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.

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 comprehension. “Reading comprehension is the act of understanding and interpreting the information within a text. It results from efficient decoding and the ability to understand language” (Gough & Tunmer, 1986).

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Residential in Cullowhee

We know students struggle with problem-solving, so how do we empower students to persevere and reason mathematically? This session will teach the strategy of 3 Reads based on the book, Routines for Reasoning, by Kelemanik, Lucenta, & Creighton. This routine provides opportunities for students to reason through word problems while engaging in the Standards of Mathematical Practice. In addition to the 3 Reads strategy, resources and strategies for authentic problem-solving will be explored. Participants will have opportunities to collaborate with colleagues from across NC and discuss implementation in their classrooms regardless of the setting. This session is intended for teachers in Grades 2-8, and math instructional coaches.

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There is a clear science to teaching reading. Due to advancements in cognitive science we know more about how children learn to read than ever before. The Science of Reading dispels misconceptions and myths about reading instruction that have held students back for decades. Join us for an introduction to the Science of Reading to see if your classroom practices are grounded in science or myth.

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