Universal Design for Learning: Learning that Works for All (Self-Directed Online)
Course Description:
This self-directed course supports independent professional development; there is no facilitator nor other participants. Sign up now and access the class for 3 months. There is no official start or end date to worry about.
The purpose of this course is to identify how research-based learning strategies can increase engagement and access for all learners. Through this learning module, adult educators are introduced to the Universal Design for Learning (UDL) guidelines, which provide a framework to help educators create learning spaces which work better for all students. Additionally, the course presents straightforward strategies that educators can use to start implementing UDL immediately. The estimated course completion time is 1.5 hours.
Enrollment verification with Moodle login information will be sent to registrants within one business day of registration.
Registration Information:
This course is free of charge to all California adult education programs.
Contact Information:
Please contact CALPRO at calprohelp@air.org or at 916-286-8803 for more information.
Engaging and Motivating Today’s Adult Learners
Hosted by ABC Adult School
Today’s adult education classrooms are welcoming a growing number of younger learners whose high‑school years were impacted by pandemic‑era disruptions. This three‑hour workshop equips educators with practical, evidence‑based strategies for engaging today's adult learners. Drawing on CALPRO’s motivation and persistence for adult learners training, participants will explore how to set clear and high expectations, build trust through social‑emotional learning, support goal setting and self‑management, and design student-centered learning experiences that engage all students.
The session also highlights active learning approaches—such as providing autonomy, collaborative learning, and contextualized instruction—that resonate strongly with today’s learners with varied needs. Educators will leave with ready‑to‑use strategies to motivate, connect with, and support all students in their classrooms.
Registration Information:
This tailored regional CoP is designed for the staff and teachers at ABC Adult School. Registration through the school is required.
There is no registration fee to participate; CALPRO professional development opportunities are available to all California Adult Education Program (CAEP) agencies and employees.
Engaging and Motivating Today’s Adult Learners
Hosted by the San Joaquin Adult Education Consortium
Today’s adult education classrooms are welcoming a growing number of younger learners whose high‑school years were impacted by pandemic‑era disruptions. This two‑hour workshop equips educators with practical, evidence‑based strategies for engaging today's adult learners. Drawing on CALPRO’s motivation and persistence for adult learners training, participants will explore how to set clear and high expectations, build trust through social‑emotional learning, support goal setting and self‑management, and design student-centered learning experiences that engage all students.
The session also highlights active learning approaches—such as collaborative learning and contextualized instruction—that resonate strongly with today’s learners with varied needs. Educators will leave with ready‑to‑use strategies to motivate, connect with, and support all students in their classrooms.
Registration Information:
This tailored regional CoP is designed for the staff and teachers within the San Joaquin Adult Education Consortium. Registration through the consortium is required.
There is no registration fee to participate; CALPRO professional development opportunities are available to all California Adult Education Program (CAEP) agencies and employees.
Teaching Critical Thinking (Workshop Series, Registration Closed)
Critical thinking is an essential skill found in both the College and Career Readiness Standards and the English Language Proficiency Standards for Adult Education. Critical thinking skills are needed in every facet of our lives, and in particular as we are inundated with more information from a variety of dependable and undependable sources. This online workshop series will prepare you to include a variety of critical thinking strategies in your adult education classes. It is presented in three 1.5 hour webinars. Registration information*: Registration for these sessions is now closed. Scheduled session dates and times are as follows: Session 1: Tuesday, April 29, 2025 | 2:30 PM – 4:00 PMSession 2: Tuesday, May 6, 2025 | 2:30 PM – 4:00 PMSession 3: Tuesday, May 13, 2025 | 2:30 PM – 4:00 PM*Please note: Registering for Session 1 automatically registers you for Session 2 and 3. Certificate of Completion will reflect hours attended.
Research Forum Webinar: Promoting Math Identity and Productive Struggle
Join us for an insightful webinar focused on promoting math identity in adult learners and embracing productive struggle in mathematics. Research shows that students who lack confidence in math often give up when faced with challenges, mistakenly thinking that struggling indicates a lack of intelligence. Although struggle can conflict with educators’ notions of successful teaching, struggle and mistakes are the best times for brain growth and are a necessary component of learning and understanding. Teaching that embraces and uses productive struggle leads to long-term benefits, with students more able to apply their learning to new problem situations. This research forum webinar explores ways to foster a positive math identity and embrace productive struggle in adult education classrooms.
Teacher Collaboration Institute: Lesson Study Processes and Tools
This training is not just a learning opportunity, but a chance to empower adult education teachers with the skills and practices necessary for effective team collaboration through the Lesson Study Process. The goal is for teachers to collaboratively evaluate and enhance lessons using strategies such as lesson study, lesson charrettes, and peer observation. By engaging in these collaborative practices, teachers will be able to implement their learning directly into their teaching practices, fostering continuous improvement and the development of effective instructional strategies.CALPRO pairs each team with an implementation coach, providing a safety net of support. Each Coaching and Facilitation Team member has extensive experience in collaborative team building and planning. The coaches will be there to assist teams during their six months in the Teacher Collaboration Institute.ObjectivesEffectively implement collaborative practices within a team environment.Evidence: Documented instances of lesson charrettes, peer observations, and completed lesson study cycles. Feedback from participants on the efficacy of collaboration. Demonstrate improvement in their instructional strategies based on collaborative feedback and analysis.Evidence: Pre- and post-assessment of teacher instructional practices, changes in student engagement and learning outcomes, and qualitative feedback from teachers about their instructional changes. Sustain ongoing professional development and collaborative practices.Evidence: Creation of sustainability plans by each team collaboration, reports on subsequent year activities planned or initiated, and establishment of mentorship roles among experienced teachers.ExpectationsActive Participation: Attend all training sessions, regularly log in to Moodle, participate in discussions, and complete assignments and activities (35 total training hours).Reflection and Application: Reflecting on learning and applying concepts to real-world teaching scenarios. The goal is to improve your practice and student learning at your school.Collaborative Engagement: Your engagement with peers, sharing of insights, and providing constructive feedback is what makes our community strong. It's through this collaboration that we all grow and learn.Feedback to CALPRO: Submit evaluative feedback on your CALPRO Teacher Collaboration Institute experience with recommendations to CALPRO for refinement.Coaching and Support: Engage with your implementation coach at least once a month during the institute. For more information, contact coordinator Sudie Whalen.
Application Deadline: Teacher Collaboration Institute: Lesson Study Processes and Tools
CALPRO and the California Department of Education are pleased to announce the opening of the application to the new Teacher Collaboration Institute: Lesson Study Processes and Tools! This training is not just a learning opportunity, but a chance to empower adult education teachers with the skills and practices necessary for effective team collaboration through the Lesson Study Process. The goal is for teachers to collaboratively evaluate and enhance lessons using strategies such as lesson study, lesson charrettes, and peer observation. By engaging in these collaborative practices, teachers will be able to implement their learning directly into their teaching practices, fostering continuous improvement and the development of effective instructional strategies.CALPRO pairs each team with an implementation coach, providing a safety net of support. Each Coaching and Facilitation Team member has extensive experience in collaborative team building and planning. The coaches will be there to assist teams during their six months in the Teacher Collaboration Institute. Please note this is not training on co-teaching, although co-teachers are welcome to apply. To apply, each member of the agency team must complete the application by October 14, 2024. Notifications of acceptance will occur by October 17, 2024. (Please note that each member of your teaching team is required to submit an application). Click here to access the application.ObjectivesEffectively implement collaborative practices within a team environment.Evidence: Documented instances of lesson charrettes, peer observations, and completed lesson study cycles. Feedback from participants on the efficacy of collaboration. Demonstrate improvement in their instructional strategies based on collaborative feedback and analysis.Evidence: Pre- and post-assessment of teacher instructional practices, changes in student engagement and learning outcomes, and qualitative feedback from teachers about their instructional changes. Sustain ongoing professional development and collaborative practices.Evidence: Creation of sustainability plans by each team collaboration, reports on subsequent year activities planned or initiated, and establishment of mentorship roles among experienced teachers.ExpectationsActive Participation: Attend all training sessions, regularly log in to Moodle, participate in discussions, and complete assignments and activities (35 total training hours).Reflection and Application: Reflecting on learning and applying concepts to real-world teaching scenarios. The goal is to improve your practice and student learning at your school.Collaborative Engagement: Your engagement with peers, sharing of insights, and providing constructive feedback is what makes our community strong. It's through this collaboration that we all grow and learn.Feedback to CALPRO: Submit evaluative feedback on your CALPRO Teacher Collaboration Institute experience with recommendations to CALPRO for refinement.Coaching and Support: Engage with your implementation coach at least once a month during the institute.Registration Information :This Institute is open to all WIOA: Title II, AEFLA, and California Adult Education Program-funded agencies. Teams of at least two teachers with administrator approval are required to participate in the Institute. Not sure if you’re eligible? Let CALPRO help: email calpro@air.org or call 1-916-286-8803.Contact Information :Contact CALPRO at calpro@air.org or (916)286-8803
Data-informed inclusive teaching strategies
Hosted by MVLA Adult SchoolData-informed instruction empowers educators to make evidence-based decisions and positively impact student outcomes. Effective planning involves aligning instructional goals with student needs identified through data analysis. Critical questions we ask include (a) What do we want students to learn? (b) How will we know if they have learned it? (c) What will we do if they don’t learn it? (d) What will we do if they already know it? In this introductory workshop, participants will review how to build assessments to measure outcomes and investigate data types needed to find trends and gaps.The second part of the session focuses on inclusive teaching strategies to address the outcome gaps. Participants will walk away with evidence-based instructional strategies. Participants may choose one of the strategies to incorporate into their classroom routine and design a lesson plan using backward design.
CALPRO Research Forum: Promoting Math Identity
This research forum webinar explores ways to foster a positive math identity and embrace productive struggle in adult education classrooms. This webinar focuses on promoting math identity in adult learners and embracing productive struggle in mathematics. Research shows that students who lack confidence in math often give up when faced with challenges, mistakenly thinking that struggling indicates a lack of intelligence. Although struggle can conflict with educators’ notions of successful teaching, struggle, and mistakes are the best times for brain growth and are a necessary component of learning and understanding. Teaching that embraces and uses productive struggle helps students apply their learning to new problems and situations.