Seminars, workshops, and classes offered to professional educators by the Center for Latino Achievement and Success in Education.
Our professional development program is a direct outgrowth of CLASE's research, funded by the Institute of Education Sciences, to study the impacts of the Instructional Conversation pedagogy on the academic success of English-language learners.
Instructional Conversation is a research-based model for collaborative, conversation-based, culturally responsive, small-group instruction that is ideal for teachers concerned with how to meet the needs of culturally and linguistically diverse learners. CLASE's model for implementing Instructional conversation, the Arch system for collaborative, conversation-based instruction, focuses on developing students' cognitive and language skills by increasing the rate and intensity of their interactions with peers and teachers. Furthermore, the Arch system positively impacts students' social emotional learning while increasing their academic achievement.
CLASE offers several professional development options for teachers, instructional coaches and districts.
Foundational institutes on the Instructional Conversation pedagogy take place in the summer, fall and winter.
Our training and coaching focus on the cognitive, linguistic, and cultural theories behind Instructional Conversation. Receive training on the practical applications of implementing this pedagogy in the classroom.
Your school or district will join partnerships that CLASE has with school districts across the Southeast, as well as the Ministry of Education in Costa Rica.
Gain entry to an online teacher platform with hundreds of members, where teachers can interact and access resources including lesson plans, webinars, videos, and more.
Our Arch System for collaborative Conversation-Based Instruction outlines a way of teaching: the "how" of conceptualizing teaching and learning that positively impacts student cognitive and language development and opens the space for formative assessment and differentiation. The power of the Arch system is that it provides a structure for teachers to use so they might more intentionally integrate focused language goals within rigorous content instruction, rather than creating "one more thing" that teachers have to find the time for.
Participants in our professional development workshops gain access to a library of resources to support instructional conversation pedagogy. Here are some sample downloads to familiarize yourself with the types of tools available to educators who have learned the Instructional Conversation method.
You may also download a set of Exemplar Task Cards.
Use these phrases to begin a discussion with your students, and to encourage discussion among students.
Use these cards to challenge participants in a group discussion to remember their personal challenges and goals.
Download a PDF of the Arch of Collaborative Conversation-Based Instruction.
What an amazing experience I had at the institute in Athens! It was, without a doubt, the most impactful PL I have ever attended. As someone who facilitates professional learning on a regular basis, I was simply amazed by the way you created such a cohesive learning community in such a short amount of time. Just wow!
Beth McMichael, instructional coach, Barrow County Schools
In my experience with CLASE, this summer and throughout the year, I have never been more supported in any moment of my professional career, graduate school included ... From the week this summer, to the webinars, learning labs, observations and videos with feedback, and renewals. You guys don't just introduce us to your powerful pedagogy and send us out into the world to use it or not. You are there for us every step of the way, celebrating our successes and cheering us on through the challenges. Thank you for that!
Shelly Salom, ESOL Teacher, Jackson County School System
I just had the privilege of attending the Integrating Collaborative, Conversation-based Instruction into your Classroom summer session. It was by far the best professional and personal development instruction I have participated in. To put that in perspective, I've participated in many professional development opportunities as a teacher for 10 years, from conferences to our school's weekly professional learning. It's like your team has thought, "What doesn't work for people who are learning new content, skills, and processes?" and then you removed those things from your training.
Andrea Antepenko, teacher, Franklin County School District
Thank you, thank you, thank you--for making me a better teacher...and a better student! I love what you are doing! You are helping to change the world.
Rita Cevasco, speech-language pathologist, Mason, Ohio