Whether or not your school or district has adopted a Google Chromebook environment, if your LEA infrastructure allows for the use of Google Tools, the “Googlesphere” can be an immense help in engaging students, keeping in touch with parents, automating feedback and assessment, sharing documents, and more. Hone your skills with the Google Chrome Browser, with Google Apps, with Android Apps, and with Chrome OS so that you can engage your students using freely available tools on almost any platform.

Children who do not speak English at home represent one of the fastest growing subgroups in North Carolina classrooms. This program will bring together ELL teachers with experts in the field of language acquisition. Teachers will expand their knowledge in order to improve their students’ reading, writing, speaking, and listening skills. In addition, they will be challenged and supported in addressing systemic or philosophical issues that impact these skills: levels of parental engagement; tolerance among faculty and students outside this population; and understanding and responding to legislation aimed at language minorities. Participants are encouraged to come with an action-research teaching focus for evaluation.

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.