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For the past decade, as concerns over the quality of California schools have risen, state policymakers have sought ways to strengthen the state's teacher workforce. In the face of teacher shortages, numerous policy efforts have focused on preparing, recruiting, and retaining fully qualified teachers. The results of these policies have been significant; however, a number of sobering trends remain: poor students are still more likely to get an under-prepared teacher; at the secondary level, where enrollment is rising, many teachers are assigned "out-of-field" to classes for which they have minimal or no preparation; and nearly a quarter of new teachers enter the workforce without having earned the state's preliminary credential. These facts, combined with the increasing age of the teacher workforce and a drop in credential production, underscore that policymakers need to continue to focus on ensuring that all students have a fully qualified teacher. Additionally, looking across the teacher development continuum, weaknesses are apparent in how teaching quality is measured and how that information is used to support teachers. California needs to create a teacher development system designed to strengthen teaching quality. The system should link the components of the teacher development continuum, be based on a common definition of teaching quality, promote reliable measures of teacher knowledge and skills, and support the development of high-quality teaching. A system of teacher development can continuously improve teaching quality and ultimately result in improved student outcomes. Four primary recommendations are made to strengthen California's teaching force: (1) Review and align the current components of teacher development to form a system focused on strengthening teaching quality; (2) Continue to develop the California Longitudinal Teacher Integrated Data Education System (CALTIDES) and use the data derived from the system to inform decisions about the ways in which the components of teacher development can be revised, aligned, and made into a system that learns, adapts, and evolves; (3) Regularly assess classroom practice and use the information gathered to strengthen teaching quality; and (4) Encourage policies that will build and support a larger pool of prospective teachers. Appended are: (A) Research Methods; (B) Additional Supply, Demand and Distribution Graphs; (C) Teacher Preparation Measures; and (D) Source and Technical Information. (Contains 57 exhibits.)

To its considerable credit, California has set rigorous standards for all of its students in the past decade and provided considerable focus on where schools are falling short. Now, there are plentiful data about which schools and students are not succeeding. But the standards come with high stakes for students and schools-- consequences that have been heightened by the federal No Child Left Behind Act. Today's high school seniors are the first class that must pass the state's high school exit exam to receive a diploma, but far too many of the class of 2006 have faced math and English teachers who do not have the preparation to teach these subjects, which are the two covered by the exam. This report, offers a summary of the latest research and a brief set of charts and graphs that illuminate California's teaching force. A more detailed research report is available on the Web site (www.cftl.org) and includes a mixture of hard data and qualitative research based on extensive case studies from 10 districts across the state. The full report provides detailed recommendations for addressing these issues and strengthening the teacher workforce.

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, addresses learning to learn. It is designed to help instructors explain and demonstrate how learning is part of life and provide a valuable opportunity for them to engage their students in reflecting on why they are attending an adult learning program, where they are going, and what they need to do to successfully achieve their goals. The module contains the following: an overview of the topic; the specific skills that the module emphasizes; and teaching points, learning activities, resources, and commercial textbooks. A sample lesson plan begins with a cover sheet with objectives (learners and context, room setup, to bring, to do ahead, media used, and steps). The lesson plan indicates time required, materials required, and teacher and student activities. Other contents include overhead transparency masters, handouts, presurvey, and postassessment. The objectives for this module are as follows: analyze previous learning experiences; list mentors and coaches; discover responsible learning; select and organize qualities of responsible learners; analyze the role of team work in learning; and define the "Pledge of Responsible Learners." (YLB)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, discusses men's changing roles. It is designed to provide a framework for exploring how differences in language, laws, and ways for participating in the community and differences in the way in which members of a family relate to each other affect men's lives. It also explores some issues relating to men's roles in relation to women outside the family--in the workplace and in community life. The module contains the following: an overview of the topic; the specific skills that the module emphasizes; and teaching points, learning activities, resources, and commercial textbooks. A sample lesson plan begins with a cover sheet with objectives (learners and context, room setup, to bring, to do ahead, media used, and steps). The lesson plan indicates time required, materials required, and teacher and student activities. Other contents include overhead transparency masters, handouts, presurvey, and postassessment. The objectives for this module are as follows: study roles of men and women in the home; analyze potential changes; give advice; and role play positive ways of discussing a problem. (YLB)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, discusses children's changing roles. It is designed to help parents to support their children's roles--becoming bicultural, being learners, and creating oneself. The module contains the following: an overview of the topic; the specific skills that the module emphasizes; and teaching points, learning activities, resources, and commercial textbooks. A sample lesson plan begins with a cover sheet with objectives (learners and context, room setup, to bring, to do ahead, media used, and steps). The lesson plan indicates time required, materials required, and teacher and student activities. Other contents include overhead transparency masters, handouts, presurvey, and postassessment. The objectives for this module are as follows: discuss how to support children's learning; identify learning styles; visualize the home as a learning center and describe things to do; and list activities to enhance the children's development. (YLB)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, discusses supervisors and teamwork. It is designed to teach about differences between supervision in different kinds of workplaces; getting along and ahead with mainstream supervisors; and getting along and ahead in a team-based workplace. The module contains the following: an overview of the topic; specific skills that the module emphasizes; and teaching points, learning activities, resources, and commercial textbooks. A sample lesson plan begins with a cover sheet with objectives, learners and context, room setup, to bring, to do ahead, media used, and steps. The lesson plan indicates time required, materials required, and teacher and student activities. Other contents include overhead transparency masters, handouts, presurvey, and postassessment. The objectives for this module are as follows: describe "teamwork" at home or at work; discuss team members' roles; create a supervisor's assessment check list; and define qualities of an ideal supervisor. (YLB)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, focuses on becoming a citizen. It is designed to teach immigrants the requirements for applying for naturalization, how children become citizens, and the complex legal definition of "good moral character." The module contains the following: an overview of the topic; the specific skills that the module emphasizes; and teaching points, learning activities, resources, and commercial textbooks. Two resource sheets are the pros and cons of applying for citizenship and overview of the application process. A sample lesson plan begins with a cover sheet with objectives (learners and context, room setup, to bring, to do ahead, media used, and steps). The lesson plan indicates time required, materials required, and teacher and student activities. Other contents include overhead transparency masters, handouts, presurvey, and postassessment. The objectives for this module are as follows: analyze pros and cons of becoming a citizen; interview representatives of community agencies; prepare chart of available services; explain reasons for decision to become or not become a citizen; work with a team; acquire and interpret information; and make decisions and explain the reason. (YLB)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, focuses on parenting in the United States. It is designed to assist instructors in helping parents with the problem-solving they face. The module provides the following: an overview of the topic; the specific skills that the module emphasizes; and teaching points, learning activities, resources, and commercial textbooks. A sample lesson plan begins with a cover sheet with objectives (learners and context, room setup, to bring, to do ahead, media used, and steps). The lesson plan indicates time required, materials required, and teacher and student activities. Other contents include overhead transparency masters, handouts, presurvey, and postassessment. The objectives for this module are as follows: discuss, analyze, and resolve difficulties of raising children in the United States; analyze time spent on daily activities; list ideas for quality family time; and interpret and prepare a pie chart. (YLB)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, addresses career advancement. It is designed to provide a framework for thinking about career advancement in terms of three kinds of trajectories: education-based, vertical, and horizontal; a set of issues which class participants should think about in managing career advancement; and some ideas about self-assessment and information gathering. The module contains the following: an overview of the topic; the specific skills that the module emphasizes; and teaching points, learning activities, resources, and commercial textbooks. A sample lesson plan begins with a cover sheet with objectives (learners and context, room setup, to bring, to do ahead, media used, and steps). The lesson plan indicates time required, materials required, and teacher and student activities. Other contents include overhead transparency masters, handouts, presurvey, and postassessment. The objectives for this module are as follows: identify employment goal; analyze skills required for employment goal; identify other jobs with similar skills; locate One-Stop Career Center; research steps to reach employment goal; and prepare Plan of Action. (YLB)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, focuses transferring professional skills, degrees, or credentials from one's native country. The basic career planning and job search principles are relevant to learners at all educational levels. The module contains the following: an overview of the topic; the specific skills that the module emphasizes; and teaching points, learning activities, resources, and commercial textbooks. A sample lesson plan begins with a cover sheet with objectives, learners and context, room setup, to bring, to do ahead, media used, and steps. The lesson plan indicates time required, materials required, and teacher and student activities. Other contents include overhead transparency masters, handouts, presurvey, and postassessment. The objectives for this module are as follows: analyze skills, licenses, and education requirements for a job; analyze own skills and education; locate information on professional organizations and licensing authorities; and prepare a career plan of action. (YLB)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, focuses on how to evaluate the facts, opinions, and positions on social issues held by family and friends, neighbors, authority figures, and the media. Topics covered include the following: evaluating information resources, distinguishing between fact and opinion; distinguishing collaborating and negotiating; debating issues; working in teams; locating, analyzing, and using resources; and researching online. Basic skills addressed include thinking skills, using resources, interpersonal skills, and using information. The module contains the following: teaching points for the instructor; sample learning activities; a list of 15 resources; a sample lesson plan consisting of objectives, learners and context, room setup, materials needed, tasks to do ahead, media used, and steps for conducting the lesson; role-play materials; and pre- and postassessments. (KC)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, discusses women in nontraditional occupations. It is designed to help women consider the option of working in nontraditional occupations and to recognize that access to these jobs is competitive because they are well-paid. The module contains the following: an overview of the topic; the specific skills that the module emphasizes; and teaching points, learning activities, resources, and commercial textbooks. Resource sheets include self-assessment survey to determine whether the student is cut out for a nontraditional career and interest inventory. A sample lesson plan begins with a cover sheet with objectives (learners and context, room setup, to bring, to do ahead, media used, and steps). The lesson plan indicates time required, materials required, and teacher and student activities. Other contents include overhead transparency masters, handouts, presurvey, and postassessment. The objectives for this module are as follows: analyze jobs held by men and women; research skills, duties, responsibilities, and salaries; discuss whether women can fulfill those requirements; and debate in favor and against women in nontraditional jobs. (YLB)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, addresses keeping up with changes in laws affecting immigrants. Its objective is to teach students to track the legal framework that affects immigrants' lives and to build problem-solving skills by emphasizing the need to develop and use conceptual matrices to evaluate issues in more than one dimension. The module contains the following: an overview of the topic; the specific skills that the module emphasizes; and teaching points, learning activities, resources, and commercial textbooks. A summary sheet describes controversial provisions of immigrant federal legislation and what happened to them (January 1996-October 1997). A summary sheet of key terms follows. A sample lesson plan begins with a cover sheet with objectives, learners and context, room setup, to bring, to do ahead, media used, and steps. The lesson plan indicates time required, materials required, and teacher and student activities. Other contents include overhead transparency masters, handouts, presurvey, and postassessment. The objectives for this module are as follows: use library resources, apply key word search features, locate information about an issue, express personal opinions, listen to others' opinions, analyze points of agreement and disagreement, and negotiate and compromise. (YLB)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, discusses dealing with law enforcement authorities. It is designed to teach immigrants the following: understand laws and consequences of breaking them; how the law enforcement agencies operate; how to look out for and advocate for oneself; when to seek legal advice; and how to assure that the advice they receive is good. The module contains the following: an overview of the topic; the specific skills that the module emphasizes; and teaching points, learning activities, resources, and commercial textbooks. A sample lesson plan begins with a cover sheet with objectives, learners and context, room setup, to bring, to do ahead, media used, and steps. The lesson plan indicates time required, materials required, and teacher and student activities. Other contents include overhead transparency masters, handouts, presurvey, and postassessment. The objectives for this module are as follows: describe various authority systems; interview officers to gather information; role play positive encounters with authorities; and calculate blood alcohol levels. (YLB)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, discusses how to become involved in the communities and advocate with neighbors for needs. Topics covered include the following: researching and analyzing information; preparing a survey form; designing a survey process; and preparing an action plan. Basic skills addressed include thinking skills, using resources, interpersonal skills, and using information. The module contains the following: teaching points for the instructor; sample learning activities; a list of nine resources; a sample lesson plan consisting of objectives, learners and context, room setup, materials needed, tasks to do ahead, media used, and steps for conducting the lesson; role-play materials; and pre- and postassessments. (KC)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, addresses how to access and use information resources in order to function in the workplace and in daily living. Topics covered include the following: analyzing newspaper articles; preparing a weather graph; calculating average prices; locating information in a telephone book; gathering information from service agencies; accessing information on the Internet; eliciting, receiving, interpreting, and responding to verbal information; selecting and using appropriate technology; and evaluating reliability of information. Basic skills addressed include communication skills, thinking skills, personal qualities, using resources, interpersonal skills, using information, and working with systems. The module contains the following: teaching points for the instructor; sample learning activities; a list of 14 resources; a sample lesson plan consisting of objectives, learners and context, room setup, materials needed, tasks to do ahead, media used, and steps for conducting the lesson; readings; role-play materials; and pre- and postassessments. (KC)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, addresses the different roles of women in the United States. Topics covered include the following: identifying problematic lifestyle differences; defining solutions to such problems; role-playing effective and ineffective ways to address problems; acknowledging role changes necessary for success; identifying conflicting pressures; questioning and weighing traditional and contemporary values; and communicating uncertainties or perspectives on problems. Basic skills addressed include communication skills, thinking skills, personal qualities, using resources, interpersonal skills, using information, and working with systems. The module contains the following: teaching points for the instructor; sample learning activities; a list of 12 resources; a sample lesson plan consisting of objectives, learners and context, room setup, materials needed, tasks to do ahead, media used, and steps for conducting the lesson; role-play materials; and pre- and postassessments. (KC)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, discusses how and why to get involved in political and community life in the United States. Topics covered include the following: local political involvement, writing letters, reading the newspaper and writing letters to the editor, questioning politicians, voting, and becoming knowledgeable about public affairs. Basic skills addressed include communication skills, thinking skills, personal qualities, using resources, interpersonal skills, using information, and working with systems. The module contains the following: teaching points for the instructor; sample learning activities; a list of 12 resources; a sample lesson plan consisting of objectives, learners and context, room setup, materials needed, tasks to do ahead, media used, and steps for conducting the lesson; role-play materials; and pre- and postassessments. (KC)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, focuses on dealing with stress on the job and in daily life in the United States. Topics covered include the following: analyzing one's schedule and listing stressful times; applying four options for dealing with stress; practicing relaxation techniques; locating resources to assist with stress; working in teams; problem solving; and using information resources. Basic skills addressed include thinking skills, using resources, interpersonal skills, and working with systems. The module contains the following: teaching points for the instructor; sample learning activities; a list of seven resources; a sample lesson plan consisting of objectives, learners and context, room setup, materials needed, tasks to do ahead, media used, and steps for conducting the lesson; role-play materials; and pre- and postassessments. (KC)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, addresses how and why parents should become involved in their children's learning. Topics covered include the following: involvement opportunities; identifying the hierarchy of school officials; preparing for parent and teacher conferences; listing activities for parents and children; writing a short story to read with a child; organizing ideas and communicating concerns; identifying resources; and participating in the community. Basic skills addressed include communication skills, thinking skills, personal qualities, using resources, interpersonal skills, using information, and working with systems. The module contains the following: teaching points for the instructor; sample learning activities; a list of 13 resources; a sample lesson plan consisting of objectives, learners and context, room setup, materials needed, tasks to do ahead, media used, and steps for conducting the lesson; readings; role-play materials; and pre- and postassessments. (KC)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, discusses rights and responsibilities as tenants, the rights and duties of landlords, and how to maintain a good working relationship with a landlord. Topics covered include the following: requesting repairs, writing letters requesting repairs and notifying a landlord of a move, asking information from legal assistance, filing a complaint with the U.S. Department of Housing and Urban Development), negotiating within the rules, analyzing legal rights and responsibilities, and locating mediation services. Basic skills covered include using oral and written communication, thinking skills, personal qualities, using resources, interpersonal skills, using information, and working with systems. The module contains the following: teaching points for the instructor; sample classroom activities; a list of 10 resources; a sample lesson plan consisting of objectives, learners and context, room setup, materials needed, tasks to do ahead, media used, and steps for conducting the lesson; readings; role-play materials; and pre- and postassessments. (KC)

This module, which may be used as the basis for a workshop or as a special topic unit in an adult basic education or English-as-a-Second-Language (ESL) course, focuses on building the basic decision skills workers need to choose among potential jobs. The following items are included: overview of the module; list of basic, thinking, interpersonal, information utilization, and other skills addressed in the module; teaching points (points dealing with workers' basic rights, employment strategies, long-term work life planning); sample learning activities; list of 16 print and organizational resources and 16 commercial ESL textbooks; resource sheets; sample lesson plan; transparency master; reading and numeracy activities related to the problem of choosing a job; pre- and postmodule student surveys; and scoring directions. The following objectives are addressed in the module lesson: identify deductions listed on a paycheck stub; estimate net earnings based on hours worked, wage, rate, and deductions; analyze individual interests, aspirations, and concerns; and plan for future job changes. Included in the lesson plan are the following: objectives, a description of target audience and context, room setup guidelines, lists of items needed and media used, and detailed instructions for conducting the lesson. (MN)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, addresses how to file and pay federal income taxes. Topics covered include the following: defining tax-related vocabulary; analyzing tax credits and selecting the most appropriate ones; listing tax form preparation steps; charting U.S. income; working in teams; locating, analyzing, and using resources; and researching online. Basic skills addressed include thinking skills, personal qualities, using resources, interpersonal skills, using information, and working with systems. The module contains the following: teaching points for the instructor; sample learning activities; a list of 12 resources; a sample lesson plan consisting of objectives, learners and context, room setup, materials needed, tasks to do ahead, media used, and steps for conducting the lesson; role-play materials; and pre- and postassessments. (KC)

This module, which may be used as the basis for a workshop or as a special topic unit in an adult basic education or English-as-a-Second-Language (ESL) course, focuses on-the-job health and safety concerns and standards in the United States. The following items are included: module overview; list of basic, thinking, interpersonal, information utilization, and other skills addressed in the module; teaching points (points regarding understanding California's workplace safety standards, weighing the benefits of employment against the health hazards of specific jobs, and understanding workers' rights); sample learning activities; list of print resources and commercial ESL textbooks; sample lesson plan; transparency masters; learning activities and student handouts; pre- and postmodule student surveys; and scoring directions. The following objectives are addressed in the module lesson: inquire about safety signs and equipment and their purpose; report an unsafe condition; work with others to address a problem; and complete a job accident report. Included in the lesson plan are the following: objectives, description of the target audience and context, room setup guidelines, lists of items needed and media used, and detailed instructions for conducting the lesson. (MN)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, discusses how to access the formalized human service delivery systems in the United States, which often replace the networks of extended families and friends that immigrants relied on in their birth countries. Topics covered include the following: preparing a household budget; organizing records; listing local support service agencies; investigating the "rules of the game"; writing letters of commendation; acquiring and evaluating information; analyzing and solving problems; calculating income and expenses; and communicating in writing. Basic skills addressed include communication skills, thinking skills, personal qualities, using resources, interpersonal skills, using information, and working with systems. The module contains the following: teaching points for the instructor; sample learning activities; a list of 21 resources; a sample lesson plan consisting of objectives, learners and context, room setup, materials needed, tasks to do ahead, media used, and steps for conducting the lesson; readings; role-play materials; and pre- and postassessments. (KC)

This handbook is intended to help administrators and instructors of adult basic education and English-as-a-Second-Language programs use the 30 Tierra de Oportunidad (Land of Opportunity) instructional modules, which address four strands or clusters relating to the different major domains in which adults function: work life, family life, community, and lifelong learning. The following items are included: introduction; administrator summary (overview of the modules and their development and implementation suggestions); general teacher tips and skill development matrix; abstracts of the modules and tips for using them; advice on assessment; and student tips (overview for students, student contract, and student self-assessment). Each module abstract contains the following: discussion of the module's importance; teaching points; learning activities; and matrix. The matrix outlines the following: grouping strategies, incorporation of the Secretary's Commission for Achieving Necessary Skills (SCANS) skills; ideas for presentation; self-directed learning activity; insider information; and activities to direct students' reflection on the module. These items are appended: vision of literacy in the information society; suggested reading strategies; list of language forms and functions; top 20 education resources on the World Wide Web; skills identified by the SCANS report and information about them; and a bibliography of 164 print resources and 19 Web addresses. (MN)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, focuses on renting a place to live. The following items are included: module overview; list of basic, thinking, interpersonal, information utilization, and other skills addressed in the module; teaching points (minimum legal standards for rental housing, landlords' and tenants' rights, rental housing and immigration status, California and federal legislation concerning housing discrimination, rental agreements, immigration law and married women, immigration law and battered women, immigration status and access to education and health care); sample learning activities; list of Internet and organizational resources and commercial textbooks; sample lesson plan; transparency masters; student activities; excerpts from the Fair Housing Act; sample rental agreement; pre- and postmodule student surveys; and scoring directions. The following objectives are addressed in the lesson: interpret housing advertisements; discuss the Fair Housing Act; calculate housing expenses; and interpret and negotiate a rental agreement. Included in the sample lesson are the following: objectives, description of the module's target audience and context, room setup guidelines, lists of items needed and media used, and detailed instructions for conducting the lesson. (MN)

This module, which may be used as the basis for a workshop or as a special topic unit in an adult basic education or English-as-a-Second-Language (ESL) course, focuses on support systems for injured workers. The following items are included: module overview; list of basic, thinking, interpersonal, information utilization, and other skills addressed in the module; teaching points (points regarding on-the-job injuries, Workers' Compensation, on-the-job illness, and serious or permanent disability); sample learning activities; list of print resources and commercial ESL textbooks; sample lesson plan; transparency masters; learning activities and student handouts; pre- and postmodule student surveys; and scoring directions. The following objectives are addressed in the module lesson: interpret information about support systems; list sequential steps in applying for support; compare and contrast various support systems; and complete an application for state disability insurance. Included in the lesson plan are the following: objectives, description of the module's target audience and context, room setup guidelines, list of items needed and media used, and detailed instructions for conducting the lesson. (MN)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, focuses on issues related to women's immigration status. The following items are included: module overview; list of basic, thinking, interpersonal, information utilization, and other skills addressed in the module; teaching points (points regarding immigration law and married women, immigration law and battered women, and immigration status and access to education and health care); sample learning activities; list of World Wide Web and organizational resources; sample lesson plan; transparency masters; student activities; excerpts from U.S. immigration law; pre- and postmodule student surveys; and scoring directions. The following objectives are addressed in the module lesson: research immigration law language; discuss family unity provision, analyze women's immigration issues; verify information on immigration issues; review potential effects of immigration status; and find solutions to a problem. Included in the sample lesson are the following: objectives, description of the module's target audience and context, room setup guidelines, list of items needed and media used, and detailed instructions for completing the steps involved in conducting the lesson. (MN)

This module, which may be used as the basis for a workshop or as a special topic unit in adult basic education or English-as-a-Second-Language (ESL) courses, focuses on teenagers' access to higher education. The following items are included: module overview; list of basic, thinking, interpersonal, information utilization, and other skills addressed in the module; teaching points (points regarding the importance of postsecondary education in the current job market, the success in higher education that may be achieved even by teenagers who have not done well in school, the financial feasibility of higher education for most students, and immigrants and higher education); sample learning activities; list of educational resources and commercial textbooks; sample lesson plan; transparency masters; action plan; pre- and postmodule student surveys; and scoring directions. The following objectives are addressed in the module lesson: acquire and evaluate information on financial aid; compare and contrast various kinds of financial aid; prepare an action plan for continuing education; work cooperatively with others; and use problem-solving skills. Included in the lesson plan are the following: objectives, description of target audience and context, room setup guidelines, lists of items needed and media used, and detailed instructions for conducting the lesson. (MN)

This module, which may be used as the basis for a workshop or as a special topic unit in an adult basic education or English-as-a-Second-Language (ESL) course, focuses on the problems faced by immigrant women in their work lives and legal provisions to protect employed women. The following items are included: module overview; list of basic, thinking, interpersonal, information utilization, and other skills addressed in the module; teaching points (points dealing with basic rights, strategic thinking, and decision making); sample learning activities; list of 8 organizational and print resources and 16 commercial ESL textbooks; resource sheets; sample lesson plan; transparency masters; learning activities and student handouts concerning sexual harassment and other women's work issues; pre- and postmodule student surveys; and scoring directions. The following objectives are addressed in the module lesson: be able to discuss work conditions with coworkers, engage in role play activities simulating communication with supervisors, and devise ways to address sexual harassment situations. Included in the lesson plan are the following: objectives, a description of target audience and context, room setup guidelines, lists of items needed and media used, and detailed instructions for conducting the lesson. (MN)

This module, which may be used as the basis for a workshop or as a special topic unit in an adult basic education or English-as-a-Second-Language (ESL) course, focuses on the Unemployment Insurance (UI) system. The following items are included: module overview; list of basic, thinking, interpersonal, information utilization, and other skills addressed in the module; teaching points (points dealing with working with the UI system's agency representatives, considering availability of unemployment insurance when choosing a job, and using the UI system); sample learning activities; list of print resources and commercial ESL textbooks; resource sheets; sample lesson plan; transparency masters; learning activities and student handouts concerning sexual harassment and other women's work issues; pre- and postmodule student surveys; and scoring directions. The following objectives are addressed in the lesson: interpret terms related to unemployment, explain UI, interpret and complete forms, role play interacting with claims officers, participate as a team member, record information accurately, and apply rules and principles to a situation. Included in the lesson plan are the following: objectives, description of the target audience and context, room setup guidelines, lists of items needed and media used, and detailed instructions for conducting the lesson. (MN)

This module, which may be used as the basis for a workshop or as a special topic unit in an adult basic education or English-as-a-Second-Language (ESL) course, focuses on access to adult learning opportunities. The following items are included: module overview; list of basic, thinking, interpersonal, information utilization, and other skills addressed in the module; teaching points (points regarding the need for lifelong learning, the right to low-cost learning opportunities, types and benefits of different types of educational media and resources, and employer-sponsored workplace learning); sample learning activities; list of educational resources, adult education-related Web sites, and commercial ESL textbooks; sample lesson plan; transparency masters; learning activities and student handouts; pre- and postmodule student surveys; and scoring directions. The following objectives are addressed in the module lesson: match personal interests and education with job requirements; gather information on adult learning opportunities; analyze career paths; and choose leaning opportunities for advancement on the job. Included in the lesson plan are the following: objectives, description of the module's target audience and context, room setup guidelines, lists of items needed and media used, and detailed instructions for conducting the lesson. (MN)

Significant improvements in instructional design and in the development of classroom support materials, as well as the blurring of lines separating computer software, computer-interactive videodisc, CD-ROM, and other new technologies, are cited as the rationale for combining three topics covered by separate guidelines published in 1991--educational software, computer-interactive videodisc, and CD-ROM--in this single set of revised guidelines. They are meant to provide a model to be used in the design and development of new interactive technology resources as well as for the evaluation of these resources for use in California schools. Evaluative criteria in each section are organized into three categories: essential criteria (minimum criteria that must be met for consideration); desirable criteria (goes beyond minimum requirements and also meets additional criteria, rated as recommended for use); and exemplary criteria (goes beyond essential and desirable and embodies additional attributes, rated as highly recommended for use). Evaluative criteria are grouped in check list format under the five headings of Curricular Match, Instructional Design, Content, Interest, and Technical Quality. Subheadings are used as appropriate for more specific groupings of criteria. A copy of "Standards for Evaluation of Instructional Materials with Respect to Social Content" (1986, California State Department of Education) and a statement of "Consumer Awareness Issues" conclude the handbook. (BBM)

This framework defines a vision of the knowledge, skills, and abilities that should characterize California's beginning teachers in their initial years of service. Discussion and development of the framework are part of the California New Teacher Project, a pilot study of policy alternatives to enhance the success of novice teachers. Following a description of several qualities of teaching that are part of the new vision for the profession (a developmental view, a holistic vision, and diversity of teaching in California), the framework is organized in two parts: subject matter constructs and pedagogical constructs. The essence of the framework, is a set of six domains and subdomains that represent the knowledge, skills, and abilities of California teachers: (1) demonstrating knowledge of the teacher's content area(s); (2) planning and designing instruction; (3) organizing and managing the classroom; (4) delivering instruction to all students; (5) diagnosing and evaluating student learning; and (6) participating in or creating a learning community. Each domain or subdomain is broken down into more specific constructs with examples of indicators at both beginning teacher and expert teacher levels that are intended to communicate the meaning of the constructs. (Contains 19 references.) (LL)

This publication is a guide to assessing the subject-matter competence of prospective physical education teachers in California. The guide was developed as part of a statewide response to legislated entry and exit standards for teachers in elementary and secondary schools. An introduction describes the regulations and executive order, which are the basis for the guide, and the conference that developed the guide. The opening section lists premises for assessment and addresses each in detail, covering unity of purpose among the diversity of programs, multiple measures, and the assessment design (process, features, scheduling, and fairness to students). The next section establishes two categories of competence--first, generic competencies that are fundamental to all disciplines and, second, 26 competencies that are specific to physical education. The third section, on sources of assessment information, provides general guidelines and methods of assessment information gathering, including coursework, interviews, portfolios, testing, capstone courses, academic transcripts, and letters of recommendation. Three model assessment formats representing different approaches to measuring and assessing competencies are presented in the fourth section. The final section treats recommendations related to resource and administrative issues. Two appendixes contain additional information on interviews and course requirements. (JB)

This report presents a series of policy recommendations from the members of the California Technology Project Distance Learning Task Force to the California State Department of Education and the State Legislature on future directions for distance learning for kindergarten through twelfth grade schools. These recommendations are intended to assist California policymakers in the proper and economic application of distance education. The report begins with a brief overview of current educational conditions in California and a definition of distance education. Four educational problems are then identified and discussed, and Task Force recommendations are detailed for each problem: (1) a shortage of qualified K-12 teachers in California; (2) K-12 students in California have pressing instructional needs that cannot be met by their individual schools; (3) no one organization is responsible for distance learning in the state; and (4) current educational policies fail to recognize the "borderless" attributes of distance learning. The status of distance learning for K-12 schools in California is briefly described, including distance education by communications satellite and broadcast television, ITFS (Instruction Television Fixed Service), and cable television. Two examples of state supported distance learning networks are also provided: Oregon's Ed-Net, and the Community College of Maine. A list of Task Force members and a glossary of terms conclude the report. (DB)

This resource guide, prepared by the California Technology Project Distance Learning Task Force, is designed to introduce the K-12 educator to the rapidly growing field of distance education, i.e., using technology to link students to teachers. It is argued that this guide offers the state of California the chance to use its educational resources cost effectively to address problems of scale (not enough students at a location), and problems of scarcity (an instructional specialty not readily available). The first of four sections provides an introduction and background information on educational conditions in California. The second section, "Distance Learning Networks and Programs," offers a detailed look at what is happening in California and nationally in distance education, paying particular attention to educational television networks and communications satellites. The third section, "Distance Learning Technologies," describes available media options and offers practical advice on the purchase of electronic equipment and other telecommunications hardware. The last section, "Distance Learning Information," details interesting approaches in other states, enumerates some useful publications on distance education, lists the members of the California Technology Project Distance Learning Task Force, and concludes with a glossary of terms. (Contains 7 references) (DB)