Designed for elementary teachers.

Navigating 90 minutes of instructional time can be a daunting task. How can teachers most effectively plan the 90-minute literacy block to maximize student engagement and learning? How do we conduct guided reading groups while seamlessly managing literacy workstations that meet the diverse needs of students? How do we effectively design and implement rigorous and relevant literacy instruction while still maintaining a progress monitoring and assessment schedule? Join us as we answer these questions regarding successful implementation of the 90-minute literacy block.

Designed for pre-K through 12th-grade teachers, including teachers of exceptional students.

Educational research and experienced teachers recognize that most school-aged students learn by doing. Teachers who build kinesthetic movement into their instruction report that their students are less disruptive and more engaged. Research supports that physical activity improves memory retention, comprehension, and self-regulation in students of all achievement levels. Learn how you can transform a typical desk-and-chair classroom into an active classroom. Design and create your own movement-enhanced lessons with low-cost materials for use in the differentiated classroom.

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. Through experiential learning, teachers will explore pedagogical concerns including differentiated instruction, brain-compatible teaching, assessment, the effect of poverty on achievement and behavior, and classroom management. Come prepared to build professional competence and confidence, improve student achievement, and reinforce your commitment to this critically important profession.

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 this challenge to energize early grades literacy instruction? While most teachers are aware of the research showing that children exposed to visual arts, drama, music, and dance do a better job at mastering content in the non-art 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? Explore ways to engage students through the arts and discover how the arts can motivate students while building critical skills that support literacy learning and mastery.

Designed as a flipped program for library media specialists with pre- and post-program components.

In years past, the school librarian was expected to build well-rounded library collections and to be an effective circulator and manager of resources. Today’s library media specialist takes an active role in instructional programs, serving not only as program administrator and information specialist, but also as teacher and instructional partner. Focus on strategies library media specialists can use to develop a collaborative teaching role that supports literacy across the curriculum. Explore how technology can be used to support a dynamic teaching environment.

Preference will be given to teachers in Grades K–3.

Develop your teaching tool kit to support the reading initiatives in North Carolina’s Read to Achieve legislation. Join us as we examine best practices for developing a welcoming and enriching reading and writing environment for the early childhood classroom. Open to teachers in grades K–3, this program will focus on developing strategies that link foundational skills to comprehension in the classroom. Set the stage for comprehension at the listening level for kindergarten students and transition instruction to thinking beyond the text as students move through the early grades.

Designed for mathematics teachers in grades 6 and 7 and English language arts teachers in grades 11 and 12.

Mixing, mashing, collecting, publishing, sharing, mixing, and showcasing…These terms are necessary skills for teachers and classrooms in the digital age. Technology doesn’t replace strong teaching pedagogy, but it can provide the opportunity to align instructional goals with online tools and repositories. However, immediate access to vast amounts digital content and resources leaves many teachers feeling inundated and frustrated. Learn how to use the free tools of Open Educational Resource to help you achieve your inquiry-based instructional goals. Access instructional resources and professional learning materials that will help you align curriculum and help your students focus on the identification, organization, and customization of high-quality content. Curate and author content in practical classroom-ready instructional kits for immediate use.

Good readers ask questions before, during, and after reading to make sense of text. Questions provide the opportunity to interact with the text and figure out the deeper meaning of what is being read. How do teachers model good questioning strategies? How do teachers pose questions that foster critical thinking? What types of questions help readers understand confusing parts of a book? Learn how to use questioning strategies to enhance reading comprehension for all students.

The NCCAT Research and Development Teams program offers educators an opportunity to meet in a residential setting devoid of distraction to create and advance departmental, school, or district-wide projects. These projects might consist of new programming, research, planning, or curricula. Gather a team together to create or refine your own innovative approaches to early grades literacy or digital learning. Early grades literacy or digital learning projects will be given preference. All projects will be considered. Come prepared to share your knowledge and progress with other teams from around our state. Single rooms, meeting space, internet access, and meals for the participants will be provided by NCCAT. Travel and the cost of substitute teachers are not covered. Teachers, administrators, central office personnel, and district coordinators are encouraged to apply.

The NCCAT Research and Development Teams program offers educators an opportunity to meet in a residential setting devoid of distraction to create and advance departmental, school, or district-wide projects. These projects might consist of new programming, research, planning, or curricula. Gather a team together to create or refine your own innovative approaches to early grades literacy or digital learning. Early grades literacy or digital learning projects will be given preference. All projects will be considered. Come prepared to share your knowledge and progress with other teams from around our state. Single rooms, meeting space, internet access, and meals for the participants will be provided by NCCAT. Travel and the cost of substitute teachers are not covered. Teachers, administrators, central office personnel, and district coordinators are encouraged to apply.