Adult and Community Learning Services (ACLS)

Teaching Skills That Matter 2024-2025

Train-the-Trainer Academy Participants

Train-the-Trainer Academy Programs:

International Institute of New England-Boston and Lowell Sites
Hampden County House of Corrections Adult Education Program
JVS Boston (Hyde Park)
Quincy College Adult Education Program
Clinton Public Schools Adult Education Program
Literacy Volunteers of Greater Worcester
North Shore Community Action Programs
Mount Wachusett Community College Adult Education Program

TSTM Academy-Customized Approach Programs

Ascentria Community Services
SER-Jobs For Progress
Bunker Hill Community College Metro North
Quincy Community Action Program

Massachusetts 2024-2025 Teaching Skills That Matter (TSTM) Academies

Adult and Community Learning Services (ACLS) and SABES are pleased to offer two types of Teaching Skills That Matter (TSTM) professional learning opportunities designed to increase rigor in curriculum and instruction:

TSTM Customized Approach Academy
TSTM Train-the-Trainer Academy

Benefits of participation in TSTM Academies:

For Teachers:
- Create consistent teacher knowledge based on the core components of TSTM
- Increase instructional rigor by adopting and adapting TSTM at all instructional levels
- Integrate TSTM in the program's curriculum
For Directors:
- Build capacity for teacher collaboration and leadership
- Enhance teacher reflection and continuous professional learning
For Students:
- Increase student attendance and engagement
- Increase student outcomes

TSTM FY2025 Academies will be launched in September 2024 and will provide participants with in-depth training on the TSTM framework.

Key Elements of MA 2024-2025 TSTM Academies

Key Elements	TSTM Customized Approach Academy (2–3 cohorts)	TSTM Train-the-Trainer Academy (TtT) (2 cohorts)
Eligibility	All Community Adult Learning Centers (CALC) and Adult Education in Correctional Institutions (AECI) eligible to apply	ABE, ESOL, MassSTEP teachers of any level and content area from ACLS-funded programs in CALC and AECI
Priority	Depending on the # of applications, priority may be given to: Programs with low MSG performance Programs with low PQR ratings in curriculum and instruction	N/A
Number of participants per year	Two to three programs. Depending on program size, programs participate with either their entire teacher team or a team of selected teachers. Small program teams may be combined in one cohort.	Two cohorts (fall 2024; spring 2025) of up to 20 teachers each. Individual teachers from a variety of programs are eligible to participate.
Start and end dates	Sept 2024 – May 2025	Fall Cohort: Sept 2024 – Dec 2025 Spring Cohort: Jan 2024 – May 2025
Duration and Schedule	Sept 2024: complete self-paced component (approx. 2 to 3 h) Oct–Dec 2024: learn TSTM content via live sessions of 2 h per month Jan–May 2025: apply new learning participate in the Community of Practice (CoP) work with an instructional coach (where feasible) Note: The schedule of each cohort will be set in agreement with the selected participants.	Fall 2024 Cohort: Sept 2024: complete self-paced component (approx. 2 to 3 h) Oct–Dec 2024: learn TSTM content via live sessions of 2 h per month, participate in the TtT CoP Jan 2025: prepare for TSTM sustainability Spring 2025 Cohort: Jan 2025: complete self-paced component (approx. 2 to 3 h) Feb–Apr 2025: learn TSTM content via live sessions of 2 h per month, participate in the TtT CoP May 2025: prepare for TSTM sustainability Note: The schedule of each cohort will be set in agreement with the selected participants.
Location	Live sessions are remote with the possibility of some in-person if requested and if schedule allows. Coaching is conducted in person or remote depending on the teacher's type of class (in person or remote).	Remote only.
Academy Structure	Participants are trained in the TSTM framework and work with a coach (where feasible) to integrate TSTM into their instruction.	Participants are trained to become TSTM trainers and are expected to train their peers in TSTM upon graduating from TSTM Academy.
Expectations for participating teachers	Complete self-paced component Participate in all live sessions and complete assignments in between sessions as applicable Teach a limited number of TSTM lessons from the TSTM Toolkit Be observed by a coach (as feasible) and meet with the coach to debrief Be active in the community of practice	Commit to training fellow teachers at their program in TSTM following completion of the Academy Participate in all live sessions and complete assignments in between session as applicable Teach a limited number of TSTM lessons from the TSTM Toolkit Be active in in the community of practice
Expectations for program leaders	Familiarize themselves with the TSTM framework and parts of the TSTM Toolkit by completing the TSTM self-paced component Meet with the trainer team two times a year Oversee and allow flexibility for TSTM integration and coaching Promote the learning, growth, and success of all staff by cultivating a shared vision that makes TSTM the central focus of curriculum and instruction Ensure an effective learning environment and dedicated resources to implement and sustain TSTM Process the TSTM-related funds from DESE/ACLS into the program's budget and ensure that participating staff are compensated accordingly
Financial support	Participating programs may receive a FY25 budget increase contingent upon FY25 state allocations and resources.
Application information	To Apply for the TSTM Academy-Customized Approach, click here: FY25 - TSTM Academy - Customized Approach To apply for the TSTM Train-the-Trainer Academy, click here: FY25 - TSTM Train-the-Trainer Academy Application Deadline: June 16, 2024 For Questions, contact Dana Varzan-Parker , TSTM state lead.

Last Updated: October 2, 2024