Skills for Success Common Core
PROFESSIONALISM
Skills for Success Common Core
SKILLS FOR SUCCESS FRAMEWORK AND INSTRUCTIONAL BEST PRACTICES
Skills for Success Common Core
TEACHES SKILLS FOR SUCCESS STRATEGIES
Skills for Success Common Core
READING
Skills for Success Common Core
READING
Instructions
Think about your professional activities over the past three years. To what extent do the following statements describe your recent professional activities?
Score each one:
① – Not at all true of me
② – Slightly true of me
③ – Somewhat true of me
④ – Mostly true of me
⑤ – Very true of me
Questions
The following statements are based on SFS 1. Pursues Professionalism
1.1I stay informed about current developments in Skills for Success and adult education fields, such as by reading research studies and participating in workshops, and I integrate what I learn into design, delivery and/or assessment practices.
1.2I contribute knowledge and service to the Skills for Success Professional Community by collaborating with colleagues, participating in mentoring and advocating for an inclusive, equitable and accessible community.
1.3I reflect on my professional strengths and areas of growth, set goals for professional development, and seek feedback on my performance.
1.4I promote the role and value of Skills for Success with participants and other training partners. I can explain the role, value and transferability of Skills for Success and their benefit to work performance and social and economic outcomes.
Instructions
Think about the training programs you have delivered and/or developed in the past three years. To what extent do the following statements describe your recent instructional practices?
Score each one:
① – Not at all true of me
② – Slightly true of me
③ – Somewhat true of me
④ – Mostly true of me
⑤ – Very true of me
Questions
The following statements are based on SFS 2. Applies Skills for Success Best Practices
2.1Integration of skills
I know how to determine which Skills for Success are most relevant to learners’ needs and goals, and I am able to integrate these skills into learning activities.
2.2Contextualizing learning
I maximize the relevancy of learning tasks by including authentic materials and real-world scenarios based on participants’ goals and interests.
2.3Competency-based learning
I use proficiency scales and mastery standards to measure participant ability and progress, ladder instruction and determine appropriate individual learning paths.
2.4Complexity
I vary the complexity of learning tasks and materials to align to participants’ Skills for Success needs and goals. For instance, I use pre-assessment and needs analysis data to determine differences between participants’ starting levels and required levels, and I develop learning tasks and materials to help bridge this difference.
2.5Scaffolding learning
I know how to scaffold learning so that participants progress to increasingly more complex learning tasks. For instance, I incorporate graphic organizers and step-by-step processes, and I focus instruction on areas of skill development where participants are struggling.
2.6Direct instruction
I make the lesson learning outcomes explicit for participants. For complex learning tasks, I break it down into manageable chunks, providing direct instruction on the component parts, steps and structure.
2.7Formative assessment
I regularly monitor learning progress and provide frequent feedback to participants. I use a variety of formative assessment strategies, such as learning observations, discussions, self-reflection, exit-slips, portfolios, quizzes, student-error logs, etc.
2.8Self-regulation skills
I take steps to support the social-emotional well-being of participants. I know how to promote the development of self-regulation skills and growth-mindset.
2.9Learner-centered education
I build upon participants’ prior knowledge and involve participants in decisions about their learning. I recognize the unique characteristics of individual learners and adapt instruction to suit them.
Instructions
Select two Skills for Success that you would like to self-assess your instruction of in greater detail. Choose two skills according to their relevancy to your current position, priority within your organization and/or personal interest.
Choose 2 Skills
Skills
Instructions
Think about the training programs you have delivered and/or developed in the past three years. To what extent do the following statements describe your recent Reading instructional practices?
Score each one:
① – Not at all true of me
② – Slightly true of me
③ – Somewhat true of me
④ – Mostly true of me
⑤ – Very true of me
Questions
Reading
The following statements are based on SFS 3.1 Uses instructional strategies to improve participants' reading skills
3.1.1I provide instruction on foundational reading skills and knowledge as required
3.1.2I provide instruction on reading strategies to help participants respond systematically to comprehension questions
3.1.3I integrate context-specific language and vocabulary-building activities into reading instruction
3.1.4I integrate authentic documents into reading activities, including culturally and contextually relevant documents
3.1.5I provide instruction on structures, features and purposes of different types of documents
3.1.6I provide instruction on strategies for navigating documents through the use of features and structures
3.1.7I provide instruction on question structure and determining requested information
Questions
Numeracy
The following statements are based on SFS 3.2 Uses instructional strategies to improve participants' numeracy skills
3.2.1I provide instruction on math operations
3.2.2I provide instruction on problem-solving strategies to help participants solve numeracy tasks systematically
3.2.3I provide participants with opportunities to use different numeracy approaches and strategies and to explain their reasoning
3.2.4I provide instruction on the language of numeracy
3.2.5I incorporate concrete, visual and hands-on activities to develop participants’ understanding of numeracy concepts
3.2.6I provide participants with opportunities to reflect on their prior learning in numeracy and connect it to new concepts
3.2.7I recognize, assess and address participants’ diverse and potentially negative experiences, beliefs and emotions towards numeracy that may interfere with learning
3.2.8I integrate authentic documents into numeracy activities, including culturally and contextually relevant documents
3.2.10I provide instruction on structures, features and purposes of different types of documents
3.2.9I provide instruction on strategies for navigating documents through the use of features and structures
3.2.11I provide instruction on question structure and determining requested information
Questions
Writing
The following statements are based on SFS 3.3 Uses instructional strategies to improve participants' writing skills
3.3.1I provide instruction on elements of writing
3.3.2I provide instruction on the relationship between audience, tone and formality
3.3.3I provide instruction on organizational strategies to help participants approach writing tasks systematically
3.3.4I provide instruction on strategies for pre-writing and generating ideas, such as brainstorming and discussion
3.3.5I provide instruction on strategies for gathering and integrating information from one or more sources into writing content
3.3.6I provide instruction on strategies for editing, revising and proofreading
3.3.7I integrate context-specific language and vocabulary-building activities into writing instruction
3.3.8I integrate authentic documents into writing activities, including culturally and contextually relevant documents
3.3.9I provide instruction on structures, features and purposes of different types of documents
3.3.10I provide instruction on strategies for navigating documents through the use of features and structures
3.3.11I provide instruction on question structure and determining requested information
3.3.12I integrate collaboration, communication and digital skills into writing tasks to help participants generate ideas, peer edit, revise writing and share knowledge
Questions
Creativity & Innovation
The following statements are based on SFS 3.4 Uses instructional strategies to improve participants' creativity and innovation skills
3.4.1I use a conceptual model to help participants work systematically with information in creativity-based tasks
3.4.2I create open-ended, creativity-based tasks to prevent from leading participants’ thinking towards a pre-determined path
3.4.3I integrate discussion, brainstorming and collaboration into creativity and innovation activities
Questions
Collaboration
The following statements are based on SFS 3.5 Uses instructional strategies to improve participants' collaboration skills
3.5.1I provide explicit instruction on collaboration skills
3.5.2I provide instruction on strategies for analyzing the context and procedure of collaboration tasks
3.5.3I create challenging collaboration tasks that encourage diverse perspectives and outcomes
3.5.4I structure group interactions to encourage participation and individual accountability
3.5.5I incorporate activities to develop trust and psychological safety in team environments
Questions
Problem Solving
The following statements are based on SFS 3.6 Uses instructional strategies to improve participants' problem-solving skills
3.6.1I provide explicit instruction on the basic elements and procedures of problem solving
3.6.2I use problem-solving models that provide systematic processes for participants to follow
3.6.3I provide instruction on cognitive biases and how they can hamper successful problem solving
3.6.4I provide instruction on research methods and determining relevancy of information
3.6.5I provide instruction on thinking strategies to choose the best course of action and evaluate its effectiveness
3.6.6I provide participants with sufficient time to work through problem-solving steps and find their own solutions
3.6.7I intervene in problem-solving activities to provide structured guidance, feedback and questions, rather than leaving participants solely to the discovery method
3.6.8I debrief the process and results of problem-solving to model critical thinking processes and encourage participant reflection
3.6.9I provide opportunities for participants to compare each other’s work and critique alternative problem-solving strategies
3.6.10I integrate discussion, brainstorming and collaboration into problem-solving activities
Questions
Adaptability
The following statements are based on SFS 3.7 Uses instructional strategies to improve participants' adaptability skills
3.7.1I use adaptability training models to guide instruction
3.7.2I use frameworks to teach participants how to manage goals and time
3.7.3I provide instruction on adaptive thinking strategies to build resilience and positivity in the face of change
3.7.4I provide constructive feedback to encourage adaptability
3.7.5I encourage a growth mindset by praising and commenting on participants’ efforts and processes rather than qualities or traits that reinforce a fixed mindset
3.7.6I encourage participants to see errors and mistakes as growth opportunities rather than setbacks or failures
3.7.7I use interventions to improve participants’ ability to focus, minimize distractions and regulate emotions
Questions
Communication
The following statements are based on SFS 3.8 Uses instructional strategies to improve participants' communication skills
3.8.1I provide instruction on strategies to reduce public-speaking anxiety
3.8.2I provide instruction on techniques to improve active listening skills
3.8.3I provide instruction on intercultural communication skills
3.8.4I incorporate role-play and simulation-based communication tasks
3.8.5I present expert and peer models of successful communication performance
3.8.6I provide instruction on non-verbal aspects of communication
3.8.7I create learning tasks that require participants to consider their own and others’ perspectives, biases, purposes and intentions
3.8.8I provide instruction on adapting communication approaches to different contexts depending on the needs, preferences, interests, abilities, cultures and relationships with training partners
Questions
Digital
The following statements are based on SFS 3.9 Uses instructional strategies to improve participants' digital skills
3.9.1I provide instruction on the technical “how to” of digital tasks and the contextual “when” and “why” to foster participant transfer of learning to new digital technologies
3.9.2I differentiate instruction and curriculum to address participants’ different learning needs and starting points
3.9.3I address the needs of participants with low confidence in their digital skills
3.9.4I provide instruction on basic functions and terminology of digital devices
3.9.5I provide instruction on strategies for navigating digital content through the use of features and structures
3.9.6I provide instruction on strategies to evaluate the relevance and reliability of digital information
3.9.7I provide instruction on digital safety, storage, privacy, protection and ethics
3.9.8I support participants with learning differences and disabilities to access assistive technologies
Instructions
Think about the training programs you have delivered and/or developed in the past three years. To what extent do the following statements describe your recent Reading instructional practices?
Score each one:
① – Not at all true of me
② – Slightly true of me
③ – Somewhat true of me
④ – Mostly true of me
⑤ – Very true of me
Questions
Reading
The following statements are based on SFS 3.1 Uses instructional strategies to improve participants' reading skills
3.1.1I provide instruction on foundational reading skills and knowledge as required
3.1.2I provide instruction on reading strategies to help participants respond systematically to comprehension questions
3.1.3I integrate context-specific language and vocabulary-building activities into reading instruction
3.1.4I integrate authentic documents into reading activities, including culturally and contextually relevant documents
3.1.5I provide instruction on structures, features and purposes of different types of documents
3.1.6I provide instruction on strategies for navigating documents through the use of features and structures
3.1.7I provide instruction on question structure and determining requested information
Questions
Numeracy
The following statements are based on SFS 3.2 Uses instructional strategies to improve participants' numeracy skills
3.2.1I provide instruction on math operations
3.2.2I provide instruction on problem-solving strategies to help participants solve numeracy tasks systematically
3.2.3I provide participants with opportunities to use different numeracy approaches and strategies and to explain their reasoning
3.2.4I provide instruction on the language of numeracy
3.2.5I incorporate concrete, visual and hands-on activities to develop participants’ understanding of numeracy concepts
3.2.6I provide participants with opportunities to reflect on their prior learning in numeracy and connect it to new concepts
3.2.7I recognize, assess and address participants’ diverse and potentially negative experiences, beliefs and emotions towards numeracy that may interfere with learning
3.2.8I integrate authentic documents into numeracy activities, including culturally and contextually relevant documents
3.2.10I provide instruction on structures, features and purposes of different types of documents
3.2.9I provide instruction on strategies for navigating documents through the use of features and structures
3.2.11I provide instruction on question structure and determining requested information
Questions
Writing
The following statements are based on SFS 3.3 Uses instructional strategies to improve participants' writing skills
3.3.1I provide instruction on elements of writing
3.3.2I provide instruction on the relationship between audience, tone and formality
3.3.3I provide instruction on organizational strategies to help participants approach writing tasks systematically
3.3.4I provide instruction on strategies for pre-writing and generating ideas, such as brainstorming and discussion
3.3.5I provide instruction on strategies for gathering and integrating information from one or more sources into writing content
3.3.6I provide instruction on strategies for editing, revising and proofreading
3.3.7I integrate context-specific language and vocabulary-building activities into writing instruction
3.3.8I integrate authentic documents into writing activities, including culturally and contextually relevant documents
3.3.9I provide instruction on structures, features and purposes of different types of documents
3.3.10I provide instruction on strategies for navigating documents through the use of features and structures
3.3.11I provide instruction on question structure and determining requested information
3.3.12I integrate collaboration, communication and digital skills into writing tasks to help participants generate ideas, peer edit, revise writing and share knowledge
Questions
Creativity & Innovation
The following statements are based on SFS 3.4 Uses instructional strategies to improve participants' creativity and innovation skills
3.4.1I use a conceptual model to help participants work systematically with information in creativity-based tasks
3.4.2I create open-ended, creativity-based tasks to prevent from leading participants’ thinking towards a pre-determined path
3.4.3I integrate discussion, brainstorming and collaboration into creativity and innovation activities
Questions
Collaboration
The following statements are based on SFS 3.5 Uses instructional strategies to improve participants' collaboration skills
3.5.1I provide explicit instruction on collaboration skills
3.5.2I provide instruction on strategies for analyzing the context and procedure of collaboration tasks
3.5.3I create challenging collaboration tasks that encourage diverse perspectives and outcomes
3.5.4I structure group interactions to encourage participation and individual accountability
3.5.5I incorporate activities to develop trust and psychological safety in team environments
Questions
Problem Solving
The following statements are based on SFS 3.6 Uses instructional strategies to improve participants' problem-solving skills
3.6.1I provide explicit instruction on the basic elements and procedures of problem solving
3.6.2I use problem-solving models that provide systematic processes for participants to follow
3.6.3I provide instruction on cognitive biases and how they can hamper successful problem solving
3.6.4I provide instruction on research methods and determining relevancy of information
3.6.5I provide instruction on thinking strategies to choose the best course of action and evaluate its effectiveness
3.6.6I provide participants with sufficient time to work through problem-solving steps and find their own solutions
3.6.7I intervene in problem-solving activities to provide structured guidance, feedback and questions, rather than leaving participants solely to the discovery method
3.6.8I debrief the process and results of problem-solving to model critical thinking processes and encourage participant reflection
3.6.9I provide opportunities for participants to compare each other’s work and critique alternative problem-solving strategies
3.6.10I integrate discussion, brainstorming and collaboration into problem-solving activities
Questions
Adaptability
The following statements are based on SFS 3.7 Uses instructional strategies to improve participants' adaptability skills
3.7.1I use adaptability training models to guide instruction
3.7.2I use frameworks to teach participants how to manage goals and time
3.7.3I provide instruction on adaptive thinking strategies to build resilience and positivity in the face of change
3.7.4I provide constructive feedback to encourage adaptability
3.7.5I encourage a growth mindset by praising and commenting on participants’ efforts and processes rather than qualities or traits that reinforce a fixed mindset
3.7.6I encourage participants to see errors and mistakes as growth opportunities rather than setbacks or failures
3.7.7I use interventions to improve participants’ ability to focus, minimize distractions and regulate emotions
Questions
Communication
The following statements are based on SFS 3.8 Uses instructional strategies to improve participants' communication skills
3.8.1I provide instruction on strategies to reduce public-speaking anxiety
3.8.2I provide instruction on techniques to improve active listening skills
3.8.3I provide instruction on intercultural communication skills
3.8.4I incorporate role-play and simulation-based communication tasks
3.8.5I present expert and peer models of successful communication performance
3.8.6I provide instruction on non-verbal aspects of communication
3.8.7I create learning tasks that require participants to consider their own and others’ perspectives, biases, purposes and intentions
3.8.8I provide instruction on adapting communication approaches to different contexts depending on the needs, preferences, interests, abilities, cultures and relationships with training partners
Questions
Digital
The following statements are based on SFS 3.9 Uses instructional strategies to improve participants' digital skills
3.9.1I provide instruction on the technical “how to” of digital tasks and the contextual “when” and “why” to foster participant transfer of learning to new digital technologies
3.9.2I differentiate instruction and curriculum to address participants’ different learning needs and starting points
3.9.3I address the needs of participants with low confidence in their digital skills
3.9.4I provide instruction on basic functions and terminology of digital devices
3.9.5I provide instruction on strategies for navigating digital content through the use of features and structures
3.9.6I provide instruction on strategies to evaluate the relevance and reliability of digital information
3.9.7I provide instruction on digital safety, storage, privacy, protection and ethics
3.9.8I support participants with learning differences and disabilities to access assistive technologies
Your Self-Assessment Report
Assessed Domain:
Skills for Success Common Core
Congratulations on taking time to self-reflect as a Skills for Success practitioner!
You can use these results to guide your professional development and to direct you towards sections of the competency framework that are most relevant to you. Click on the links to access further information, supporting knowledge and resources within the competency framework.
The following results are a snapshot of your self-identified areas of strength and areas for growth as a Skills for Success practitioner. The self-assessment tools are intended to promote professional reflection and engagement with the competency framework rather than provide an objective measure of competency.
STRENGTH
Section Highlights
Two supporting tools on the website can help further develop your professionalism. Use the Digital Resource Library to stay on top of important and emerging topics in adult education,
Access this section in the Competency Framework to learn more.GROWTH
Section Highlights
Many best practices revolve around making training relevant and engaging. Contextualizing the training by incorporating authentic workplace materials and tasks is a great way to do this. Using assessment to measure participant performance, target instruction, provide feedback, and scaffold learning is another powerful way to move markers.
Access this section in the Competency Framework to learn more.
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