Guest Speaker: Patricia Terry, CDE Administrator for the Adult Education Office

In December, Patricia Terry stepped into a new role as the California Department of Education’s administrator for the Adult Education Office. Learn more about the scope of her position, the experiences that prepared her for it, and her expectations for the future of adult education in California.

What are your responsibilities as the CDE administrator for the Adult Education Office?

I am responsible for overseeing activities associated with implementation of the Adult Education Program in the state, including the administration of the Workforce Investment Act (WIA) Title II Adult Education and Family Literacy Act Grant. I ensure continual communication both with the Adult Education Leadership Projects, which carry out specific activities in fulfilling WIA Title II grant requirements, and with the federal Office of Vocational and Adult Education. Other responsibilities include the promotion of collaborative initiatives involving adult education professionals in the field and professionals from the employment and economic development side of the WIA legislation, which encompasses Title I- Workforce Investment Systems.

What previous experiences have prepared you for this new role?
I have a broad background in serving the educational needs of students. I have been an educator since 1970, and I have taught adults both seeking a high school credential and in the community college setting. My experience with at-risk high school students during an alternative initiative known as the middle college allowed me to develop skills to effectively address the needs of the nontraditional student, and also contributed to my being selected as administrator of the Educational Options Office prior to my current appointment as Adult Education Administrator. I have worked in the areas of curriculum and instruction, professional development, and support for under-performing schools during my educational career. 

What are some of the top initiatives you'll be working on this year?
The Adult Education Office intends to accelerate the implementation of the most immediately actionable aspects of the Department’s strategic plan for adult education, Linking Adults to Opportunity. We believe that a renewed emphasis on the effective preparation of adults to enter the workplace or to enter postsecondary education and training reflect the proper priorities in a competitive, global society demanding a skilled, participatory citizenry.
Other initiatives supporting the transition of adults from adult education programs to the next phase include the Policy to Performance initiative and the National Career Awareness Project. Professional development offerings, including those in the effective use of technology, help to build a sound framework for addressing the needs of the state’s adult learners.

How do you see the future of adult education evolving in 2012 and beyond?
While at present the funding sources to support adult education are not at the desired level, the need for adult education remains substantial. We must maximize the resources that we do have to move as many adults forward as possible. Ever-expanding technologies increasingly require workers in all areas to train and re-train in order to successfully perform their jobs. Against this constantly changing landscape, the surest foundation for success comes from improved literacy and mathematical and cultural competency—all of which are goals we have for those enrolled in adult education programs.

What advice could you share with adult school administrators and faculty as we begin a new calendar year?
I have had the opportunity to meet some of the administrators, faculty, staff, and even students in several adult education programs. Regardless of their respective roles, they demonstrated positive attitudes and great dedication to achieving their goals. I was inspired by the stories I heard, and I am convinced that a “can-do” outlook goes a long way in helping anyone achieve a desired outcome. I invite administrators and faculty to re-dedicate themselves to managing and instructing adult learners in a more strategic way so that the transition to post-secondary pursuits can be accelerated. I recommend that they participate in regional partnerships and networks for additional support, and take advantage of the various training opportunities and technical assistance provided through the CDE’s leadership projects and CDE adult education staff.