Available through Home Base

All our online PD is available through Home Base. Professional development is offered in both self-paced and instructor-led formats. Schedules, availability, and requirements are listed here; please see Home Base for additional information.

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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. Then click register. Additional directions are available in video format.


Announcements

Instructor-led courses are not scheduled to be offered in the near future. Please see our list of self-paced courses for CEU opportunities.

I have decided to go back to get my master’s online after seeing how easy it is to take courses online on my own time! Thank you for the confidence! — A North Carolina educator

Flexible & 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.

Instructional Design Team / Educator Effectiveness

Dr. Geetanjali Soni
Educational Consultant, Instructional Design Team Lead
Dr. Jody Cleven
Online Professional Development Facilitator
Tericia Eller
Online Professional Development Facilitator
Dr. David Walbert
Educational Consultant, Online Module Development

Self-Paced Modules and Mini-Modules

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

Modules

Full-length modules are at least 5 hours in length. They typically have activities, opportunities for interaction, and requirements for work products.

CourseCreditType (read policy)
Action Research for the Classroom: An Introduction2.0 CEUsG
Administrator Guide to Effective School Counseling and Evaluation0.5 CEUG
Assessing Digital Tools1.0 CEUG DL
Building a Strong Foundational Academic Vocabulary in Elementary Classrooms: Action Research from the GTN Project1.0 CEUG L
Building and Sustaining Professional Development0.5 CEUG
Charter School Governance Board Training2.4 CEUsG
Connecting with our 21st Century Learners1.0 CEUG
Copyright in the K–12 Classroom1.0 CEUG DL
Data Literacy in Action1.0 CEUG
Developing and Maintaining a Positive Learning Environment in Your Classroom1.0 CEUG
Digital Literacies 1: Reading, Writing, and Research1.2 CEUsG DL
Digital Literacies 2: Visual Information Literacy1.0 CEUG DL
Flipped Classrooms: Action Research from the GTN Project0.5 CEUG DL
Global Awareness, Diversity and Cultural Sensitivity in the Classroom1.0 CEUG
Helping Struggling Readers in the K-12 Classroom: Action Research from the GTN Project1.0 CEUG L
Instructional Strategies to Support K-3 Oral Language Development1.0 CEUG L
Introduction to Data Literacy0.4 CEUG
Introduction to Project-Based Learning1.0 CEUG
Literacy in History/Social Studies, Science and Technical Subjects, Part 10.3 CEUG
Literacy in History/Social Studies, Science and Technical Subjects, Part 21.0 CEUG
Literacy Strategies in the Math Classroom: Action Research from the GTN Project1.0 CEUG
North Carolina K-3 Formative Assessment Process for Teachers1.0 CEUG L
NC Principal and Assistant Principal Evaluation: Understanding the Process0.5 CEUG
NC Professional School Counselor Standards and Evaluation3.0 CEUsG
North Carolina Professional Teaching Standards1.0 CEUG
North Carolina School Executive Standards1.0 CEUG
NC Teacher Evaluation: Understanding the Process0.5 CEUG
NC Teacher Leadership Specialist: Understanding the Evaluation Process0.5 CEUG
Preparation for Foundation of Reading Licensure Exam1.0 CEUG L
Preparation for the N.C. General Curriculum Mathematics Subtest1.0 CEUG
Preventing Substance Abuse and Underage Drinking Among K–12 Students0.5 CEUG
The Professional Educator: An Ethics Guide for North Carolina Teachers1.0 CEUG
The Reading and Writing Connection: Action Research from the GTN Project1.0 CEUG L
Responsibilities of the 21st-Century Educator1.0 CEUG DL
Supporting English Language Learners in the Classroom: Action Research from the GTN Project1.0 CEUG L
21st-Century Mentoring1.0 CEUG
Understanding Student Behavior in the Classroom0.5 CEUG
Understanding the Role of School Resource Officers in Schools0.5 CEUG
Understanding the School’s Role in Suicide Prevention0.5 CEUG
Understanding Young Student Behavior in the Classroom0.5 CEUG
Universal Design for Learning 1: UDL in the Everyday Classroom1.2 CEUsG
Universal Design for Learning 2: UDL and the Whole Classroom 1.0 CEUG
The WIDA English Language Development Standards2.0 CEUsG
Writing to Learn: Action Research from the GTN Project 1.0 CEUG

Mini-Modules

Mini-modules are less than 5 hours in length. Most are primarily informational.

CourseCreditType (read policy)
Completing the Teacher Professional Development Plan Component within the Online Evaluation Tool0.1 CEUG
Completing the Training, Orientation and Self-Assessment Components within the Online Evaluation Tool0.1 CEUG
Creating a Connected Culture through Student Engagement and Empowerment0.3 CEUG
Creating and Managing PD through Home Base0.3 CEUG
Demonstrating High Expectations0.3 CEUG
Developing Effective Data Teams0.3 CEUG
Differentiation in the Classroom0.1 CEUG
District Benchmark Assessments0.1 CEUG
Effective Professional Learning Communities (PLCs)0.1 CEUG
EVAAS Basics0.2 CEUG
Google Apps for Educators0.1 CEUG
Integrating Student-Created Videos in the ClassroomNone
North Carolina Informational Module for National Board CertificationTM0.1 CEUG
North Carolina K-3 Formative Assessment Process for Administrators0.3 CEUG L
Setting Learning Targets and Questioning for Learning0.1 CEUG
SMART Goals for Students0.2 CEUG
Teaching Through the Lens of Revised Bloom's Taxonomy0.5 CEUG
Twitter in Education0.1 CEUG
Using Adobe Connect0.1 CEUG
Video Recording in the Classroom for Self-Reflection0.1 CEUG
What the Best North Carolina Teachers DoNone
Writing SMART Goals0.2 CEUG

Credit types: All courses are marked in the NCEES PD System for general credit only. However, at the discretion of the LEA, courses may be appropriate for additional credit types as listed: G = general, L = literacy, DL = digital learning.

Instructor-Led 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.

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.

CourseDurationCreditType (read policy)Next Section Begins
Building and Sustaining Professional Development6 weeks1.0 CEUG
  • Not currently scheduled
Connecting with our 21st Century Learners5 weeks1.0 CEUG
  • Not currently scheduled
Data Literacy in Action6 weeks1.0 CEUG
  • Not currently scheduled
Digital Literacies 1: Reading, Writing, and Research7 weeks1.5 CEUsG DL
  • Not currently scheduled
Effective digital strategies for teaching and learning in the K-12 classroom (MOOClet)6 weeks2.0 CEUsG DL
  • Not currently scheduled
Implementing Action Research in the Classroom14 weeks4.0 CEUsG
  • Not currently scheduled
Introduction to Data Literacy5 weeks1.0 CEUG
  • Not currently scheduled
Literacy in History/Social Studies, Science and Technical Subjects, Part 15 weeks0.5 CEUG
  • Not currently scheduled
Literacy in History/Social Studies, Science and Technical Subjects, Part 27 weeks1.0 CEUG
  • Not currently scheduled
North Carolina Teacher Standards and Evaluation Process6 weeks2.0 CEUsG
  • Not currently scheduled
Responsibilities of the 21st-Century Educator7 weeks1.0 CEUG DL
  • Not currently scheduled
Seize the Data: Empowering Teachers to Create and Use Assessment and Measurement, Part 17 weeks2.0 CEUsG
  • Not currently scheduled
Seize the Data: Empowering Teachers to Create and Use Assessment and Measurement, Part 27 weeks2.0 CEUsG
  • Not currently scheduled
Universal Design for Learning 1: UDL in the Everyday Classroom6 weeks1.5 CEUsG
  • Not currently scheduled
Universal Design for Learning 2: UDL and the Whole Classroom 6 weeks1.2 CEUsG
  • Not currently scheduled

Credit types: All courses are marked in the NCEES PD System for general credit only. However, at the discretion of the LEA, courses may be appropriate for additional credit types as listed: G = general, L = literacy, DL = digital learning.

Select a standard to view its elements, then select an element to view courses that address it.

North Carolina Professional Teaching Standards

North Carolina School Executive Standards

NC Digital Learning Competencies for Classroom Teachers

Implementation: Getting the Most from Online PD

Our implementation guide provides more information about taking online PD, including:

  • What is online learning?
  • What to expect from self-paced modules, instructor-led courses, and MOOClets
  • Models and strategies for implementation by individuals, PLCs, and LEAs

Action Research

The North Carolina Teacher Action Research Portal publishes the results of classroom-based action research performed by North Carolina teachers as part of the Governor’s Teacher Network in 2014–15.

What’s Action Research?

Action research is research performed by teachers for themselves and their students. It 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. This allows teachers to reflect on their current practices, implement an intervention, activity or change, study the results and perhaps bring about positive change in their educational environment. The “action” in action research suggests that findings are meant to be implemented immediately — classroom practice can be revised before the year is out, and new research undertaken in a continual cycle.

Because action research is focused mainly on a particular setting or environment, its findings may not be as easily generalizable to other settings as formal academic research. However, their specificity may also help teachers adapt these projects’ findings to their own classrooms. The projects will also serve as models for other teachers’ own action research.

North Carolina educators can learn more about action research in Action Research for the Classroom: An Introduction, a self-paced professional development module offered through Home Base by NCDPI’s Division of Educator Effectiveness.

About the Governor’s Teacher Network

The Governor’s Teacher Network (GTN) was established by North Carolina Gov. Pat McCrory, in partnership with the NC Department of Public Instruction (NCDPI). This initiative, funded by the state’s Race to the Top grant, provides a statewide platform for teachers to share their best work around instruction and professional development and help advance Race to the Top (RttT) funded educational remodeling efforts across the state.

Through the GTN, approximately 450 outstanding teachers from across North Carolina were selected to serve for one year as instructional and professional development experts and facilitators. Network teachers remained in their current roles but worked to gain a deeper understanding of the State’s RttT-funded work in one of two “pathways,” both related to the establishment of Home Base.

In Pathway 1, teachers created professional development sessions and materials (face-to-face, webinars and/or online content) to address classroom instructional needs and increase the PD offerings in the state-wide Professional Development system in Home Base. Projects were developed from action research performed in participating teachers’ classrooms. The projects available here represent the product of that action research and professional development.