What if rather than hearing your students say, “I’m not good at math,” you could hear them say “math is one of my favorite classes!”? This workshop is for high schoolmath teachers ready to shift the paradigm for engaging teaching and learning through Design Thinking and the core elements of Experiential Learning such as authentic Problem, Place, and Project Based Learning. We will ground our work in student empathy, an asset-based lens, and proven, learner-centered strategies that help restore the joy, wonder, and relevance of math, while also enabling an increase in rigor and student depth of knowledge. Participants will work in a collaborative environment to develop a working knowledge of the design process and elements of High Quality PBL, as well as leverage a wealth of proven resources that help make math instruction less siloed and abstract and more connected to applications that students care about. Come to NCCAT with one or more ideas of how to design an experiential learning culture in your classroom and school.

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Digital learning is a broad category that encompasses the use of digital resources and technology to enhance and differentiate instruction. The number of available options, however, can be overwhelming. Participants in this session will gain experience with free, high-quality tools for: video and audio production, blended lessons, curating digital content, formative assessment, and coding. The program will also incorporate hands-on experiences with inexpensive technology that could be used to enhance instruction. Participants will explore these digital tools as students to best determine how to use them effectively as teachers, then leave NCCAT with a Teachers will: · develop strategies to use digital tools before, during, and after a lesson. · learn strategies for creating blended learning experiences in their classes. · gain firsthand experience with digital tools in a variety of areas and consider how to best use those tools in their classrooms .virtual toolbox of new techniques to take back to the classroom.

Dates: Feb 15 - March 29

Our first book will be Brené Brown s Dare to Lead. Brown uses research, stories, and examples to answer tough questions about how to cultivate braver, more daring leaders and embed the value of courage in your culture.

Daring to lead is not about having the right answers, it is about staying curious and asking questions. It is about recognizing the potential in people and ideas.

This online self-paced course will begin on February 15th and will run until March 29th. There will be three Zoom meetings, where participants can come together face-to-face to discuss the book, ask questions, and read-aloud important sections. For those who cannot meet, all of the information is in the course broken down into modules.

Participants should obtain a copy of Dare to Lead prior to the start of the course.

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We know that success with math concepts begins with strong number sense, so how do we build fluency in the elementary grades? This program will explore K-5 number sense routines that support students’ conceptual understanding and fluency. Teachers will learn research-based routines that can be integrated in their math blocks such as choral counting, number talks, and reasoning routines that emphasize math models. Come ready to learn new practices and refresh the math routines you are currently implementing. Join this program to collaborate with colleagues from across NC and learn new strategies that encourage true mathematical understanding. This program is intended for math teachers in grades K-6.

Time: 3-4:30 p.m.

Trauma can be defined as the reaction to a shocking or painful event or series of negative events. Some traumas require immediate intervention and court-mandated reporting; others go by unmarked. Whether directly or indirectly experiencing trauma, the academic development of some students is hindered because they have experienced trauma. For some students, trauma can have significant and lasting effects. This program will help you learn how to recognize the signs of trauma, better understand the causes of trauma, and take steps to establish social and emotional safety in your classroom.

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NCCAT will hold a six-session series focused on a research-to-practice exploration of the foundational skills in early literacy. Effective instruction in these fundamental components holds the key to life-long learning for every child in your classroom.

Attend all six and earn an NCCAT literacy badge or attend individual sessions to deepen your own understanding of the building blocks of beginning reading. This class will focus on the connections between writing and reading. Writing directly benefits students reading skills. If you have students write about what they ve read or learned you will dramatically improve reading comprehension. There is a reciprocal relationship between reading and writing. Engagement and instruction in one results in improvement in the other.