective teaching practices, needs assessment, lesson planning, the selection of appropriate instructional materials, characteristics of adult learners, and cross-cultural awareness. Adult education and literacy teachers must have the ability to work with a variety of cultures, languages, and educational and economic backgrounds. They must be understanding and respectful of their students� circumstances and be familiar with their concerns. All teachers, both paid and volunteer, should be able to communicate well and motivate their students. Professional development among adult education and literacy teachers varies widely. Both part-time and full-time teachers are expected to participate in ongoing professional development activities in order to keep current on new developments in the field and to enhance skills already acquired. Each State�s professional development system reflects the unique needs and organizational structure of that State. Attendance by teachers at professional development workshops and other activities is often outlined in State or local policy. Some teachers are able to access professional development activities through alternative delivery systems such as the Internet or distance learning. Opportunities for advancement in these professions, particularly for adult education and literacy teachers, again vary from State to State and program to program. Some part-time teachers are able to move into full-time teaching positions or program administrator positions, such as coordinator or director, when such vacancies occur. Others may decide to use their classroom experience to move into policy work at a nonprofit organization or with the local, State, or Federal government or to perform research. Self-enrichment teachers also may advance to administrative positions or may even go on to start their own school or program. Experienced self-enrichment teachers may mentor new instructors and volunteers. More information on Teachers-adult literacy and remedial and self-enrichment education from The U.S. Department of Labor Bureau of Labor Statistics Occupational Outlook Handbook Overview of Teachers-adult literacy and remedial and self-enrichment education occupation Number of Teachers-adult literacy and remedial and self-enrichment education in the U.S. Salary and earnings for Teachers-adult literacy and remedial and self-enrichment education Working conditions for Teachers-adult literacy and remedial and self-enrichment education Significant points for Teachers-adult literacy and remedial and self-enrichment education Training requirements for Teachers-adult literacy and remedial and self-enrichment education Labor Information Home | Occupational data by city | Search Rainforests | Madagascar | What's new |