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.

The NCCAT Solution and Planning 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 solutions. Early grades literacy or digital learning projects will be given preference, however, all project proposals will be considered. 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.

NCCAT schedules Solution and Planning Teams programs throughout the year. If your team is interested in a date that NCCAT has not already scheduled, contact Teacher Services to see if we can accommodate the date you prefer.

Designed for educators teaching students in 6th through 12th grade

200-word essay required for placement (see below for details)

This program offers teachers an opportunity to broaden and deepen their knowledge of the historical context of the Holocaust. Focusing on best practices, appropriate strategies, and meaningful resources for instruction, you will gain an understanding of the precursors, events, and consequences of the Holocaust. Teachers will also have the unique opportunity to collaborate with veteran Holocaust educators from across the state, drawing on years of experience and expertise. Learn how best to convey this history and the meaning that it can have in the lives and civic practices of students.

Four days of substitute teacher costs are covered. Applicants must exhibit a seriousness of interest in the subject matter as expressed in an essay that is reviewed by NCCAT staff as a part of the application process.

The study of STEM—science, technology, engineering, and math—stimulates children to think critically and problem solve. STEM skills are crucial to building workforce readiness. Purposeful integration of tools found in the workplace can make STEM learning more authentic and relevant. Explore various types of technology and tools that can be incorporated into these existing lessons to make them even better. Maximize classroom time by integrating technologies that can make data collection and analysis easier. Experience lessons that give students a desire to ask questions and engineer solutions. Various technologies will be explored including Vernier sensors, coding software, design software, 3D printers, web 2.0 resources, mechatronics and more. Join us as we make messes, break things, fix things and create minds-on STEM learning environments.

Students are engaged when they are involved in their work, persist despite challenges and obstacles, and take visible delight in their accomplishments. Solving student engagement issues is complex. What works in one class may be a failure in the next, with every year presenting new challenges for engaging students in various lessons. This program will review and evaluate strategies for motivating disengaged students and will prepare you to implement them upon your return to the classroom.

The 21st Century has revealed a rapidly changing and evolving world that has affected teaching and learning. With advances in technology, teachers and students have instant access to vast amounts of information. What literacy strategies do teachers employ to help today’s learners process, critique, and analyze this endless stream of data? Participants will investigate information literacy, intentional questioning, and dialogue. Using informational text, teachers will explore how intentional questioning can foster student dialogue and effective communication. Additionally, teachers will examine how current events and technology can be used to foster critical thinking skills and collaborative problem solving.

Social Studies lessons in the elementary classroom often receive minimal coverage as much of the school day must focus on language arts and math lessons. Join experts in the field of digital learning, history, and other social studies content as we explore the best resources to engage elementary students in ways that will ultimately improve their literacy skills. Create lessons from the history, economy, and current events of our state that will encourage students to read more and to explore on their own the vast amount of digital resources now available.

Designed for high school ELA teachers and those who coach them

A false dilemma offered by critics of standardized testing is that they force teachers to focus on low-level skills if their students are to perform well on end-of-course exams. This is simply untrue. The NC English II End of Course tests (EOC) requires that students analyze written text in the service of extracting meaning, recognizing the effect of particular words, and identifying an author’s stance on an issue, among other valuable skills. In this program, teachers will consider the “big picture” issues that English II should address. They will also engage in a variety of activities intended to enhance students’ reading, writing, and thinking skills.

Meeting the needs of academically or intellectually gifted children can be a challenge for teachers who have these students in regular or enrichment classroom settings. The North Carolina General Assembly, through special legislation, mandates that public schools identify and serve gifted children, and each LEA is required to have an AIG plan. Join teachers of AIG students and experts in the field of gifted education as we investigate strategies to provide enhanced literacy instruction integrated across the curriculum. Create lessons that enrich, extend, and accelerate AIG literacy standards. Explore the policies and best practices of AIG expectations, create ways to challenge gifted children, enhance literacy needs, and encourage continual intellectual growth.

Canvas, North Carolina’s Learning Management System (LMS), is your place for one-stop learning and course management. Canvas is a trusted, open source LMS which provides a new way of teaching, learning, and thinking. Create modules, lessons, assessments, discussions, and portfolios. Have your grade book, course information, feedback, and student analytics all in one place. Come be a part of the education revolution—it’s Canvas Time, North Carolina!