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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 instructions for accessing the Professional Development System, for finding, enrolling in, and withdrawing from courses, and for accessing your certificate.

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, L = literacy, DL = digital learning.

 

Flexible and Collaborative

“Self-paced” modules 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 modules for self-directed learning.

Districts and charter schools with access to Home Base can teach local sections of most instructor-led courses. Access to Moodle 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 module.

 

Things to Remember

  • There is no cost to school districts or educators to take these modules. Any public LEA or charter school in North Carolina may use the modules.
  • All materials needed to complete the modules are provided online. You must have reliable connectivity. Technology requirements are listed at the beginning of each module.
  • Self-paced modules and mini-modules will be available throughout the school year. You may begin at any time. Each module requires a different amount of time for completion. Please refer to the descriptions of specific modules below for approximate completion times.

Credit will be awarded on the PD system transcript upon successful completion of modules housed in Home Base. Educators may also print a Certificate of Completion for their records and to 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 modules 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 TitleDescriptionCEUsType
Action Research for the ClassroomAction 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 well they teach and how well 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.

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
2GAction Research
Administrator Guide to Effective School Counseling and EvaluationThis 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.
0.5GGuidance and Counseling
Assessing Digital ToolsChoosing digital tools for your classroom can be daunting. The fact that a given tool could be used for educational purposes doesn't mean that you can use it in your classroom, with your students, or in any given lesson or that you should. 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.
1G, DLGuidance and Counseling
Building a Strong Foundational Academic Vocabulary in Elementary Classrooms: Action Research from the GTN ProjectA strong academic vocabulary contributes to student success. This course focuses on instructional strategies to build a foundation of and enhance academic vocabulary, commonly referred to tier-two words. This course will summarize research in this area and showcase action research by Governor's Teacher Network (GTN) participants. This would be 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.
1G, LAction ResearchEnglish as a Second LanguageEnglish Language ArtsPedagogical SkillsLiteracy
Building and Sustaining Professional DevelopmentThis 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.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 1b, 1c

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 LEA that will inform PD planning; and Guskey Planning document for PD in your school or LEA.
0.5GSupporting PD
Connecting with our 21st Century LearnersToday’s students will face challenges our generation has yet to imagine. This course focuses on ensuring that every student is ready to meet those challenges. The 21st Century Skills Framework developed by the Partnership for 21st Century Skills helps to guide this discussion. Participants observe and analyze model lessons to identify 21st century skills and methods of teaching them, design a lesson incorporating 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: 3a, 3d, 4b, 4c, 5b, 5c
NC Digital Learning Competencies for Classroom Teachers: 3a, 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; 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.
1GDigital tools and strategiesPedagogical Skills
Copyright in the K-12 ClassroomThis 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.
1G, DLEthics
Culturally Responsive Teaching about American IndiansCulturally 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
1GDifferentiationPedagogical Skills
Data Literacy in ActionIn this course, the concepts of data literacy introduced in the introductory course will be explored further. The course will introduce a data interpretation cycle that can be used to inform instructional decision making and will address the steps of that cycle in depth.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 1a-b, 4b, 4h, 5a, 5c
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.
1GData Literacy
Developing and Maintaining a Positive Learning Environment in Your ClassroomThis 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.
1GPedagogical Skills
Digital Literacies 1: Reading, Writing, and ResearchStudents need continual guidance in building digital literacy, and teachers need continually to reflect on how best to provide that guidance and to 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 of two 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: Journal.
1G, DLDigital LiteracyDigital tools and strategies
Digital Literacies 2: Visual Information LiteracyThe 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
1G, DLDigital LiteracyInformation and TechnologySocial Studies
Flipped Classrooms: Action Research from the GTN ProjectThe 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: graphic organizer of strategies; video lesson; and a plan for flipping instruction in your classroom.
1G, DLDigital tools and strategiesInformation and Technology
Global Awareness, Diversity and Cultural Sensitivity in the ClassroomAs we prepare students for college and career, 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: journal.
1GDifferentiationGlobal Education
Helping Struggling Readers in the K-12 Classroom: Action Research from the GTN ProjectStudents 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 classroom to meet the needs of struggling students. The course will summarize research in this area and showcase action research by Governor’s Teacher Network (GTN) participants. Whether you are a classroom teacher, support staff member, or an administrator, this course will provide strategies to help struggling readers.

The course will take approximately 10 hours to complete and is worth 1 CEU on completion. It carries literacy credits towards license renewal. Final decisions about renewal credit are made by the LEA; please speak with your central office if you wish to receive different credit for completion.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 4a-b, 4h, 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.
1G, LAction ResearchPedagogical Skills
Instructional Strategies to Support K-3 Oral Language DevelopmentThis 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.
1G, LEnglish Language ArtsPedagogical SkillsLiteracy
Introduction to Data LiteracyThis 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.

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.
0.4GData Literacy
Introduction to Project-Based LearningProject-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, 4e
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; and Lesson plan implementing three elements of PBL.
1GPedagogical Skills
Literacy in History/Social Studies, Science and Technical Subjects, Part 1This introductory course defines literacy in the disciplines. Learners will receive an overview of the connections between the North Carolina Essential Standards and the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects. They will then have guided practice examining, discussing, and creating learning activities for their students that integrate the North Carolina Essential Standards and the Common Core Literacy Standards for disciplines in grades 6-12.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 3a-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: Journal; and, a Presentation explaining an aspect of the Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects that apply to your discipline.
0.3GNone
Literacy in History/Social Studies, Science and Technical Subjects, Part 2Learners will review the standards in their disciplines and understand how the teaching of literacy is a school-wide responsibility. They will also examine teacher behaviors, pedagogical approaches, and students’ skills and attitudes surrounding the development of CCSS in the respective disciplines. They will then have guided practice examining, discussing, and creating learning activities for their students that integrate the North Carolina Essential Standards and the Common Core Literacy Standards for disciplines in grades 6-12.

Because this course follows from Literacy in History/Social Studies, Science and Technical Subjects Part 1, it is recommended that you first complete the previous course to gain a foundation knowledge of the standards and of the concept of disciplinary literacy.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 3a-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: Journal; and, a New or adapted lesson plan addressing Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, with reflection.
1GLiteracy in the Disciplines
Literacy Strategies in the Math Classroom: Action Research from the GTN ProjectLiteracy 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: 3a, 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: Journal; and, a lesson plan.
1GAction ResearchMathematics
North Carolina K-3 Formative Assessment Process for TeachersThis 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.
1G, LEnglish Language ArtsLiteracy
NC Principal and Assistant Principal Evaluation: Understanding the ProcessThis course explores the steps of the North Carolina Principal and Assistant Principal Evaluation Process, including orientation, self-assessment, goal-setting, mid-year meeting, conferencing, and summary evaluation.

Alignment to North Carolina standards
North Carolina School Executive Standards: 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: Journal; and a Consolidated performance assessment narrative.
O.5 GNC Executive StandardsNCEES
NC Professional School Counselor Standards and EvaluationThis 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.
3GGuidance and Counseling
North Carolina Professional Teaching StandardsThe demands of 21st-century education have required new roles for teachers in their classrooms and schools. The North Carolina Professional Teaching Standards define what teachers need to know and do to teach students in the 21st century. This course explores the teacher standards, their elements, and the rating scales for each element.

Alignment to North Carolina standards
North Carolina School Executive Standards: 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.
1GNone
North Carolina School Executive StandardsThe North Carolina Principal and Assistant Principal Evaluation Process is based on the North Carolina School Executive Standards. These standards have been developed as a guide for principals and assistant principals as they continually reflect upon and improve their effectiveness as leaders throughout their careers.

The standards serve as an important tool for principals and assistant principals as they consider their growth and development as executives leading schools in the 21st century. The main responsibility of principals and assistant principals is to create aligned systems of leadership throughout the school and its community.

Alignment to North Carolina standards
North Carolina School Executive Standards: 1a-d, 2a-b, 3a-d, 4a-c, 5a-d, 6a-b, 7a

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.
1GNC Executive Standards
NC Teacher Evaluation: Understanding the ProcessThis course explores the steps of the North Carolina Educator Evaluation Process, including self-assessment, goal-setting, observations and conferencing, planning professional development, and summary evaluations.

Alignment to North Carolina standards
North Carolina School Executive Standards: 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: Journal; and a Newspaper editorial on Standard 6.
0.5GNone
NC Teacher Leadership Specialist: Understanding the Evaluation ProcessTeacher Leadership Specialists directly support teachers, informing instruction for student achievement though they are not assigned student rosters. This course covers the standards and evaluation process for teacher leadership specialists, which is aligned with the process for teacher evaluation. It is designed for teacher leaders and administrators who evaluate them as well as curriculum facilitators and literacy coaches.

Alignment to North Carolina standards
North Carolina School Executive Standards: 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: Journal; Self-assessment rubric; and, an Application Worksheet.
0.5GNCEES
Preparation for Foundation of Reading Licensure ExamThis course, developed from extensive research-based literature, provides teachers with the solid foundation of conceptual
understanding, knowledge, and skills they need to prepare for the Foundations of Reading for North Carolina Exam and to deliver 
effective instruction in reading.

The course is intended to support teachers from out of state as they prepare for the licensure
 exam and to guide IHE instructors in developing content for test-preparation courses. The course also provides an excellent
 resource for teachers wanting to refresh their knowledge on the foundations of reading development and comprehension.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 3b, 4b

1G, LEnglish Language Arts
Preparation for the N.C. General Curriculum Mathematics SubtestThis course, developed from extensive research-based literature, provides teachers with the solid foundation of conceptual
understanding, knowledge, and skills they need to prepare for the North Carolina General Curriculum Mathematics Subtest and
to deliver effective instruction in mathematics.

The course is intended to support teachers from out of state as they prepare
for the licensure exam and to guide IHE instructors in developing content for test-preparation courses. The course also
 provides an excellent resource for teachers wanting to refresh their knowledge on the teaching of foundational mathematical concepts.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 3b, 4

1GMathematics
The Professional Educator: An Ethics Guide for North Carolina TeachersState 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.
1GEthics
The Reading and Writing Connection: Action Research from the GTN ProjectAlthough 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: 3a, 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; journal; and, an implementation plan.
1G, LAction ResearchEnglish Language Arts
Responsibilities of the 21st-Century EducatorThis course begins with the foundational 4Cs (Communication, Collaboration, Critical Thinking, and Creativity) and how those components contribute to educational practice. Learners will 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 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-e, 2a-e, 3a-d, 4b-h, 5a-c
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: a journal.
1G, DLDigital tools and strategiesGlobal EducationPedagogical Skills
Supporting English Language Learners in the Classroom: Action Research from the GTN ProjectThis course examines instructional strategies that support development of reading, wrinting, listening, and speaking skills for English language learners. The strategies are based on both academic research and action research projects performed as part of the Governor’s Teacher Network. Participants will use data to identify the needs of their own ELL students and complete a matrix for implementation, monitoring, and evaluation of an instructional plan based on new learning.

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.
1G, LAction ResearchDifferentiationEnglish as a Second Language
21st-Century MentoringAll North Carolina students deserve effective teachers. This course helps mentors in implementing best practices for guiding beginning teachers to reach their fullest potential. The course is built around the North Carolina Mentor Standards which are aligned with the North Carolina Professional Teaching Standards.

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.
1GMentoringSupporting PD
Understanding Student Behavior in the ClassroomThis course is for middle and high school teachers and school staff. The course will help teachers and staff develop an enhanced awareness of behavioral health issues in the classroom which may foster academic achievement for all students, decrease dropout rates, and increase North Carolina’s graduation rates.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 1a, 2a-b, 2d-e, 4a-b
North Carolina School Executive Standards: 3d. 5d
0.5GGuidance and CounselingReluctant Learners
Universal Design for Learning 1: UDL in the Everyday ClassroomAll 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 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
1.2GDifferentiationReluctant Learners
Universal Design for Learning 2: UDL and the Whole ClassroomUDL 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 piecemeal 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: a 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
1GDifferentiationReluctant Learners
The WIDA English Language Development StandardsThis course introduces the World-Class Instructional Design and Assessment (WIDA) English Language Development Standards. The benefit of using the WIDA Standards is delivering instruction that increases comprehensibility for every student, and the goal of this course is to facilitate all teachers’ embedding explicit language instruction in their teaching and learning.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 3b-c, 4a-b, 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: a journal.
2GEnglish as a Second Language
Writing to Learn: Action Research from the GTN ProjectBy 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: a reflection journal; and a lesson plan incorporating a writing-to-learn strategy.
1GNone
Creating a Connected Culture through Student Engagement and EmpowermentBuilding relationships involves getting acquainted, creating an identity, providing mutual support, celebrating diversity, and developing synergy. This mini-course will provide a structure for teachers to guide students to be intrinsically motivated by growing into empowered, connected, contributing members of the classroom community.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 4b-c

0.3GPedagogical Skills
Creating and Managing PD through Home BaseThis 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
0.3GNone
Demonstrating High ExpectationsThis mini-course examines the impact of teacher expectations on student success in an era of new standards, explores how educator beliefs are reflected in classroom and school settings, and examines the Framework for 21st Century Learning to fully understand the complexity of this topic.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 2a, 2c
North Carolina School Executive Standards: 4a, 5b
0.3GPedagogical Skills
Developing Effective Data TeamsThis mini-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.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 1a-b, 5a
North Carolina School Executive Standards: 4a

0.3GData Literacy
Differentiation in the ClassroomThis mini-course is designed to provide participants with an overview of differentiation. 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 identify resources in order to deepen their understanding on a local level.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 4a-c

0.1GDifferentiation
District Benchmark AssessmentsThis mini-course guides district administrators, curriculum specialists, and teacher leaders through step-by-step directions to create district benchmark assessments. It includes information on how to create multiple types of items, including multiple choice, open responses and gridded responses, and covers both Manual Tests and Express Tests.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 1a, 5a
North Carolina School Executive Standards: 2a-b

0.1GData Literacy
Effective Professional Learning Communities (PLCs)This mini-course begins with basic information about PLCs and why PLCs are currently crucial. Participants are then guided to organize an effective PLC process, viewing a video with teachers and their principal who explain their PLCs. Educators are finally reminded of the importance of collaboration and trusting relationships for PLCs to meet their full potential.

Alignment to North Carolina standards

North Carolina Professional Teaching Standards: b

0.1GSupporting PD
EVAAS BasicsThis mini-course explains the EVAAS growth model of evaluating teachers, including 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: 1a, 5a.
North Carolina School Executive Standards: 2a,2b

0.2GData Literacy
Integrating Student-Created Videos in the ClassroomVideo has long been a powerful tool in the classroom. Now, more and more teachers are taking advantage of not only showing videos in lessons, but asking students to create videos as part of lessons and to show mastery of concepts. In this informational mini-course, you will learn why integrating student-created videos is essential in building digital literacy skills in your students, discover tools that you and your students can use to create videos, and identify multimedia resources for use in videos. Participants can expect to spend around 60-90 minutes in this course.

No Recommended ???

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 4a-f, 4g

NoneNoneDigital tools and strategiesPedagogical Skills
North Carolina K-3 Formative Assessment Process for AdministratorsThis 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

0.3G, LLiteracy
Setting Learning Targets and Questioning for LearningThis mini-course provides teachers and administrators with an understanding of essential questions, clear learning targets and how their use can enhance student instruction. The course concludes with an opportunity for participants to practice, connecting an essential question with possible big ideas and several learning targets within a unit of study.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 3b, 4e, 4h
0.1GDifferentiationPedagogical Skills
SMART Goals for StudentsParticipants will learn to guide students in the development of individual SMART goals to facilitate learning and target their individual learning needs. A case study is provided to illustrate the process of setting a SMART goal with a student.

Alignment to North Carolina standards
None
0.2GNone
Teaching Through the Lens of Revised Bloom's TaxonomyThe purpose of this course is to provide an overview of the Revised Bloom’s Taxonomy which is a common framework that has a common vocabulary that can be used to think and talk about standards. The course provides an overview of the Cognitive Dimensions, Knowledge Domains, verbs within this taxonomy and their relationship to instruction, learning, and assessment. A shared understanding of standards among educators is more likely when there is a shared framework and language.

Alignment to North Carolina standards
North Carolina Professional Teaching Standards: 4b, 4c

0.5GPedagogical Skills
Video Recording in the Classroom for Self-ReflectionVideo is a powerful reflection tool for educators and can provide insights into classroom practice. This mini-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
0.1GPedagogical Skills
What the Best North Carolina Teachers DoThis informational mini-course features a series of interviews with award-winning teachers on what makes them successful in the classroom. Each teacher, a North Carolina district, regional, or state teacher of the year, shares insights, skills, and advice that will help other educators gain insight and inspiration for their own teaching. This project was influenced by the book What the Best College Teachers Do by Ken Bain.

Alignment to North Carolina standards
None

NoneNonePedagogical Skills
Writing SMART GoalsThis mini-course provides teachers with knowledge and strategies to set meaningful goals for student achievement that are SMART: Strategic Measurable, Achievable, Results-oriented and Time-bound.

Alignment to North Carolina standards
None
0.2GDifferentiationPedagogical Skills
Coaching to Lead: Strategies for Effective Mentor PracticeEffective 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 module 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 module 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, 2b, 4a, 4b, 4g, 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 Tool (Create and Complete).
0.5GMentoringProfessional Development