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The Propel Course Catalog provides descriptions of each professional learning course that we offer regularly. Click the dropdown arrow next to each course title to learn more.
Propel offers both synchronous and asynchronous courses.
Synchronous courses require some attendance at specified times, either in-person or online. The synchronous formats are:
In-Person - Presented at conferences or other events; no option for online participation
Hybrid/Blended - Some participants are in-person at the same time that others are online and/or more than 25% of course assignments are asynchronous online
Virtual - All interaction is online
Asynchronous courses are self-paced online courses with registration available here. No attendance is required at a specified time, though there may be time limits (60-90 days) for course completion.
Click to access a printable version of the catalog below.
The Professional Learning Map provides some guidance to help professionals to choose the best professional learning courses based on job/role and experience.
Digital Skills
Digital Skills
Google Intensive
Google Intensive
Theme: Digital Literacy
Audience: All Practitioners
PD Hours: 12
Description: A broad introduction to Google tools, the Google Intensive is designed as an interactive, fast paced lecture that covers the basics of Google Workspace. Participants create a portfolio of work and receive a certificate of completion.
Advanced Google Intensive
Advanced Google Intensive
Theme: Digital Skills
Audience: All Practitioners
Format: Hybrid/Blended
PD Hours: 12
Description: This course will teach you some advanced tips and tricks for using the Google Tools with the Teaching and Learning Participants create a portfolio of work and receive a certificate of completion.
IDEAL 101
IDEAL 101
Theme: Assessment, High-Quality Instruction: Methods, Communication, Digital Skills
Audience: All Practitioners
Format: Hybrid/Blended
PD Hours: 15
Description: IDEAL 101 is a framework for providing high-quality online instruction that supports student success. Topics covered include recruitment, screening for readiness, orientation, instruction, and assessment, and participation. Participants who finish the course will leave with a complete Site Plan for implementing their own online learning course or program.
Instruction: Content, Methods & Assessment
Instruction: Content, Methods & Assessment
Color Vowel Basics
Color Vowel Basics
Theme: High-Quality Instruction: Content
Audience: ESL Instructors, ESL Tutors, Program Leadership
Format: In-Person
PD Hours: 14
Description: This course introduces the Color Vowel Chart, a systematic and interactive way to teach spoken English including pronunciation, grammar, and vocabulary. Participants practice Color Vowel instructional techniques and receive a certificate of completion.
Color Vowel Level 1 Certification
Color Vowel Level 1 Certification
Theme: High-Quality Instruction: Content
Audience: ESL Instructors, ESL Tutors, Program Leadership
Format: Hybrid/Blended
PD Hours: 8
Description: This course builds upon Color Vowel Basics. Participants complete virtual practicum activities and receive individualized feedback from Color Vowel instructional coaches. Certification is awarded by Color Vowel.
Prerequisite: Color Vowel Basics
Color Vowel Level 2 Workshops
Color Vowel Level 2 Workshops
Theme: High-Quality Instruction: Content
Audience: ESL Instructors, ESL Tutors, Program Leadership
Format: In-Person
PD Hours: 14
Description: This course combines two Level 2 Color Vowel Workshops - Spelling Exploration and Rhythm & Chants. Participants use the Color Vowel principles to help learners better understand English spelling patterns and improve fluency in spoken language. Participants receive a certificate of completion.
Prerequisite: Color Vowel Basics is recommended, but not required.
Components of Reading and Writing for Literacy Tutors
Components of Reading and Writing for Literacy Tutors
Theme: Literacy, High-Quality Instruction
Audience: Adult Literacy Tutors, Reading/Writing/ELA Instructors
Format: Asynchronous
PD Hours: 12
Description: This course provides an overview of the components of reading (phonological awareness, decoding, vocabulary, fluency, comprehension) and writing (critical thinking, syntax, text structure, writing craft, transcription) and how to teach/ tutor students in these different skill areas using a lens that centers on common tutor questions, tutor tips, and demonstration videos from the state of California's Tutor Ready Video series. Additional description and enrollment here.
ESL Foundations 1: Learning a Language
ESL Foundations 1: Learning a Language
Theme: High-Quality Instruction: Content
Audience: ESL Instructors, ESL Tutors, Program Leadership
Format: Asynchronous
PD Hours: 3
Description: Part of the ESL Foundations course series, this course introduces learner-centered instruction by helping participants understand more about the identities, strengths, and challenges of adult ESL learners. Participants will consider what it means to know a language and how instructors can address the communication needs of their students. Participants complete discussions and a learning log and receive a certificate of completion.
ESL Foundations 2: Planning Instruction
ESL Foundations 2: Planning Instruction
Theme: High-Quality Instruction: Methods
Audience: ESL Instructors, ESL Tutors, Program Leadership
Format: Asynchronous
PD Hours: 4
Description: Part of the ESL Foundations course series, this course focuses on implementing communicative language teaching practices to create relevant, rigorous, and engaging learning experiences for ESL learners. Participants complete discussions and a learning log and receive a certificate of completion.
Prerequisite: ESL Foundations 1: Learning a Language
ESL Foundations 3: Teaching in New Mexico Adult Education
ESL Foundations 3: Teaching in New Mexico Adult Education
Themes: Assessment, High-Quality Instruction: Methods, Professionalism & Growth
Audience: ESL Instructors, ESL Tutors, Program Leadership
Format: Asynchronous
PD Hours: 4
Description: Part of the ESL Foundations course series, this course connects the content of ESL Foundations 1 and 2 to the context of New Mexico adult education. Participants will learn about program expectations and instructor responsibilities and will further investigate curriculum, assessment, and language acquisition theories. Participants complete discussions and a learning log and receive a certificate of completion.
Prerequisites: ESL Foundations 1: Learning a Language, ESL Foundations 2: Planning Instruction, or instructor permission
Introduction to Adult Education in New Mexico
Introduction to Adult Education in New Mexico
Themes: Assessment, High-Quality Instruction, Communication, Program Accountability, Student Services
Audience: All Practitioners
Format: Asynchronous
PD Hours: 6
Description: This course, which is required for new employees in NMHED/AEFLA programs, provides an overview of three key aspects of New Mexico adult education: adult learning theories, content standards, and the connection between data and instruction. Participants complete quizzes, discussions, and lesson planning assignments and receive a certificate of completion. Additional description and enrollment here.
Introduction to Content Standards
Introduction to Content Standards
Theme: High-Quality Instruction: Content
Audience: All Practitioners with instructional responsibilities or oversight
Format: In-Person
PD Hours: 2
Description: Introduction to Content Standards is occasionally offered as a conference session. This covers the Content Standards section of Introduction to Adult Education in New Mexico. Participants have the opportunity to complete a homework assignment to receive credit for that section of the asynchronous course.
Training from the Back of the Room (TBR)
Training from the Back of the Room (TBR)
Theme: High-Quality Instruction: Methods
Audience: All Practitioners with instructional responsibilities or oversight
Format: In-Person or Virtual
PD Hours: 14
Description: TBR uses brain science principles as well as engagement and lesson organizing strategies to design interactive instruction. TBR-FTF is for in-person teaching, and TBR-VE is for virtual. Participants use the strategies to create a 4C’s instructional map and receive a certificate of completion. Additional description here.
TSTM-E Introducing the Nine Central Skills
TSTM-E Introducing the Nine Central Skills
Theme: High-Quality Instruction: Content
Audience: Staff, Faculty, and Tutors with instructional responsibilities or oversight
Format: In-Person
PD Hours: 2-3
Description: This workshop-based course teaches and practices the skills that adults need to successfully navigate the workplace and many other areas of their lives. The Nine Skills can be adapted for any curriculum and any level. Participants engage in a practice lesson which can be taught in their classroom, and virtual follow-up activities are available. Additional description here.
TSTM-E: Integrated/Contextualized Learning Approach
TSTM-E: Integrated/Contextualized Learning Approach
Theme: High-Quality Instruction: Methods
Audience: All Practitioners with instructional responsibilities or oversight
Format: In-Person or Virtual
PD Hours: 1-2
Description: This workshop-based course introduces the integrated/contextualized learning approach to help engage students by connecting content to students’ life experiences and future goals. This instructional method can be adapted for any curriculum or level. Participants engage in a practice lesson which can be taught in their classroom, and virtual follow-up activities are available. Additional description here.
TSTM-E: Problem-Based Learning Approach
TSTM-E: Problem-Based Learning Approach
Theme: High-Quality Instruction: Methods
Audience: All Practitioners with instructional responsibilities or oversight
Format: In-Person or Virtual
PD Hours: 1-2
Description: This workshop-based course introduces the problem-based learning instructional approach. Participants engage in a problem-based mini-lesson and analyze their experience to identify the strategies needed to implement problem-based learning with their own classes. Problem-based learning can be adapted for any curriculum or level. Virtual follow-up activities are available. Additional description here.
TSTM-E: Project-Based Learning Approach
TSTM-E: Project-Based Learning Approach
Theme: High-Quality Instruction: Methods
Audience: All Practitioners with instructional responsibilities or oversight
Format: In-Person or Virtual
PD Hours: 1-2
Description: This workshop-based course introduces the project-based learning approach. Participants engage in a project-based mini-lesson and analyze their experience to identify strategies needed to implement project-based learning with their own classes. Project-based learning can be adapted for any curriculum and any level. Virtual follow-up activities are available. Additional description here.
TSTM-E: Instructional Coaching
TSTM-E: Instructional Coaching
Theme: Professionalism & Growth
Audience: Instructors & Tutors
Format: Virtual
PD Hours: Approximately 4-6 hours over one month
Description: Individualized coaching support to help TSTM-E participants implement the TSTM skills and approaches in their instructional setting. Coaching is provided by the TSTM-E team and may include lesson planning, class observation, reflection, and additional resources, depending on the individual’s needs and goals.
Universal Design for Learning (UDL)
Universal Design for Learning (UDL)
Theme: High-Quality Instruction: Methods
Audience: All Practitioners with instructional responsibilities or oversight
Format: Hybrid/Blended
PD Hours: 12
Description: This course introduces Universal Design for Learning (UDL) as a practical, brain-friendly framework for designing instruction that anticipates learner variability and reduces barriers from the start. Participants explore the CAST UDL Guidelines and focus on small, high-impact strategies within the three principles: Engagement, Representation, and Action & Expression, to increase access, participation, and evidence of learning for all adults. Participants receive a certificate of completion.
IET
IET
Career Navigation
Career Navigation
Theme: IET, Program Collaboration
Audience: IET Instructors, Career Navigators, IET Program Leadership
Format: In-Person
PD Hours: 6
Description: This course provides an overview of the career navigation services necessary for successful IET implementation. Participants investigate roles and tasks and create an action plan to deliver career navigation services in their programs. Completion certificates are awarded.
IET Implementation Training 1
IET Implementation Training 1
Theme: IET, Program Leadership, Program Reporting
Audience: All Practitioners working in IET
Format: In-Person
PD Hours: 3-6
Description: IET Implementation Training 1 provides an overview of IET in New Mexico. Topics include defining IET, program design and regulations, partnerships, SSLO’s, curriculum design, and team teaching. This course is ideal for newly hired IET staff in all roles, and participants receive a certificate.
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