Self-Paced Modules

Modules

Self-paced professional development opportunities at least 5 hours in length. Most modules offer credit for completion. Credit will be awarded on the PD system transcript upon successful completion of modules housed in Home Base.

Building and Sustaining Professional Development
This module 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. (0.5 CEU)
Charter School Governance Board Training
This module supports current and future board members through proven governance strategies and resources along with the content of the 2013–2014 NC Governance Fundamentals training sessions. Each section provides governance exercises designed to analyze and strengthen the board’s governance practices. (2.4 CEU)
Connecting with our 21st Century Learners
Today's students will face challenges our generation has yet to imagine. This module 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. (1.0 CEU)
Data Literacy in Action
In this module, the concepts of data literacy introduced in the introductory module will be explored further. The module 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. (1.0 CEU)
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 module. It will also help veteran teachers who would like to refresh their management techniques. (1.0 CEU)
Digital Literacies in the K-12 Classroom
Students need continual guidance in building digital literacy, and teachers need to reflect continually 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 module offers a sound and thorough grounding in digital literacy as it pertains to the classroom-or of digital literacies, as the title of the module says, for there are many ways of thinking about digital literacy. (1.2 CEU)
Global Awareness, Diversity and Cultural Sensitivity in the Classroom
As 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 module, 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. (1.0 CEU)
Introduction to Data Literacy
This module 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 module aims to provide learning experiences that develop or enhance abilities to find, evaluate, and use data to inform instruction. (0.4 CEU self-paced, 1.0 CEU instructor-led)
Literacy in History/Social Studies, Science and Technical Subjects, Part 1
This introductory module 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. (0.3 CEU)
Literacy in History/Social Studies, Science and Technical Subjects, Part 2
Learners 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. (1.0 CEU)
NC Principal and Assistant Principal Evaluation: Understanding the Process
This module 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. (0.5 CEU)
North Carolina School Executive Standards
The 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. (1.0 CEU)
NC Teacher Evaluation: Understanding the Process
This module explores the steps of the North Carolina Educator Evaluation Process, including self-assessment, goal-setting, observations and conferencing, planning professional development, and summary evaluations. (0.5 CEU)
Preparation for Foundation of Reading Licensure Exam
This module is designed to provide teachers with a solid foundation of knowledge and skills needed to assist in the preparation of taking the Foundations of Reading for North Carolina Exam and to deliver effective instruction in reading. This module is intended to help teachers coming in from out-of-state prepare for the licensure exam. It can also be used by Institutions of Higher Education (IHE) instructors to guide them in the content that should be included in their courses to better prepare their students for the test. (No CEUs awarded)
Preparation for the N.C. General Curriculum Mathematics Subtest
This module is designed to provide teachers with a solid foundation of conceptual understanding, knowledge and skills needed in the preparation of taking the North Carolina General Curriculum Mathematics Subtest and to deliver effective instruction in math. This module is intended to help teachers coming in from out of state, prepare for the licensure exam. It can also be used by IHE instructors to guide the preparation of content to be included in their courses to prepare students for the test. (No CEUs awarded)
Responsibilities of the 21st-Century Educator
This module 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. (1.0 CEU)
21st-Century Mentoring
All North Carolina students deserve effective teachers. This module helps mentors in implementing best practices for guiding beginning teachers to reach their fullest potential. The module is built around the North Carolina Mentor Standards which are aligned with the North Carolina Professional Teaching Standards. (1.0 CEU)
Understanding Student Behavior in the Classroom
This module is for middle and high school teachers and school staff. The module 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. (0.5 CEU)
Understanding Young Student Behavior in the Classroom
This module is for preschool through grade 5 teachers. The module will serve as a tool to assist teachers to develop an enhanced awareness of behavioral health issues in young students and extend that knowledge to foster long-term connectivity and academic achievement for all students, decrease the dropout rates, and ultimately increase North Carolina's graduation rates. (0.5 CEU)
Universal Design for Learning
Today’s classrooms consist of a diverse group of learners. This module focuses on ensuring that every student has equal access to learning by removing barriers that are often present in curriculum. (1.0 CEU)
The WIDA English Language Development Standards
This module 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 module is to facilitate all teachers' embedding explicit language instruction in their teaching and learning. (2.0 CEU)

Mini-Modules

Self-paced professional development opportunities less than 5 hours in length. No credit can be awarded on the PD system transcript; however, your administration may combine this module with additional staff development to award credit at the local level.

Completing the Teacher Professional Development Plan Component within the Online Evaluation Tool
This mini-module has been designed to help teachers understand the process for completing the Professional Development Plan (PDP) in the online NC Educator Evaluation System tool. The PDP is component 8 of the NC Teacher Evaluation Process.
Completing the Training, Orientation and Self-Assessment Components within the Online Evaluation Tool
This mini-module has been designed to help teachers understand components 1–3 of the North Carolina Teacher Evaluation Process and document completion of these components in the online NC Educator Evaluation System tool.
Demonstrating High Expectations
This mini-module 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.
Developing Effective Data Teams
This mini-module 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 module will explain the data teams process and how to use data teams to implement data-driven decision making at the classroom level.
Differentiation in the Classroom
This mini-module 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.ocal level.
District Benchmark Assessments
This mini-module 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.
Effective Professional Learning Communities (PLCs)
This mini-module 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.
EVAAS Basics
This mini-module explains the EVAAS growth model of evaluating teachers, including the differences between growth and efficiency, 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.
Setting Learning Targets and Questioning for Learning
This mini-module provides teachers and administrators with an understanding of essential questions, clear learning targets and how their use can enhance student instruction. The module 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.
SMART Goals for Students
Participants 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.
What the Best North Carolina Teachers Do
This informational mini-module 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.
Writing SMART Goals
This mini-module provides teachers with knowledge and strategies to set meaningful goals for student achievement that are SMART: Strategic Measurable, Achievable, Results-oriented and Time-bound.

Available through Home Base

All our online PD is available through Home Base and can be accessed by logging in with your existing username and password. You can then enroll in the module of interest. Content for some self-paced modules is located on external websites; for these, information will be provided in Home Base. Some modules are also available as instructor-led professional development; see Home Base for schedules, availability, and requirements.

Download a printable flyer with lists of all available modules and mini-modules.

A chart of module alignments to North Carolina’s standards for professional educators is available.

In your LEA

“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.

Complete descriptions of modules and detailed suggestions for implementing them in your LEA are provided in the Implementation Guide.

Districts and charter schools with access to Home Base can teach local sections of most full-length modules. 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).

Learn more

If you have questions, contact Geetanjali Soni, Instructional Design Team Lead, at geetanjali.soni@dpi.nc.gov.

Instructional Design Team / Educator Effectiveness

Dr. Geetanjali Soni
Educational Consultant, Instructional Design Team Lead
Geetanjali.Soni@dpi.nc.gov
Cynthia Brower
Educational Consultant, Online Module Development
Cynthia.Brower@dpi.nc.gov
Tericia Eller
Online Professional Development Facilitator
Tericia.Eller@dpi.nc.gov
Andrew Horne
Web Content Manager
Andrew.Horne@dpi.nc.gov
Donna Morrow, Ed.D.
Educational Consultant, Online Module Development
Donna.Morrow@dpi.nc.gov
Joy Thomas
Educational Consultant, Online Module Development
Joy.Thomas@dpi.nc.gov
Dr. David Walbert
Educational Consultant, Online Module Development
David.Walbert@dpi.nc.gov

Instructor-Led Courses

Current Offerings

These courses are available at no cost to North Carolina educators and will be facilitated by DPI professionals. The courses are completed entirely online. Each session will start and end on specific scheduled dates. Participants are expected to meet all weekly deadlines in order to receive CEUs. Partial credit will not be given. Registration is limited.

To register: Log in to the NCEES system using your usual PowerSchool log in or the alternate log in. 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. Then click register. Additional directions are available in video format.

Course schedule not currently available. Please see Home Base for more information.

All courses

Unless otherwise noted, these courses are offered entirely online and facilitated by an instructor. Blended designates facilitated professional development offered partly online and partly face-to-face. MOOCs and MOOClets are Massively Open Online Courses with large participation (100 or more students) in which learning comes primarily from interaction among participants.

Building and Sustaining Professional Development
This module 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. (0.5 CEU)
Connecting with our 21st Century Learners
Today’s students will face challenges our generation has yet to imagine. This module 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. (1.0 CEU)
Data Literacy in Action
In this module, the concepts of data literacy introduced in the introductory module will be explored further. The module 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. (1.0 CEU)
Digital Literacies in the K-12 Classroom
Students need continual guidance in building digital literacy, and teachers need to reflect continually 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 module offers a sound and thorough grounding in digital literacy as it pertains to the classroom-or of digital literacies, as the title of the module says, for there are many ways of thinking about digital literacy. (1.2 CEU)
Effective digital strategies for teaching and learning in the K-12 classroom (MOOClet)
This facilitated course focuses on using digital tools and strategies to support teaching and learning and enriching individuals’ knowledge through developing communities of practice across the state in their subject and grade level. In this course, we will look at the 4Cs — Creativity (and Innovation), Critical thinking (and Problem solving), and Communication and Collaboration — which are critical keystones for the 21st-century classroom. We will collaboratively investigate digital tools and strategies that can be used to enhance the teaching and learning of these skills. (2.0 CEUs)
Introduction to Data Literacy
This module 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 module aims to provide learning experiences that develop or enhance abilities to find, evaluate, and use data to inform instruction. (0.4 CEU self-paced, 1.0 CEU instructor-led)
Introduction to Universal Design for Learning
Today’s classrooms consist of a diverse group of learners. This module focuses on ensuring that every student has equal access to learning by removing barriers that are often present in curriculum. This course introduces the learner to UDL and its principles. (1.0 CEU)
Literacy in History/Social Studies, Science and Technical Subjects, Part 1
This introductory module 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. (0.3 CEU)
Literacy in History/Social Studies, Science and Technical Subjects, Part 2
Learners 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. (1.0 CEU)
North Carolina Teacher Standards and Evaluation Process
This course provides an in-depth look at the North Carolina Professional Teaching Standards and will help educators understand their role in the new evaluation process, as well as deepen their understanding of the six professional teaching standards. (2.0 CEU)
Responsibilities of the 21st-Century Educator
This module 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. (1.0 CEU)
Seize the Data: Empowering Teachers to Create and Use Assessment and Measurement
Teachers will gain a basic understanding of data literacy principles and be able to reflect on and improve existing classroom assessment practices and classroom data collection. Weekly assignments are classroom-embedded and designed to help teachers reflect on the importance of data and how they collect, analyze, and use it in their instruction. (4.0 CEU)
Universal Design for Learning, Part 2
This course follows Introduction to Universal Design for Learning and continues its focus on ensuring that every student has equal access to learning. Participants will design a lesson that incorporates UDL principles. (1.0 CEU)