Professional Development Programs: Designed for the Needs of Teachers
NCCAT's instructional programs reflect the broad range of unique professional development topics for public school teachers and other educators. Challenging formats, combined with professional learning communities, shape the NCCAT offerings. All programs incorporate relevant state standards. Seminar faculty model best practices for application to the 21st century classroom.
Gather together and receive content support unique to the needs of elementary Music teachers. This program s topics include building advisory councils, classroom management, using props and puppets, designing meaningful transitions, collaboration, reflection, and building a peer network. Come ready a desire to grow from your strengths and leave with strategies you can implement in your classroom. This program is designed for K-5 music teachers.
Badge three will focus on research-based number sense routines that support students’ reasoning skills. Join us as we explore routines that build understanding of number properties, contribute to fluency, and support math discussion, specifically in the high school classroom.
Badge four will focus on problem-solving routines that embrace the eight mathematical practices to build a thinking classroom in the high school setting. Join us as we explore instructional approaches that engage students in problem-solving while empowering students to persevere.
How can we as educators enhance our classroom settings to engage students in real-world problem-solving skill sets, while helping them to synthesize the realities of their cultural context? In this session, participants will come to understand a framework of Project/Problem-Based Learning (PBL) through the “7 Gold Standards” of PBL. Educators will practice designing a PBL unit that will work to engage cultural knowledge through local context, as well as global perspective and competencies. This session is intended for any grade level and content area educators.
This session will focus on participants analyzing current research and best practices for effectively teaching reading comprehension strategies in the secondary classroom. Participants will apply new learning to create an implementation plan for teaching reading comprehension in their secondary classroom. Participants will learn effective instructional strategies for both analog and digital learning environments.
This session will focus on the connection between reading and writing, the cognitive skills required, and the implications for the secondary classroom. Participants will learn effective instructional strategies for both analog and digital learning environments.
Discover new ways to turn reading strategies into writing opportunities that deepen comprehension and extend student learning. This in-depth, interactive program will focus on the power of the teacher as the mentor model in exploring multiple tools for unlocking thinking in the classroom—through the process of uncovering your own writing life. Strategies will include the use of journal responses, writing as inquiry across the content areas, and the power of authentic interactions with poetry and prompts. This program is designed for teachers in grades K-3.
Digital learning is a broad category that encompasses the use of digital resources and technology to enhance and differentiate instruction. However, the number of available options can be overwhelming. Participants in this course will gain experience with free, high-quality tools for: video and audio production, blended lessons, curating digital content, and assessment. Participants will expand their toolboxes by practicing with 1 or 2 high quality tech tools for each topic area.
How do we empower middle and high school mathematicians to flourish as they create meaning in mathematics? Join us as we explore the CRA (concrete-representational-abstract) model in the secondary math classroom, where educators learn how to empower students through hands-on opportunities. This program will explore Hands-On Equations and Algebra Tiles while examining the vertical progression of algebraic concepts. This program is designed for 5-12 math teachers focusing on linear equations, binomial multiplication, and factoring.
The Gathering is open to teachers who have participated in NCCAT’s “Teaching the Holocaust” program. Participation in comparable intensive Holocaust education programs will be considered.
NCCAT’s Holocaust Education Program works to promote Holocaust education in North Carolina public schools. It is important to continue our efforts to promote student understanding of the ways in which our individual and collective actions shape the direction of the present and the world of the future. Join fellow alumni of our Holocaust education program as we explore teaching the Holocaust through writing and literature with various genres, including personal narrative/memoir, biography, poetry, music, art, and film. This program will help teachers focus on the power of individuals’ personal stories as an effective vehicle for teaching about the Holocaust, so they may involve students in appropriate and powerful study of this difficult topic.
If our pupils are to be successful in school, and in all aspects of their lives, they must be effective writers. Our students should have practice and instruction in writing because this skill does not develop naturally. An important ingredient in supporting a vision for teaching writing is to apply methods with a proven track record of success. This program will help teachers observe a child’s writing and explore how how to take their work to the next level. Join NCCAT to learn about research-based best practices for teaching writing in the K-5 classroom.
A wealth of research supports the hypothesis that physical activity can boost comprehension, retention, and self-regulation in students of all achievement levels. Teachers who build movement into their lessons have students who are more engaged. Teachers will learn a variety of strategies for integrating instruction with physical activity, but not at the expense of intellectual rigor. Armed with a collection of techniques you can use immediately, design and create your own physically and mentally active lessons. This session is designed for teachers in grades K-12.
Is your school interested in using the NC STEM Schools of Distinction Rubric for school improvement or to receive the STEM School of Distinction designation? During this planning institute schools will review the overarching principles of the Rubric, consider what each principle means in the context of their individual school, assess the school’s readiness, draft a strategic plan and develop next steps for school improvement or to apply for the NC STEM Schools of Distinction. The institute will include whole group discussion to learn from best practices across the state and individual school team planning.
Who should attend: School teams of three to five (including a required administrator). Schools which currently have a STEM focus or have previously applied for the STEM School of Distinction designation will benefit the most from this institute. For more information, email Akua Carraway at [email protected].
SAMR is a helpful framework for mindfully integrating technology. The acronym stands for Substitution, Augmentation, Modification, and Redefinition. As teachers incorporate technology in their craft, they often start by substituting digital tools for traditional ones, but the latter stages of SAMR, where teachers completely rethink and redefine their lessons, don t come as easily. Participants in this seminar will learn approaches for Modifying and Redefining lessons through technology as they rewrite lessons with the support of colleagues. This program is appropriate for teachers grades 3-12.