Teachers who have experience in public school classrooms say they transfer this knowledge to their work in adult classrooms.

Some teachers report that they learn from their students. Some teachers learn from other people in their classrooms. For example, teachers who use aides or volunteers describe learning from them. Many teachers and volunteers use their personal relationships and prior personal experiences to help them gain insight into how their students learn. A few teachers turn to the professional literature for help developing their teaching skills.

The administrators [with whom we talked] see themselves in a way that is consistent with how the teachers see them--as responsible for creating a climate, providing resources, developing incentives for participation, and disseminating information about staff development opportunities.

Almost all teachers recall instances where observing and talking with other teachers gave them insights into solutions for their own classroom problems.

Many teachers talk about the value of their work based on their own experiences with adult students and contrast this with their perceived low status as adult education teachers.

Teachers consistently report that they need to feel a part of the statewide community of Adult Education, to be connected to other teachers and administrators, to be kept informed about what is happening at the state level, and to receive guidance on philosophy and program direction.

Many teachers express a desire to be a part of a more coherent system, and for their own learning to be part of a coherent plan. This goes beyond simply knowing what is happening administratively on different levels, to a need for a statewide "community" of adult educators that includes people at all levels in the system and a sense of shared goals, philosophy, and values.