Upcoming Programs: Complete List | NCCAT

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Upcoming Programs: Complete List

November 4, 2019 to November 7, 2019

  • Collaboration, communication, critical thinking, and creativity—the 4 Cs—are critical components of the digital learning competencies that support and enhance student learning and success for our global society. Google Classroom teachers can integrate the 4 Cs into their instruction when they incorporate a variety of Google Apps for Education and digital tools in their lesson design. What are the best “Apps” and “tools” to use? How can you embed the digital competencies in lessons using Google Classroom? In this program, Google Classroom teachers will build their repertoire of skills by learning about and using a variety of Google Apps for education and tools that foster seamless communication, encourage collaboration among students, promote critical thinking, and, support student creativity—the 4 Cs.


November 10, 2019 to November 15, 2019

  • Designed for educators teaching students in 6th through 12th grade. 200-word essay required for placement (see below for details).

    The aim of this program is to gain an understanding of the precursors, events, and consequences of the Holocaust and to grapple with the problem of how best to convey this history and the meaning that it can have in the lives and civic practices of our students. To accomplish this goal, we will explore the exhibits and other resources of the United States Holocaust Memorial Museum in Washington, DC. Participants will meet our bus at predetermined locations across the state and then journey together to Washington for this intensive week. Under the guidance of museum staff and teacher fellows, we will study in the museum which has earned an international reputation for the quality of its contents, presentations, architecture, and technology. This program is for educators involved or interested in teaching about the Holocaust to students eleven years of age and older. (Two participants to a room. Participants must be physically able to walk up to 1 mile over level ground, stand for extended periods, and ride for up to 8 hours on an excursion bus without detriment to their health.)

    Five days of substitute teacher cost are covered (sixth day of trip is a Sunday). Applicants must exhibit a seriousness of interest in the subject matter as expressed in an essay that is reviewed by NCCAT staff as part of the application process. Please complete the essay using the comments section of the application.


November 12, 2019 to November 15, 2019

  • Designed for teachers of grades K–8.

    Today’s students use phones, tablets, computers, video games, etc. as ways to get information. Information does not always link to understanding! What types of strategies do teachers use to include this type of information sourcing? Are literacy strategies the same for traditional text as they are for digital text? Discuss the digital divide and the complexities involved with nontraditional text. Investigate strategies for digging deeper into digital text. Explore a variety of digital tools you can use to make literacy instruction and learning more authentic and relevant.


  • Designed for teachers of K–5

    We know that students success with math concepts begins with strong number sense. How do we build number fluency in the elementary grades? Explore the number sense progression for the elementary grades and develop strategies for building number fluency. Learn how to facilitate number talks along with additional classroom strategies for conceptual understanding.


November 18, 2019 to November 21, 2019

  • In order to support children’s success in early elementary grades, we need to understand best practices for developing young minds. Utilizing multiple means of instructional delivery, we will explore aspects of daily schedule, classroom community, executive functioning, developmentally appropriate best practices, growth mindset, and authentic assessment. We will develop schedules and procedures for growing a community of growth oriented young learners. We will practice and view models of authentic assessment designed to support personalized learning for all readiness levels. Participants will utilize new knowledge of executive functioning and developmentally appropriate practice to develop lessons that support choice and growth.


  • Writing well allows students to process and organize their thoughts and feelings and to communicate effectively with a range of audiences. Writing well is also one of the most difficult skills to teach, and many find the task overwhelming. The grading alone taxes the commitment of even the best of our profession. In this program, we will examine ways to write and how best to introduce various writing techniques to your students while providing useful, timely feedback. Participants will have the opportunity to practice writing, receive and give feedback, and collaborate on best practices for supporting adolescent writers.


January 6, 2020 to January 10, 2020

  • 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.


January 13, 2020 to January 17, 2020

  • As a teacher, what are your strengths, in and out of the classroom? What are your leadership skills, in and out of the classroom? Standard 1 of The North Carolina Professional Teaching Standards requires that teachers demonstrate leadership that extends beyond their own students. If ambitious, creative, effective teachers could remain in the classroom while still finding means to have impacts on their schools, districts, or communities, the entire educational system would benefit. Teacher leaders will examine their work settings and their roles in them. Teachers will develop means to integrate intellectual growth and leadership skills, as well as explore ways to have continued impacts, in and out of the classroom. They also will step out of their comfort zones for a day of engaging with the US Coast Guard to examine their teamwork and leadership models and hear from leaders in other professions.


January 21, 2020 to January 24, 2020

  • Reading, as the old saying goes, is fundamental. However, not all public school students have access to the variety of materials necessary to build a strong reading foundation. Research grant opportunities for purchasing books, digital devices, and other materials to aid in literacy instruction. Explore multiple means of acquiring literacy-related donations and discover open-access materials online. Finally, participate in the sharing of strategies for the effective use of these resources.


January 27, 2020 to January 31, 2020

  • Google Classroom combines Drive, Docs, and Gmail for creating and collecting paperless assignments. Teachers can manage assignments, communicate with students, and “flip” instruction, all in one convenient place. Instant feedback can be provided and students’ progress can be tracked in order to improve performance. Learn how to use Google Classroom to organize your lessons and begin creating assignments using Google Apps.


February 3, 2020 to February 7, 2020

  • Designed specifically for teachers who teach art, music, and physical education in grade levels K–5

    What is literacy? How does literacy cross all content areas? How can I integrate literacy strategies into my class when I don’t teach reading? All teachers share the responsibility of ensuring our students are literate and prepared for college and careers. In this program, teachers will investigate ways to integrate literacy instruction into their content area by collaborating, exploring and creating literacy activities and/or lessons that they can take back and employ with their students.


March 16, 2020 to March 20, 2020

  • STEM implementation can begin with a teacher leading a 30-minute STEM activity and progress to a student PBL investigation that may take weeks to accomplish. Navigating this implementation can be a challenge. This program is for teachers ready to design their own STEM curriculum. Teachers will explore common misconceptions and examine four common frameworks of STEM lessons (Problem-Based Learning, Project-Based Learning, Place-Based Learning and Case-Based Learning). Not only will you participate in examples of student led PBLs, but also create your own PBL/CBL(s) for your specific content areas. Coaching and collaborative planning ensure that potential roadblocks of implementation can be addressed before you leave.


April 14, 2020 to April 17, 2020

  • 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, games in education, curating digital content, formative assessment, and coding. The program will also incorporate hands-on experiences with inexpensive technology that enhance instruction. Participants will explore these digital tools as students to best determine how to use them effectively as teachers. Leave NCCAT with a virtual toolbox of new techniques to take back to your classroom.


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