Fall 2019 Schedule | NCCAT

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Fall 2019 Schedule

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October 7, 2019 to October 10, 2019

October 7, 2019 to October 11, 2019

  • In years past, the school librarian was expected to build well-rounded library collections and to be an effective circulator and manager of resources. Today’s library media specialist takes an active role in instructional programs, serving not only as program administrator and information specialist, but also as teacher, instructional partner, and resource specialist. Focus will be on strategies library media specialists can use to develop a collaborative teaching role that supports literacy across the curriculum. We will also explore technology tools and digital resources that can be used to improve students’ skills in reading, writing, speaking, and listening.


October 14, 2019 to October 17, 2019

  • Children today spend less time outdoors than ever before—and it may be detrimental not only to their physical health, but also to their cognitive development. Current research shows that students in schools with more “greenness” in their surroundings report higher scores on standardized testing in English and math. We will examine research on the “nature deficit disorder” and will develop and share plans for connecting literacy and nature. Come join us as we explore the rationale for exposing students to nature and strategies for connecting literacy activities to green spaces in and around our public schools.


  • Explore ways to help students produce clear and coherent writing that is appropriate to task, purpose, and audience. Through the use of a variety of web tools, discover what it means to connect with your students online. These tools will help tools help your students organize their writing, give peer feedback, and develop their writing "voice." Learn to create lessons that will utilize student writing to demonstrate learning, deepen content knowledge, and improve communication skills. Increase critical thinking in your classroom by establishing a positive atmosphere that encourages students’ reading, writing, and speaking skills.


October 21, 2019 to October 24, 2019

  • Our students often wonder about their place in the world and why knowing their history matters to them. Teachers need specific tools and knowledge to make history relevant, especially as our classrooms become increasingly diverse and global. Participants will learn to embed emerging technology tools and content rich literacy practices to foster global competence and connections. Using research-based, responsive practices and authentic inquiry, teachers will develop lessons to support real-world application of the NC Social Studies 


  • We know STEM (Science, Technology, Engineering, and Math) is a hot topic but, just how important is it that we integrate STEM into our classrooms? The short answer is that our world depends on it. According to the Smithsonian STEM Imperative, 2.4 million STEM jobs will go unfilled this year and it is projected to grow by 13% over the next 10 years. As teachers, we have an important role to inspire and teach our students the skills they will need to be successful in an ever-changing world. In this program we will focus on how to STEMify our classrooms to enhance our students innovative thinking while focusing on the standards.



October 28, 2019 to October 31, 2019

  • We know we need to differentiate for students in order to meet the varying needs of learners, but how do we feasibly accomplish this? This program introduces the frameworks of differentiated instruction and explores avenues of how to make it happen in the classroom. We will examine classroom structures that lend themselves to differentiation and learn strategies to effectively differentiate in the secondary classroom.




  • Take the indoor classroom outside and bring STEM to life. Using various tools such as GooseChase, Geocaching, iNaturalist, and others, learn to use the “outside” as your main STEM tool. Discover how to integrate STEM into social studies, ELA, and science curriculum. Help students acquire and synthesize knowledge through experiential learning. Design lessons using STEM tools and curriculum that fits your grade level and content area.


October 28, 2019 to November 1, 2019

  • Literacy instruction is as difficult as it is essential. This program will provide early grades teachers with a complement of research-based tools and strategies to help answer some of their more burning questions: How do I teach “close reading” to students who don’t yet know the alphabet? What level of writing can I attain from children who are still learning to spell? How do I simultaneously provide enrichment for advanced readers and remediation for delayed readers? How can I integrate reading and writing instruction into all other subject areas? What does this instruction look like in the classroom and how are student engagement and learning measured in this process?



November 4, 2019 to November 7, 2019

  • Collaboration, communication, critical thinking, and creativity—the 4 Cs—are critical components of the digital learning competencies that support and enhance student learning and success for our global society. Google Classroom teachers can integrate the 4 Cs into their instruction when they incorporate a variety of Google Apps for Education and digital tools in their lesson design. What are the best “Apps” and “tools” to use? How can you embed the digital competencies in lessons using Google Classroom? In this program, Google Classroom teachers will build their repertoire of skills by learning about and using a variety of Google Apps for education and tools that foster seamless communication, encourage collaboration among students, promote critical thinking, and, support student creativity—the 4 Cs.


November 4, 2019 to November 8, 2019

  • Our public schools are encountering a multicultural diversity challenge. Minority students (and all students) need to see positive verbal and visual images of children like themselves in the books they read. When children see themselves in books they are motivated to read more books and read more often. It can increase self-esteem and make them feel part of the larger society. Reading literature about people from other cultures can increase sensitivity to those who are different from themselves, improve their knowledge of the world, and help them realize that although people have many differences, they also share many similarities. Learn to identify and evaluate books and online literacy resources that you can use to build a positive classroom. Become familiar with grants and other sources you can use to acquire resources. We also will explore strategies for involving parents in multicultural literacy programs.


November 10, 2019 to November 15, 2019

  • Designed for educators teaching students in 6th through 12th grade. 200-word essay required for placement (see below for details).

    The aim of this program is to gain an understanding of the precursors, events, and consequences of the Holocaust and to grapple with the problem of how best to convey this history and the meaning that it can have in the lives and civic practices of our students. To accomplish this goal, we will explore the exhibits and other resources of the United States Holocaust Memorial Museum in Washington, DC. Participants will meet our bus at predetermined locations across the state and then journey together to Washington for this intensive week. Under the guidance of museum staff and teacher fellows, we will study in the museum which has earned an international reputation for the quality of its contents, presentations, architecture, and technology. This program is for educators involved or interested in teaching about the Holocaust to students eleven years of age and older. (Two participants to a room. Participants must be physically able to walk up to 1 mile over level ground, stand for extended periods, and ride for up to 8 hours on an excursion bus without detriment to their health.)

    Five days of substitute teacher cost are covered (sixth day of trip is Saturday.) Applicants must exhibit a seriousness of interest in the subject matter as expressed in an essay that is reviewed by NCCAT staff as part of the application process. Please complete the essay using the comments section of the application.


November 12, 2019 to November 15, 2019

  • Designed for teachers of K–5

    We know that students success with math concepts begins with strong number sense. How do we build number fluency in the elementary grades? Explore the number sense progression for the elementary grades and develop strategies for building number fluency. Learn how to facilitate number talks along with additional classroom strategies for conceptual understanding.


  • The widespread adoption of Learning Management Systems and 1:1 laptop initiatives means teachers have opportunities to blend the best of traditional instruction and online learning. Professional learning in online lesson design and blended teaching strategies helps teachers plan and build engaging online lessons designed to enhance traditional instruction. Teachers in this program will develop lessons created to stand on their own, either for initial learning or for quick recovery. Participants will learn the evolving best practices for online learning and put that learning into practice by creating effective lessons to engage student learners.


November 18, 2019 to November 21, 2019

  • In order to support children’s success in early elementary grades, we need to understand best practices for developing young minds. Utilizing multiple means of instructional delivery, we will explore aspects of daily schedule, classroom community, executive functioning, developmentally appropriate best practices, growth mindset, and authentic assessment. We will develop schedules and procedures for growing a community of growth oriented young learners. We will practice and view models of authentic assessment designed to support personalized learning for all readiness levels. Participants will utilize new knowledge of executive functioning and developmentally appropriate practice to develop lessons that support choice and growth.


  • Writing well allows students to process and organize their thoughts and feelings and to communicate effectively with a range of audiences. Writing well is also one of the most difficult skills to teach, and many find the task overwhelming. The grading alone taxes the commitment of even the best of our profession. In this program, we will examine ways to write and how best to introduce various writing techniques to your students while providing useful, timely feedback. Participants will have the opportunity to practice writing, receive and give feedback, and collaborate on best practices for supporting adolescent writers.


November 18, 2019 to November 22, 2019

  • Designed for teachers in grades K–3

    Many elementary literacy assessments group students and provide differentiated activities based on each student’s needs. While this is extremely helpful, how do elementary teachers use data from assessments that don’t provide this information? This program will provide support for you in your analysis of student data to diagnose strengths and weaknesses in your students. Gain understanding of Rates of Improvement (ROI) while you investigate the student needs in your classroom. Discuss literacy goals and objectives that are S.M.A.R.T.


December 2, 2019 to December 6, 2019

  • Visual literacy relates to the language of art—how it is organized, and how it is used to communicate as a language of its own. It relates to all aspects of becoming “art literate,” including an understanding of how the Elements of Art and Principles of Design are used for personal expression and for communication through art. In art, visual literacy encompasses the application of creative thinking skills while solving artistic problems. In this program, art teachers will learn how to encompass the use of digital resources to enhance instruction of visual literacy and safety in the art classroom. Art teachers will explore a variety of digital tools in order to create Hyper Docs, ePortfolios, and video/audio products.


December 9, 2019 to December 13, 2019

  • Designed for teachers of grades 4–12

    Teaching reading skills in English/Language Arts classes and across the disciplines is an almost guaranteed way to help students retain content. Unfortunately, the tendency to focus on the content is a real enemy to the ultimate goal of building reading skills. Without a repertoire of reading strategies that can be applied to any text, reluctant, struggling and disengaged students are not assured enough opportunities to read throughout the school day. In order to teach students to read effectively, teachers must be sure that they are not simply suppliers of information about a particular text but also instructors of techniques to build reading skills using materials that are relevant to their students. Participants in this program will review ideas about how to incorporate reading skill lessons into their curriculum so that they are enticing to struggling, reluctant, and disengaged learners.


December 16, 2019 to December 20, 2019

  • Designed for Instructional Coaches.

    Instructional coaches have a direct impact on instruction and student achievement in today’s schools. Coaches use their role in the schools to enhance others’ abilities through motivation and support. This role can be an overwhelming and daunting task. This program will offer inspiration, guidance, training, strategies, and evidence-based practices for the 21st century instructional coach.


January 6, 2020 to January 10, 2020

  • Open to teachers in their first, second, or third year of teaching, this program supports motivated beginning teachers by strengthening their knowledge base and classroom expertise. Teachers will develop their craft by understanding how to teach to the depth of their standards, and differentiating for multiple levels of learners.  Beginning educators will also have the opportunities to refine their teaching philosophies and class expectations.  Within this seminar, teachers will identify their most immediate needs for their classrooms, and time will be spent exploring solutions to those needs.


January 13, 2020 to January 17, 2020

  • As a teacher, what are your strengths, in and out of the classroom? What are your leadership skills, in and out of the classroom? Standard 1 of The North Carolina Professional Teaching Standards requires that teachers demonstrate leadership that extends beyond their own students. If ambitious, creative, effective teachers could remain in the classroom while still finding means to have impacts on their schools, districts, or communities, the entire educational system would benefit. Teacher leaders will examine their work settings and their roles in them. Teachers will develop means to integrate intellectual growth and leadership skills, as well as explore ways to have continued impacts, in and out of the classroom. They also will step out of their comfort zones for a day of engaging with the US Coast Guard to examine their teamwork and leadership models and hear from leaders in other professions.


January 21, 2020 to January 24, 2020

  • Reading, as the old saying goes, is fundamental. However, not all public school students have access to the variety of materials necessary to build a strong reading foundation. Research grant opportunities for purchasing books, digital devices, and other materials to aid in literacy instruction. Explore multiple means of acquiring literacy-related donations and discover open-access materials online. Finally, participate in the sharing of strategies for the effective use of these resources.


January 27, 2020 to January 31, 2020

  • Google Classroom combines Drive, Docs, and Gmail for creating and collecting paperless assignments. Teachers can manage assignments, communicate with students, and “flip” instruction, all in one convenient place. Instant feedback can be provided and students’ progress can be tracked in order to improve performance. Learn how to use Google Classroom to organize your lessons and begin creating assignments using Google Apps.



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