TIME AND LOCATION DETAILS FOR THIS EVENT ARE TO BE DETERMINED (TBD). REGISTRATION FOR THIS EVENT HAS CLOSED.

NMHED is offering additional, exclusive professional development for teachers.  We want to offer all the support possible to help serve our students and ensure their academic success.  This is an opportunity to do intensive training for teaching math, reading, and ESL to align with the Office of Career, Technical, and Adult Education’s (OCTAE) rigorous standards.  We are offering 3 intensive, blended mini courses going from February to the end of March.  Details of each training are below.  Training will begin with face-to-face sessions Thursday and Friday, February 7 and 8, in Albuquerque. Location and time of the sessions are to be determined.

Algebra Instruction – Lynda Ginsburg
Details:
• 12 hours of face-to-face Workshop on algebra February 7 & 8
• One 90-min Webinar with a mini-presentation and follow-up discussion during the week of March 18. (Webinar will be scheduled twice during the same week to accommodate participants’ varied schedules.)

Participant's Commitment Entails:
-attending both the Workshop and Webinar 
- sharing relevant instructional experiences
-raising additional issues of content and pedagogy

Benefits To Participant:
-deepen their own understanding of the algebra they teach
-opportunity to collaborate with colleagues to identify multiple representations and solution strategies for algebra tasks
-refine instructional skills and strategies for teaching math to adult learners
-assorted resources shared by the facilitator

Enhancing Your Students' Reading Skills – Kathy St. John 
Details:
• 12 hours of face-to-face Training held February 7 and 8 that will cover the basics of research-based recommendations for effective assessment and instruction in the four components of reading.
• One 90-minute Zoom Videoconference with a mini-presentation and follow-up discussion the week of February 26.  Webinar will be repeated once in the evening that week to accommodate participants’ varied schedules, and the videoconference will be recorded for participants who are unable to attend.
• A Community of Practice that allows members to actively explore relevant resources and discussion topics and share ideas and resources through facilitated online discussions using Schoology from February through March.

Participant's Commitment Entails:
-actively participating in both the Training and Zoom Videoconference 
-submitting evidence of the training’s impact on lesson design (options include a video recording from a lesson, a lesson plan, and/or teacher-generated lesson materials)
-posting the evidence to Schoology by March 18
-providing peer feedback (prompted by specific questions) to one colleague on their work by March 29
-responding to facilitator feedback by March 29
-completing and submitting an action plan and final evaluation by March 29

Benefits To Participant:
-professional development to refine reading assessment and teaching strategies
-a shared set of instructional materials developed by peers
-the opportunity to collaborate with a peer teacher on instructional design
-feedback from the facilitator, a subject matter expert, on the participant’s instructional design
-assorted resources shared by the facilitator and peer teachers
 
ESL: English Language Proficiency Standards & Career Pathways – Jayme Adelson-Goldstein 
Details:
• 12 hours of face-to-face Training February 7 & 8
• One 90-min Webinar with a mini-presentation and follow-up discussion the week of February 26.  Webinar will be repeated once in the evening that week to accommodate participants’ varied schedules.
• An online platform (Schoology or other platform) with
- a teaching circle for participants to discuss ideas from the training and pose questions to colleagues 
- an area to upload materials and comment on those materials 

Participant's Commitment Entails:
-attending both the Training and Webinar 
-submitting evidence of the training’s impact on lesson design (options include a video recording from a lesson, a lesson plan, and/or teacher-generated lesson materials)
-posting the evidence to the online platform by March 18
-providing peer feedback (prompted by specific questions) to one colleague on their work by March 29
-responding to facilitator feedback by March 29

Benefits To Participant:
-professional development to refine English language instructional skills and strategies
-shared set of instructional materials developed by peers
-opportunity to collaborate with colleagues on instructional design
-feedback from the facilitator, a subject matter expert, on the participant’s instructional design
-assorted resources shared by the facilitator

Please contact adult.education@state.nm.us for more information.