All Online Professional Development is available through Home Base.
Courses are offered in a self-paced format. View the table below for course titles, descriptions, and alignment to North Carolina Professional Teaching Standards. Please see Home Base for additional information.
To enroll, log into the NCEES system using your IAM/NCEdCloud username and password, then click the Professional Development tab. You can then search for a course by title or list all courses. Select the course you wish to register for, and on the course screen, click on the available section.
Need help? You can download the following guides:
Accessing the Professional Development System
Finding, enrolling in, and withdrawing from courses
Detailed models are provided in the Implementation Guide.
Credit types: All courses are marked in the NCEES PD System for general credit. However, courses may be appropriate for additional credit types as listed: G = general, and L = literacy.
Who is eligible to enroll in NCEES courses?
North Carolina teachers and school staff are eligible if they are currently employed by a North Carolina Public School Unit (PSU), including public, charter, or private schools, and have an active NCEES account (also known as HomeBase, PowerSchool, or MyNCEdCloud).
Note: Individuals who are not currently employed as educators in North Carolina do not have access to the NCEES platform.
Flexible and Collaborative
“Self-paced” courses don’t have to be done alone! They can be implemented in a variety of ways. We recommend professional learning communities (PLCs), whether online, offline, or in a hybrid format, but teachers can use the courses for self-directed learning.
Districts and charter schools with access to Home Base can teach local sections of most instructor-led courses. Access to Canvas will be provided, but the LEA must provide a trained and qualified instructor for each section. Only learners enrolled by the LEA in question will be enrolled in that section of the course.
Things to Remember
- There is no cost to school districts or educators to take these courses. Any public LEA or charter school in North Carolina may use the courses.
- All materials needed to complete the courses are provided online. You must have reliable connectivity. Technology requirements are listed at the beginning of each course.
- Self-paced courses and mini-courses will be available throughout the school year. You may begin at any time. Each course requires a different amount of time for completion. Please refer to the descriptions of specific courses below for approximate completion times.
Credit will be awarded on the PD system transcript upon successful completion of courses housed in Home Base. Educators may also print a Certificate of Completion for their records and present to the Staff Development Contact within their school for CEUs. Final award of CEUs must be approved by the local education agency (school district or charter school). Central office staff may ask to see work products for self-paced course before awarding credit. (See lists provided here on the page for each course.) Please note that unless explicitly marked otherwise, all courses are recommended for general credit, but credit type may be overridden by local authority.
For questions, contact Dr. Geetanjali Soni, Director of Teaching & Learning, at geetanjali.soni@ncpublicschools.gov
| Course Title | Description | CEUs | Type | ||
|---|---|---|---|---|---|
| 21st-Century Mentoring | The North Carolina 21st Century Mentoring course provides mentors with the 21st-century skills and knowledge needed to support beginning teachers. This course is built around the North Carolina Mentor Standards which are aligned with the North Carolina Professional Teaching Standards and provides direction in how mentors can support beginning teachers in each of the teacher standards. All North Carolina students deserve effective teachers. This course helps mentors in implementing best practices for guiding beginning teachers to reach their fullest potential. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 1a-e, 2a-e, 3a-d, 4a-h, 5a-c Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection journal and Develop a SMART goal. | 1 | G | MentoringSupporting PD | |
| Action Research for the Classroom: An Introduction | Action research takes the normal reflective practice of educational practitioners and adds a dimension of systematic inquiry that helps clarify how their particular classrooms/schools operate, how they teach, and how their students learn. The goal of this course is to facilitate a deeper understanding of action research, providing resources and information that will inform such an inquiry. Participants will learn about each step of the action research process so that they are then ready to conduct an inquiry in their own educational setting. Though participants will not actually implement a complete action research project in this module, the activities and assignments in the course will equip them with the resources and skills to be able to do so. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 1a, 4b, 4h, 5a, 5b Work Products: Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting CEUs: 1. Journal, 2. Focus Area Statement, 3. Summaries of 2 professional articles, 4. Action research plan | 2 | G | Action Research | |
| Administrator Guide to Effective School Counseling and Evaluation | This course is designed to enhance understanding of the North Carolina Professional School Counselor Standards and Evaluation Instrument and the implementation and evaluation of a comprehensive school counseling program that promotes student success and is aligned with The ASCA National Model: A Framework for School Counseling Programs, third edition. This course is best suited for school administrators; however, other education professionals with interests in school counseling may also want to participate and consult with the school counselors in their schools regarding information included. Alignment to North Carolina standards North Carolina School Executive Standards: 1a-d, 2a, 3a, 3b, 3d, 4a-c, 5a-c, 6a-b. Work Products Participants will create a reflection journal in completing this course, and central office staff may, at their discretion, request these work products before granting. | 0.5 | G | Guidance and Counseling | |
| An Introduction to Online Teaching and Content Development (ToT1) | This course is an introduction to teaching online and creating content for online instruction. Topics include moving content online, student engagement, making content accessible to all, and the critical strategies for teaching online. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 2a-e, 4a-h, and 5a-c NC Digital Learning Competencies for Classroom Teachers: 1, 2, and 3 Work Products: Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting credit: Online Portfolio (containing adapted lesson content, an accessibility plan, announcement template, feedback comment document, family involvement letter/video), and a reflection journal. | 2 | G | Digital tools and strategiesDifferentiationPedagogical Skills | |
| Assessing Digital Tools | Choosing digital tools for your classroom can be daunting. The fact that a given tool could be used for educational purposes doesn't mean that it appropriate in your classroom, with your students, or in any given lesson. This course will walk you through some ways of assessing classroom technology, considering the kinds of questions a teacher needs to ask in choosing specific tools to guide specific students towards specific learning goals. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 4c-d, 5a NC Digital Learning Competencies for Classroom Teachers: 2f, 3c Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal, Digital tools assessment worksheet (1-3 copies), New or revised lesson plan. | 1 | G | Digital LiteracyDigital tools and strategies | |
| Beyond the Basics: Effective Online Teaching and Content Development (ToT2) | The TOT2 (Teacher Online Training2) Course: Beyond the Basics: Online Teaching and Content Development is a follow-up to our TOT1 Introduction course. TOT programs are FREE professional development programs for NC public and charter school teachers designed to prepare and support educators as they work in online and remote learning environments. ***NOTE*** It is recommended to complete the “An Introduction to Online Teaching and Content Development” (TOT1) course or have previous basic knowledge of online teaching and learning before taking this course. A pre-assessment is provided at the beginning of this course to help determine if TOT2 is appropriate for you. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 2a-e, 4a-h, and 5a-c NC Digital Learning Competencies for Classroom Teachers: 1, 2, and 3 Work Products: Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting credit: Online Portfolio (containing adapted lesson content, an accessibility plan, announcement template, feedback comment document, family involvement letter/video), and a reflection journal. | 2 | G | Digital tools and strategiesDifferentiationPedagogical Skills | |
| Building a Strong Foundational Academic Vocabulary in Elementary Classrooms: Action Research from the GTN Project | A strong academic vocabulary contributes to student success. This course focuses on instructional strategies to build and enhance academic vocabulary. Academic vocabulary words are commonly referred to as tier-two words. This course will summarize research in building academic vocabulary and showcase action research by Governor’s Teacher Network (GTN) participants. This is a course for K-5 classroom teachers as well as elementary specialists such as art, music, and technology teachers. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 3a, 4c Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection journal; TIP Template; Strategy Implementation plan and reflection. | 1 | G, L | Action ResearchEnglish Language ArtsPedagogical SkillsLiteracy | |
| Building and Sustaining Professional Development | This course supports district, charter leaders, and teacher-leaders in establishing systems and structures for planning, designing, and evaluating high-quality professional development. The focus will be on Guskey's model for PD evaluation. Participants will examine the Guskey five phases of professional development; apply the processes of analysis, reflection and self-assessment throughout the module; work through the planning phases of the Guskey model of professional development; analyze effective implementation, delivery, and facilitation skills; examine the importance of transitioning the PD theory/learning to practice through ongoing support; and use tools and processes to evaluate the effective facilitation of PD sessions. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 1b, 5a, 5b Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Journal; Professional Development survey for your school or PSU that will inform PD planning; and Guskey Planning document for PD in your school or PSU. | 1 | G | Supporting PD | |
| Coaching to Lead: Strategies for Effective Mentor Practice | Effective coaching happens because of guidance using strategic action and dialogue to meet overall goals. Coaches help create trusting environments for learning and growing through open communication and healthy relationships within an organization. This coaching course is a resource for mentors and other instructional leaders. It includes research-based practices, as well as activities and strategies to support mentors, coaches, and leaders. This course can also be used as a mentor update training for continuous professional growth. Alignment to North Carolina standards Alignment with North Carolina Professional Teacher Standards: 1a,c, 2a, 4a,b,g, 5a Work Products To receive credit from your LEA for completing this course, you may be asked to demonstrate completion of required work products. These products include: Reflection journal and Reflection Assignments (Create and Complete). | 0.5 | G | MentoringProfessional Development | |
| Connecting with Today's Learners | Today's students will face challenges our generation has yet to imagine. This course will focus on ensuring that every student is ready to meet those challenges. The 21st Century Skills Framework developed by the Partnership for 21st Century Skills will guide our discussion. You will observe and analyze model lessons to identify 21st-century skills and methods of teaching them, design a lesson that incorporates 21st-century skills and tools, and collaborate with colleagues to critique lessons developed by other participants. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 1a, 3d, 4a,b,d,e,f, 5a,b,c NC Digital Learning Competencies for Classroom Teachers: 2a,d,f, 3c,e Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Journal; Concept map reflecting on your teaching practice; Voice Thread about the 4 Cs in your classroom; and, New or adapted lesson plan embedding 21st-century skills. | 1 | G | Digital tools and strategiesPedagogical Skills | |
| Copyright in the K-12 Classroom | This course is designed to help you better understand copyright, its structure, and purpose, and the issues that arise from using copyrighted works in the classroom. These issues can be extraordinarily complex, and we can't give you easy answers. However, by working through this course and making a plan for applying what you learn to your classroom, you should be better equipped to navigate those issues when they arise. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 1e, 5c NC Digital Learning Competencies for Classroom Teachers: 2a, b Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection journal and code of best practices. | 1 | G | Ethics | |
| Creating a Connected Culture Through Student Engagement & Empowerment | Building relationships involves getting acquainted, creating an identity, providing mutual support, celebrating diversity, and developing synergy. Developing the capacity of individuals and groups to operate with respect and acceptance increases the ease with which learning can occur. Everyone is involved within a community of leaders and learners in the connected classroom. This course will provide a structure for teachers to guide students to be intrinsically motivated by being empowered, connected, contributing members of the classroom community. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 4b, c Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection journal | 0.5 | G | DifferentiationPedagogical Skills | |
| Creating and Managing PD through Home Base | This mini-course will take you through the process of creating, managing, and delivering professional development through Home Base whether self-paced or instructor-led, Moodle-based or non-Moodle. It does not delve deeply into best practices for teacher professional development nor teach you to use Moodle but focuses on the use of the Home Base PD tool itself. Alignment to North Carolina standards None | 0.3 | G | None | |
| Culturally Responsive Teaching about American Indians | Culturally responsive instruction is a philosophy and accompanying implementation of instruction that purposefully acknowledges, embraces and uses what each student brings culturally to the classroom in order for all students to have equitable access to the learning content. It is built on a foundation of relationships and respect. Culturally responsive teaching is one strategy identified by the NC State Advisory Council on Indian Education and others to address issues in student performance. With this in mind, the mission of this course is to promote culturally responsive teaching about American Indians among educators in North Carolina. This course should take approximately 10 hours to complete and is worth 1.0 CEU on successful completion. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 2a-e, 3a-d, 4b-c | 1 | G | DifferentiationPedagogical Skills | |
| Data Literacy in Action | In this course, the concepts of data literacy introduced in the “Introduction to Data Literacy” course (data location, comprehension, and interpretation) will be explored further. The course will introduce a data interpretation cycle that can be used to inform instructional decision-making. It will then address four key topics in depth: (1) asking relevant questions, (2) developing and testing a hypothesis, (3) selecting a solution to implement and test, and (4) implementing the solution, evaluating the results, and communicating them to the relevant stakeholders. This course is focused on classroom and school-level decision-making, targeting teachers, and principal and assistant principals. We do not attempt to include district and local-level data-driven decision-making. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 1a-b, 4b, 4h, 5a North Carolina School Executive Standards: 2a Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Journal (includes data collection and analysis activity) and Action plan based on data analysis. | 1 | G | Data Literacy | |
| Demonstrating High Expectations | In this course, we will examine the impact of teacher expectations on student success in an era of new standards, explore how educator beliefs are reflected in classroom and school settings, and examine the Framework for 21st Century Learning to fully understand the complexity of this topic. Teachers will reflect on their Self-Assessment/Rubric for Evaluating NC Teachers and NC Professional Teaching Standards throughout the course to improve their practice toward high expectations and success for all students. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 2a, 2c , 5a Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal. | 0.5 | G | Pedagogical Skills | |
| Developing and Maintaining a Positive Learning Environment in Your Classroom | This course offers strategies that will enable teachers to shape the management of their classrooms by building relationships with students, establishing procedures, and planning lessons. Beginning teachers who have completed a teacher preparation program as well as those who are entering the profession via alternative routes will benefit from this course. It will also help veteran teachers who would like to refresh their management techniques. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 1a, 2a-b, 4a-c, 4h North Carolina School Executive Standards: 4b-c Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Journal. | 1 | G | Pedagogical Skills | |
| Developing Effective Data Teams | This course is designed for school-level educators who serve as members of a data team or who will be charged with building capacity to develop local data teams. The course will explain the data teams process and how to use data teams to implement data-driven decision-making at the classroom level. Participants will develop an understanding of data teams and how to analyze and utilize relevant data to make informed decisions on a continuous basis, and develop a plan of action to effectively incorporate data teams to improve student achievement. While this course will provide participants with all the information and tools required to launch an effective data team, the team's overall efforts will be optimized by effective implementation strategies, personal and team commitments, and broad-based stakeholder support. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 1a-b, 4b,h, 5a,c North Carolina School Executive Standards: 4a Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal. | 0.5 | G | Data Literacy | |
| Differentiation in the Classroom | This course is designed to provide participants with an overview of differentiation while touching on the importance of creating a classroom environment where inclusiveness prevails. Participants will develop a basic understanding of differentiation, delve into the differentiation elements, and explore various strategies that can be utilized in the classroom. Participants will be exposed to culturally responsive education, ensuring digital content is accessible to all, and strategies for supporting their English Language Learners. Upon completion, participants will be able to apply their new knowledge in their learning environment to meet the individual needs of their students and will be able to create a differentiated/inclusive/accessible classroom environment. To learn more about meeting the needs of all learners, consider enrolling in Universal Design for Learning 1: UDL in the Everyday Classroom and/or Universal Design for Learning 2: UDL and the Whole Classroom Alignment to North Carolina standards North Carolina Professional Teaching Standards: 1a, 2a-d, 4a-f NC Digital Learning Competencies for Classroom Teachers: 2a,d,f, 3c,e Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal. | 1 | G | DifferentiationReluctant LearnersDigital LiteracyPedagogical Skills | |
| Digital Literacies 1: Reading, Writing, and Research | Students need guidance in building digital literacy, and teachers need to reflect on how best to provides that guidance, as well as refine their own skills. Just as basic literacy, reading, and writing, must be a part of teaching and learning in every content area, so must digital literacy. This course is the first in a series offering a sound and thorough grounding in digital literacy as it pertains to the classroom, or of digital literacies, as the title of the course says, for there are many ways of thinking about digital literacy. This course covers strategies for online research, digital reading, and dealing with copyright and plagiarism. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 4c-e NC Digital Learning Competencies for Classroom Teachers: 2a-b, 3a Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal. | 1 | G | Digital LiteracyDigital tools and strategies | |
| Digital Literacies 2: Visual Information Literacy | The sheer quantity of images available online, and the ease of creating and manipulating them by digital means, makes it crucial students learn to evaluate visual information in the same way they evaluate textual information. Although some of that work can be done by the same means as evaluating any information source, critically "reading" each type of visual information — photographs, charts, maps, or "infographics" — requires special skill and a unique thought process. This course, the second in a series on Digital Literacies, explores those thought processes in detail and considers how you can teach them at various grade levels. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 3c, 4c-e NC Digital Learning Competencies for Classroom Teachers: 3c-d Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection journal; Process guide for reading photographs (customized); Outline of lesson or activity incorporating photographs; Chart or infographic (created digitally); and Digital Tools Assessment worksheet. | 1 | G | Digital LiteracyInformation and Technology | |
| EVAAS Basics | Teaching is a difficult and complicated endeavor, and we can all improve. These assumptions are built into the EVAAS growth model of evaluating teachers. In this course, you'll learn about the differences between growth and proficiency, how projections and predictions are calculated and used, and how statistical concepts like normal curve equivalents and standard error contribute to making Standard 6 a fair assessment of teacher growth. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 5 North Carolina School Executive Standards: 2 Human Resource Leadership: 4 Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal. | 0.5 | G | Data LiteracyNC Teaching Standards | |
| Flipped Classrooms: Action Research from the GTN Project | The flipped classroom is an instructional strategy that relies on video and online technologies to present instructional material. Students view videos containing instructional content and then use class time for projects and discussion. This course will summarize existing research on flipped classrooms and showcase action research by Governor's Teacher Network participants. The focus will be on the effectiveness of flipped classrooms, highlighting the experiences of teachers, affordances, and constraints of the instructional strategy, and also best practices for educators wishing to utilize the flipped classroom model with their students. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 3a, 4a-d NC Digital Learning Competencies for Classroom Teachers: 3a Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal, graphic organizer of strategies; video lesson; and a plan for flipping instruction in your classroom. | 0.5 | G | Digital tools and strategiesInformation and Technology | |
| Global Awareness, Diversity and Cultural Sensitivity in the Classroom | As we prepare students for college and careers, knowledge of the world is invaluable. What are we doing to foster global awareness and global empathy in our classrooms? What responsibility do educators in North Carolina have to teach students about the world? How prepared are our educators to understand and serve the students in North Carolina’s diverse school community? In this course, we will share ideas for global education and examine the Final Report of the State Board of Education’s Task Force on Global Education. We will also focus on the correlation between global education and the North Carolina Professional Teaching Standards. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 2b-c, 2e, 4d North Carolina School Executive Standards: 1a, 3b, 4c NC Digital Learning Competencies for Classroom Teachers: 2, 2e, 3, 3c-d Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal. | 1 | G | DifferentiationGlobal Education | |
| Helping Struggling Readers in the K-12 Classroom: Action Research from the GTN Project | Students must develop strong reading and literacy skills in order to be successful in school and throughout their lives. This course will focus on differentiated literacy strategies that teachers can use in their classrooms to meet the needs of struggling students. This course will summarize research in this area and showcase action research by Governor’s Teacher Network (GTN) participants. Whether you are a teacher, support staff member, or administrator, this course will provide strategies to help struggling readers in all grades. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 3a, 4a-b, 4h, 5a-c Work Products Final decisions about renewal credit are made by the PSU; please speak with your central office if you wish to receive different credit for completion. Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection journal. | 1 | G, L | Action ResearchPedagogical Skills | |
| Instructional Strategies to Support K-3 Oral Language Development | This course provides opportunities for participants to explore and understand research that defines the importance and impact of oral language development on learning for young children. It also provides opportunities to actively engage with materials and resources as well as instructional strategies that support this vital component of early literacy. Additionally, it provides the opportunity to develop and apply instructional strategies to support oral language development in the participant’s classroom. It is intended for an audience of PreK-3 teachers. The course primarily focuses on the participant as a classroom teacher who observes for oral language development; creates a classroom environment conducive for language development; and utilizes strategies aligned with the development of oral language. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 3d, 4a-c, 4h, 5a, 5c Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection journal; Self-Reflection Template; Action Plans; and Student Data Analysis. | 1 | G, L | English Language ArtsPedagogical SkillsLiteracy | |
| Introducing Social Emotional Learning (SEL) into your K-12 classroom: First Steps | In this hands-on, engaging course, teachers will gain a basic understanding of what Social Emotional Learning (SEL) is and how to conceptualize and put SEL into practice in K-12 classrooms. The CASEL framework is used as the foundation for this course. Throughout the course, you will explore five competencies of SEL and some of the foundational research. The course also discusses SEL practices in the classroom and the impact of these practices on students and the classroom. Next, the course includes a deep dive into a specific instructional design practice (PBL) and how SEL can be easily integrated into PBL or other instructional strategies. Finally, it focuses on school-wide SEL and SEL support for communities and families. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 1a,c,d; 2a,b,e; 4a Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection journal; Self-Reflection Template; | 2 | G | Global EducationNC Teaching StandardsPedagogical SkillsSEL Social Emotional Learning | |
| Introduction to Data Literacy | This course provides an introduction to data literacy. Both teacher and principal perspectives are included. It includes information on types of data, strategies for analyzing and understanding data, and processes for determining how these can influence instructional practices. In order to design effective instruction and learning environments, educators need to determine what learners know, and effectively use evidence collected. This course aims to provide learning experiences that develop or enhance abilities to find, evaluate, and use data to inform instruction. Several web tools are modeled in the course which may be used by educators in their own classroom. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 1a, 4b, 4h North Carolina School Executive Standards: 2a Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Journal. | 0.5 | G | Data Literacy | |
| Introduction to Project-Based Learning | Project-based learning (PBL) is a type of unit design in which students meet content standards and learn 21st-century skills by working for an extended period to research and respond to a challenging problem or question that is based in real-world contexts. This course introduces participants to the essential elements of PBL along with current research about the practice and will give you the opportunity to begin implementing PBL in your own classroom. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 3a, 4c NC Digital Learning Competencies for Classroom Teachers: 3d Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection journal; PBL note guide; Readiness Steps Chart, and plan for incorporating elements of PBL into your teaching. | 1 | G | Pedagogical SkillsDigital Literacy | |
| Literacy Strategies in the Math Classroom: Action Research from the GTN Project | Literacy is a set of skills that students need to build in all content areas, including math! This course summarizes current research on literacy strategies for math instruction and highlights a few specific strategies teachers can use during math instruction to improve literacy, especially as it relates to math. The strategies included here are showcased in the action research of Governor's Teacher Network participants. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 4c, 4e, 5c Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal; and, a lesson plan. | 1 | G | Action ResearchMathematics | |
| NC Professional School Counselor Standards and Evaluation | This course is designed to enhance understanding of the North Carolina Professional School Counselor Standards and Evaluation and implementation of a comprehensive school counseling program aligned with The ASCA National Model: A Framework for School Counseling Programs, third edition. Since this course is designed for implementation, it is best suited for practicing school counselors; however, other education professionals with interests in school counseling may also want to participate and consult with the school counselors in their schools regarding the implementation activities included. Alignment to North Carolina standards None Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Comprehensive School Counseling Program Focus worksheet; School data profile; Curriculum, Small Group, or Closing the Gap Action Plan; and a Reflection journal. | 3 | G | Guidance and Counseling | |
| North Carolina K-3 Formative Assessment Process for Administrators | This three hour mini-course provides opportunities for school administrators to deepen their understanding of the NC K-3 Formative Assessment Process. Through this mini-course, school leaders will gain a deeper understanding of the significance of formative assessment and whole child learning and development. Participants will also develop strategies and explore resources that will increase effectiveness in supporting teachers when implementing the NC K-3 Formative Assessment Process. Alignment to North Carolina standards North Carolina School Executive Standards: 1b, 1c, 2a, 4a, 4c | 0.3 | G, L | Literacy | |
| North Carolina K-3 Formative Assessment Process for Teachers | This course will describe the NC K-3 Formative Assessment Process and its critical components. It will emphasize what it looks like when implemented in the classroom. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 1a, 1d, 2a, 2c-d, 3c-d, 4a, 4c, 4h, 5a Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection journal; NC K-3 Formative Assessment Process Self Reflection form; and a Completed pre and post test. | 1 | G, L | English Language ArtsLiteracy | |
| The Professional Educator: An Ethics Guide for North Carolina Teachers | State Board policy TCP-C-014 defines the code of ethics for all North Carolina educators, which sets standards of professional conduct. This course reviews those standards. It is an essential tool for beginning teachers’ and lateral entry teachers’ growth and development. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 1a, 1e Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Journal. | 1 | G | Ethics | |
| The Reading and Writing Connection: Action Research from the GTN Project | Although reading and writing are often taught as separate subjects, the teaching and understanding of them is strongly interconnected. North Carolina educators have already seen a shift in this direction with the implementation of the Reading 3D/mCLASS Assessments. Using action research from Governor's Teacher Network projects, this course will build a further understanding of the connections between reading and writing in the classroom. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 4c, 4e, 5c Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: self-assessment; Reflection Journal, Self-Assessment, and an implementation plan. | 1 | G, L | Action ResearchEnglish Language ArtsLiteracy | |
| Responsibilities of Today's Educator | This course is intended to help the professional growth of teachers and educational leaders by examining crucial components of 21st-century learning and teaching and strategies to bring them into practice. Beginning at the foundational 4Cs (Communication, Collaboration, Critical Thinking, and Creativity), the course explains how those components contribute to educational practice. It provides the opportunity to explore Professional Learning Networks and tools to create them; explore global awareness, global empathy, and how to connect a classroom to the global community; and takes a look at student-centered instruction and the use of digital strategies to promote such instruction. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 1a-c, 2a,b,c, 3c,d, 4b,c,d,f,g,h, 5c NC Digital Learning Competencies for Classroom Teachers: 1a-b, 2e, 3a, 3c, 3d, 4c Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal. | 1 | G | Digital tools and strategiesGlobal EducationPedagogical SkillsDigital Literacy | |
| Support Your Teaching with SMART Goals, Essential Questions, and Revised Bloom's Taxonomy | This course covers a variety of topics that all support teachers in creating strong lessons that support student learning. The topics covered in this course are understanding and using SMART (Strategic, Measurable, Achievable, Realistic/Relevant, and Time-Bound) goals for both teachers and students; developing the skills and knowledge necessary to plan and implement instructional strategies related to essential questions; and examining how Revised Bloom’s Taxonomy can be used in classroom instruction to support and enhance teaching and learning. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 3a,d, 4b,c,e,g, 5a Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal. | 1 | G | Pedagogical Skills | |
| Supporting English Language Learners in the Classroom: Action Research from the GTN Project | Today's classrooms consist of a diverse group of learners. This course will focus on instructional strategies for English Language Learners based on what we know about ELL students, current research, and strategies shared from the action research of the Governor's Teacher Network. Participants will use data to identify the needs of their ELL students and learn about different instructional strategies that support reading, writing, listening, and speaking skills for English Language Learners. Participants will complete a matrix for implementation, monitoring, and evaluation of their instructional plan based on new learning through the module. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 3a-d, 4a-c, 4e-g Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal; UDL Checklist; SIOP form; Instructional Strategies Matrix; and an Instructional Plan. | 1 | G, L | Action ResearchDifferentiationEnglish as a Second Language | |
| Universal Design for Learning 1: UDL in the Everyday Classroom | All students learn differently — not only those with obvious disabilities or cultural differences! The goal of Universal Design for Learning, or UDL, is to ensure equal access to learning by removing the barriers that are often present in the curriculum. In this course, you will explore and apply the three principles of UDL, each of which considers multiple means of teaching and learning. You will analyze and adapt lesson plans to address those principles, implement a UDL principle in your classroom and reflect on the experience, and finally write a lesson plan that incorporates all of the UDL principles. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 2c-d, 4a, 5a NC Digital Learning Competencies for Classroom Teachers: 2f Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal, lesson plan with adaptations to address UDL principles, new or revised lesson plan incorporating 3 UDL principles. | 1 | G | DifferentiationReluctant LearnersDigital Literacy | |
| Universal Design for Learning 2: UDL and the Whole Classroom | UDL 1 (UDL in the Everyday Classroom) introduced the purpose, principles, and guidelines of Universal Design for Learning and guided participants to implement UDL by adapting their existing teaching and by developing a model lesson plan that addressed all three principles. This course goes beyond that approach to consider how UDL can be implemented in an entire classroom over the course of an entire semester or year, in unit plans and curricula, with support from instructional and professional standards, and in concert with the physical learning environment. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 2c, 4a NC Digital Learning Competencies for Classroom Teachers: 3e Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal, worksheets for analyzing standards and curriculum, a unit plan with adaptations to address UDL principles, a plan for UDL curriculum adaptation and advocacy, and a plan for physical classroom design. | 1 | G | DifferentiationReluctant Learners | |
| Video Recording in the Classroom for Self-Reflection | Video is a powerful reflective tool for educators and can provide insights into classroom practice. This course will provide insights, techniques, and resources to help make your classroom video recordings more successful and effective. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 5b, 5c Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal. | 0.5 | G | Pedagogical Skills | |
| Writing to Learn: Action Research from the GTN Project | By incorporating writing with reading and subject-area instruction, teachers can help students increase comprehension and academic performance. This course summarizes current research on writing to learn and explores several specific strategies teachers can use occasionally or every day. The strategies included here are showcased in the action research of Governor's Teacher Network participants. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 3c, 4a, 4e Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal, and a lesson plan incorporating writing-to-learn strategies. | 1 | G | Action ResearchWriting | |
| Teaching in a Multicultural Classroom | In this dynamic course, educators will explore core principles and recent research on effective teaching in multicultural classrooms. Through reflection, interaction, journaling, and discussion boards, participants will gain valuable insights, fostering stronger connections with diverse students. The focus is on culturally responsive education, examining strategies to meet the needs of North Carolina's diverse student population. Upom completion, educators will possess a robust toolkit, well-equipped to establish inclusive and respectful classroom environments. The course emphasizes reflection and adaptation of teaching practices for the success of every student in an inclusive setting. Join us on this transformative journey towards educational excellence. Note: "Culturally responsive education" is the term used in this course. If you encounter "CRT" in resources, it refers to culturally responsive teaching. Alignment to North Carolina standards North Carolina Professional Teaching Standards: 1a, 1b, 1d, 1e, 2a-e, 4a, 4b, 4g Work Products Participants will create the following in completing this course, and central office staff may, at their discretion, request these work products before granting: Reflection Journal and Culminating Project | 2 | G | DifferentiationGlobal EducationPedagogical SkillsReluctant Learners |
Looking for our facilitated TOT2 course?
Please visit our Beyond the Basics: Effective Online Teaching and Content Development page for more information.
