Substitute teacher reimbursement covered on Tuesday, October 28 and Wednesday, October 29.

Let NCCAT help you meet the challenges raised by the North Carolina Read to Achieve Program (a part of the Excellent Public Schools Act). Join us as we examine literacy initiatives and discover the best practices for developing a welcoming and enriching reading and writing environment for the early childhood classroom. Open to teachers in grades K–3, the program will focus on developing teaching strategies that link literacy and play, develop phonological and print awareness, embed literacy instruction in the basic activities of early learning, create engaging read-aloud experiences, and support emergent reading and writing.

A series of studies measured the practice of using real life financial simulations like “The Stock Market Game” on NAEP math scores and other summative math scores, and found a significant improvement for students from grades 5–12 who participated in financial simulation games. Learn to integrate “The Stock Market Game” into your math curriculum using proven methods for engagement and success. This program is a cooperative effort between NCCAT and the North Carolina Council for Economic Education.


This is a cooperative effort with NCCAT and the North Carolina Council for Economic Education (NCCEE).
Please click to register electronically with NCCEE..

One of the most difficult parts of math instruction is convincing children that learning math skills has some real connection to their lives. The reality of economics is that everyone needs to have a certain level of financial literacy and a certain level of mathematical competency in order to successfully navigate a modern landscape filled with credit offers, loan terms, savings accounts, payment cards, and more. Teachers will be introduced to the “Math behind the Market” curriculum by our partners at the North Carolina Council for Economic Education, and will learn about research-tested strategies for increasing student engagement in mathematics.


This is a cooperative effort with NCCAT and the North Carolina Council for Economic Education (NCCEE).
Please click to register electronically with NCCEE..

Substitute teacher reimbursement covered on Tuesday, October 14 and Wednesday, October 15.

Never in our nation’s history has ability to produce and comprehend written information been more necessary. Unfortunately, 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? Finally, how can I integrate reading and writing instruction into all other subject areas? Preference will be given to teachers of grades K–3.

Substitute teacher reimbursement covered on Wednesday, October 8 and Thursday, October 9.

Educational pundit E.D. Hirsch has suggested that, at its core, every test is a vocabulary test. We learn to read and write to make sense of and communicate about everything we encounter. When students write about what they see, they engage with the material in an intentional manner. When they have interesting experiences, they write more and with more energy. Join us as we investigate ways of incorporating the NC State Essential Standards in Science with appropriate reading and writing activities—all aimed at strengthening our students’ facility in both areas. Taking advantage of the numerous ecosystems in close proximity to NCCAT, we will use literacy activities to enhance our engagement and understanding of several field activities. Teachers will have the opportunity to adapt the activities to their local ecosystems and students’ literacy levels. This program is primarily targeted at pre-K through third-grade teachers but is appropriate for all grade levels.

“Flipping” instruction is a method of shifting lecture and explanation to a controlled video or mixed-media format so that time in class can be spent most productively. When done properly, flipping can be of great benefit to teachers and students by allowing for more finely attuned differentiation and more class time for one-on-one instruction and meaningful learning experiences. With help from working teachers and educational technologists, this course will give you the tools and confidence you need to approach flipping your own classroom in ways that are meaningful and engaging for your students and that give you new tools for assessment and interaction.

In the current high-stakes atmosphere, the word “assessment” has become conflated with “testing.” Truly helpful, formative assessment is an ongoing process that need not involve any testing. Participants in this program will learn multiple assessment techniques and examine how to use the information they obtain from them. Participants in this daylong program (9am to 3pm) will learn several assessment techniques and examine how to use the information they gather from them. Teachers at all grade levels and in all subject areas are encouraged to attend.

Humans forget far more than they remember; the trick is remembering the important stuff. Participants in this daylong program (9am to 3pm) will learn how to use what we know about the brain to increase the likelihood that students will attend to, process, store, and retrieve material. Teachers at all grade levels and in all subject areas are encouraged to attend.

NCCAT can cover the cost of a substitute teacher for this program.

Designed for K-5 educators
The Excellent Public Schools Act of 2013 has charged teachers with the responsibility of integrating arts education across the curriculum. How can we use that challenge to super-charge early grades literacy instruction? While most teachers are aware of the research showing that children exposed to drama, music, and dance do a better job at mastering the core subject areas, many feel ill-equipped to bring the power of arts education into reading and writing. Where do the North Carolina Educational Standards connect and intersect with arts integrated learning? Join a group of dedicated colleagues as we explore ways to engage our students through visual, musical, dramatic, verbal, and movement arts. Discover how art can motivate, build persistence, improve memory, increase attention span, strengthen abstract thinking, and prepare students to deal productively with complexity, ambiguity, and frustration.

NCCAT can cover the cost of a substitute teacher for this program.

Blogs, Twitter, Facebook, Web 2.0, text messaging, Instagram, video conferencing, music downloading, video games, and online social networking communities—our students live in a digital world, with the ability to contact anyone, anywhere, anytime. How can we catch up with them? Enter this world and acquire skills needed to navigate the ebb and flow of the digital age. Learn to facilitate effective use of current and emerging digital tools. Empower all students by developing technology-enri​ched learning experiences. Gain confidence and skill in accessing information as you integrate technology seamlessly into your curriculum. Promote and model digital citizenship and responsibility. Capitalize on your students’ excitement and guide them on a safe, legal, and ethical journey into the digital universe.