Wow Jackie! This is a tough one, but very needed, particularly as AE is so very under-funded. Where to begin:
I believe that a thorough survey nationwide would probably reflect the following:
1. AE part timers far outnumber full timers
2. The process to "progress up the ladder" is not specified or even well-defined in most states and programs,
3. The funding processes involved in AE (especially with federally-funded grant training models) is so rigid that most part time teachers could not even be considered for higher positions, etc. (I'm sure exceptions exist here).
4. Lack of access to "insider" AE information (regarding funding, how the federal & state AE programs work, etc) prevents/prohibits any type of true exchange of ideas from part timers that would enlist their input into problem-solving or dynamics that could improve and effective and comprehensive delivery of service to our precious clients/students.
 
Solution to these? An intentional effort by state legislatures and Congress to increase funding of AE, local directors to hold information and problem-solving sessions with part-timers during required inservice hours, and finally, making the process of promotion clear (if it exists at all), within AE on the local level. Sometimes this amounts to a "who you know, not what you know" type of dynamics, which is very pervasive in our field, but this could change! However, much effort would have to be supplied and it would have to originate "from the top." I hope this short response will be helpful. 
As a point of reference, my teaching experience would be Texas primarily along with my providing AE/ESL trainings, conferences in Tennessee, North Carolina, and extensive curriculum review in Mexico (and yes, Mexico does have a small AE program which may surprise many.)  All the best. Dr. Clark (on the Mexico-Texas border). Happy holidays to all subscribers!

________________________________

From: professionaldevelopment-bounces at nifl.gov on behalf of Taylor, Jackie
Sent: Sun 12/3/2006 6:18 PM
To: The Adult Literacy Professional Development Discussion List
Subject: [ProfessionalDevelopment 661] Career pathways - what does our fieldhave to offer?



PD List Colleagues,
My, everyone certainly is quiet this fall!

I know you're busy, but I have a request of you this week. I am looking
for _specific_ examples of _all_ career pathways in our field.

Not only are there pathways into our field, but pathways of promotion
within our field, pathways from part-time to full-time, and pathways out
of our field, perhaps to better paying, more stable positions. And
pathways vary by state, by provider (LEA, CBO) and perhaps in other
ways.  So I think the best way to make sense of this issue, is to hear
from you about _your_ experience. How did you enter the field, and how
did you get to where you are today?

Consider sharing answers to questions like:

1) What state did you start your career in adult literacy?
2) How did you enter the field and into what role?
3) How did you move within the field? Consider changes in:
-- role
-- provider type
-- part-time to full-time or vice-versa
-- promotion
-- location (did you need to relocate for the job?)

4) Did you leave the field, if so, to what position, and why?
5) If you left the field, did you return and if so to what role or
position?
6) To whom does the top pay go in your state or area?
7) What supports or resources, if any, were helpful to you along the
way?
8) Other thoughts?

I hope you will take a moment to respond; I always appreciate hearing
from you. Besides, what a nice way for us to get to know each other
better!

Best, Jackie

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Jackie Taylor, Adult Literacy Professional Development List Moderator,
jataylor at utk.edu 
National Institute for Literacy http://www.nifl.gov/
Association of Adult Literacy Professional Developers
http://www.aalpd.org/

.

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