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Programs

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.

 

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Is your school interested in using the NC Global-Ready Schools Implementation Rubric for school improvement or to receive the NC Global-Ready Schools designation?  During this planning institute, schools will review the attributes of the Rubric, consider what each attribute 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 Global-Ready Schools designation. 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 Global focus or have previously applied for the NC Global-Ready Schools designation but did not receive it will benefit the most from this institute.

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What is literacy? How does literacy cross all content areas? How can I integrate literacy strategies into my class when I do not teach reading? All teachers share the responsibility of ensuring our students are literate and prepared for college and careers. In this program, specialist teachers will investigate ways to integrate literacy instruction into their content area. This program is designed specifically for teachers who teach art, music, and physical education in the elementary grades.

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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.

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What does it mean to “think like a scientist”? Join NCCAT to answer this question as we explore the differences between content literacy and disciplinary literacy. We will examine the types of texts scientists read and write. We will develop plans to support students as they read and write like scientists and engage more deeply with science concepts. This session is designed for secondary science teachers (6-12).

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This session will focus how to accelerate vocabulary acquisition and knowledge gains in the secondary classroom using current research and best practices. Participants will learn effective instructional strategies for both analog and digital learning environments.

This program is intended for language arts teachers in grades 6-12, and is a part of a 4-day badge series for secondary literacy. Registration is required for each badge session:

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This session will include an overview of The Science of Reading and its relevancy and application in the secondary classroom.  Participants will learn effective instructional strategies for both analog and digital learning environments.

This program is intended for language arts teachers in grades 6-12, and is a part of a 4-day badge series for secondary literacy. Registration is required for each badge session:
 

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In this session, led by NCCAT partner PBS North Carolina, participants will explore ways to empower their learners literacy foundation through true collaboration. The home to school connection can create a true “double dose” for our young scholars. Participants will walk away with resources, techniques and a framework for strong literacy instruction and home and community collaboration.

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Active learners make the best learners.  In the learner role this week, participants will experience a variety of collaborative, engaging, and minds-on strategies.  We will compare and contrast "old school" methods with more inquiry based pedagogy.  In the teacher role this week, we will analyze how to shift traditional good lessons to great lessons.  Tony Wagner s 7 essential survival skills will be highlighted as participants explore PBL practices and implementation protocols to support class management.

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There is a clear science to teaching reading. Due to advancements in cognitive science, we know more about how our students learn to read than ever before. As with any body of knowledge, scientifically-based reading research builds and advances over time. It has provided us with information about reading development, reading processes, and reading instruction. Join this program to look closely into best instructional practices that support the Science of Reading in kindergarten through fifth grade classrooms. 

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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 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 virtual toolbox of new techniques to take back to the classroom.

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Join other initial candidates for a weekend of facilitated support and collaboration as you work on components two–four of your National Board certification submission. Participants are expected to have a draft of at least one component prior to attendance. Best practices for completing components will be shared.

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Implementing small group instruction can be a daunting task in secondary classrooms. This seminar will explore blended learning models as a way to organize small group implementation, build a plan for implementing small group instruction, and curate engaging tasks for students during small group interactions. Finally, we will consider how small group instruction supports differentiation. This program is designed for teachers and instructional coaches in grades 6-12. 

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Badge one will focus on core instructional practices that provide access and equity to all students, while honoring their strengths and maximizing their potential in high school Math I. Join us as we make sense of how the five practices of mathematical discourse and the eight effective teaching practices for mathematics can be integrated into routine practices for Math 1 standards. 

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Badge two will focus on creating the balance of rigor demanded in the standards of Math 1. Specifically,  what and when does conceptual understanding look like in Math 1, what standards call for a level of procedural fluency and what does this look like beyond worksheets, and how do problem solve and reasoning need to be attended to to maintain rigor. In this session we will spend some time being explicit about helping students to form connections among multiple representations of mathematics.

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With growing demands on both teachers and students, the role of library media specialists and instructional technology facilitators as instructional support is more important than ever. These individuals serve as program administrators, teachers, instructional partners, and resource specialists. By working together, teachers in these roles can further their reach and enhance student learning. In this session, focus will be on strategies that media specialists and instructional technology facilitators can use to develop a collaborative teaching role that supports traditional and digital literacy across the curriculum. We will also explore technology tools and digital resources that can be used to grow students’ skills in reading, writing, speaking, and listening and program advocacy.

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