The professional development activities and resources will be shared with our staff through this wiki page as well as links to our Moodle, and other valuable sites.

NCDPI has created professional development modules for teachers and administration to work through together as a staff in professional learning communities. You will need you NCFalcon login.

A Call To Change (August 24, 2011)

This section introduces participants to the Call for Change and explains how NCDPI responded with their framework for change which will dramatically change the Standard Course of Study. The common goal of these initiatives is to prepare all students to be career and college ready graduates. Today we will watch the online module provided through NCDPI and answer three questions posted on googledocs at the bottom of this page. You will also be provided with a copy of the common core and essential standards. Please begin meeting in your curriculum teams and goal teams to determin how to most effectively begin incorporating the standards into our 45 day plans and pacing guides.

Agenda 8-24-11.docx

The Common Core and Essential Standards
Accountability Curriculum Reporting Effort
NC Race to the Top (NC RttT)
Career & College: Ready, Set, Go!

North Carolina's Standard Course of Study has been completely overhauled and new standards are to be implemented in classrooms beginning in 2012-13. This Instructional Toolkit is designed to help teachers pattern their instruction and classroom student assessments to the state's newly adopted curriculum. Please use this toolkit in conjunction with state- and district-level professional development to help you make the transition to the new standards in your classroom.

The site below will take you ACRE (Unpacking the Standards). Us this site to gain understanding of the new Common Core standards including a detailed explanation of what students will be expected to learn and how instruction may be delivered.

Please Answer the questions listed upon completion of the module. Once you have completed the module and assignment, print your certificate of completion and provide a copy to Mr. Garcia.

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Understanding the Standards (October 31, 2011)

Review of the Common Core State Standards and the Essential Standards and their implementation in North Carolina. Content specific groups will take time to identify similarities and differences between the current NCSCOS and the new Common Core and Essential Standards.
Agenda 10-31-11.docx


WIDA Standards.pdf

English Language Arts
Social Studies

Exit Ticket Questions
"Understanding the Standards"

Oct 31 Staff Development
Organizational Review

North Carolina Professional Teaching Standards (January 20, 2012)

Staff Meeting Agenda_1-20-12.doc

Teacher Working Conditions Survey

Teacher Assistant

STNA Survey

STNA Survey Link
Student STNA (Must be given to all students in school by Feburary 3.
STNA for students

Professional Development

NC Falcon Training Site
WCMS Staff Kidblog
WCMS Staff Meeting 1-20-12.pptx

Standard 1: teachers demonstrate leadership
a. teachers lead in their classrooms. Teachers demonstrate leadership by taking responsibility for the progress of all students to ensure that they graduate from high school, are globally competitive for work and postsecondary education, and are prepared for life in the 21st century. Teachers communicate this vision to their students. Using a variety of data sources, they organize, plan, and set goals that meet the needs of the individual student and the class. Teachers use various types of assessment data during the school year to evaluate student progress and to make adjustments to the teaching and learning process. They establish a safe, orderly environment, and create a culture that empowers students to collaborate and become lifelong learners.
b. teachers demonstrate leadership in the school. Teachers work collaboratively with school personnel to create a professional learning community. They analyze and use local, state, and national data to develop goals and strategies in the school improvement plan that enhances student learning and teacher working conditions. Teachers provide input in determining the school budget and in the selection of professional development that meets the needs of students and their own professional growth. They participate in the hiring process and collaborate with their colleagues to mentor and support teachers to improve the effectiveness of their departments or grade levels.
c. teachers lead the teaching profession.Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of teachers. Teachers promote professional growth for all educators and collaborate with their colleagues to improve the profession
d. teachers advocate for schools and students. Teachers advocate for positive change in policies and practices affecting student learning. They participate in the implementation of initiatives to improve the education of students.
e.teachers demonstrate high ethical standards. Teachers demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. Teachers uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted April 1, 1998. (
standard II: teachers establish a respectful environment for a diverse population of students
a. teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers encourage an environment that is inviting, respectful, supportive, inclusive, and flexible.
b. teachers embrace diversity in the school community and in the world. Teachers demonstrate their knowledge of the history of diverse cultures and their role in shaping global issues. They actively select materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures. Teachers recognize the influence of race, ethnicity, gender, religion, and other aspects of culture on a student’s development and personality. Teachers strive to understand how a student’s culture and background may influence his or her school performance. Teachers consider and incorporate different points of view in their instruction.
c. teachers treat students as individuals. Teachers maintain high expectations, including graduation from high school, for students of all backgrounds. Teachers appreciate the differences and value the contributions of each student in the learning environment by building positive, appropriate relationships.
d. teachers adapt their teaching for the benefit of students with special needs. Teachers collaborate with the range of support specialists to help meet the special needs of all students. Through inclusion and other models of effective practice, teachers engage students to ensure that their needs are met.
e. teachers work collaboratively with the families and significant adults in the lives of their students. Teachers recognize that educating children is a shared responsibility involving the school, parents or guardians, and the community. Teachers improve communication and collaboration between the school and the home and community in order to promote trust and understanding and build partnerships with all segments of the school community. Teachers seek solutions to overcome cultural and economic obstacles that may stand in the way of effective family and community involvement in the education of their students.
standard III: teachers know the content they teach
a. teachers align their instruction with the North Carolina Standard Course of Study. In order to enhance the North Carolina Standard Course of Study, teachers investigate the content standards developed by professional organizations in their specialty area. They develop and apply strategies to make the curriculum rigorous and relevant for all students and provide a balanced curriculum that enhances literacy skills. Elementary teachers have explicit and thorough preparation in literacy instruction. Middle and high school teachers incorporate literacy instruction within the content area or discipline.
b. teachers know the content appropriate to their teaching specialty. Teachers bring a richness and depth of understanding to their classrooms by knowing their subjects beyond the content they are expected to teach and by directing students’ natural curiosity into an interest in learning. Elementary teachers have broad knowledge across disciplines. Middle school and high school teachers have depth in one or more specific content areas or disciplines.
c. teachers recognize the interconnectedness of content areas/disciplines. Teachers know the links and vertical alignment of the grade or subject they teach and the North Carolina Standard Course of Study. Teachers understand how the content they teach relates to other disciplines in order to deepen understanding and connect learning for students. Teachers promote global awareness and its relevance to subjects they teach.
  • World Hunger
  • Global Warming
  • Pollution
  • Education
  • Poverty
  • Energy Waste and Efficiency
  • Alternative Energy Sources
  • Space Exploration
  • Health Care
  • Disease SchoolNet’s Projects Registry (PR) is the oldest (1995) and largest online clearinghouse for teacher-conducted global learning projects. The PR contains more than 3,000 annotated listings – and is searchable by date, age level, geographic location, collaboration type, technology tools or keyword. The Project Registry is a central place for educators to find global partners and announce projects. (International Education and Resource Network) is the world's largest non-profit global network that enables teachers and youth to use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world. out the DeforestACTION Action Portal& browse educator resources below!DeforestACTION is the most exciting student directed learning activity on the planet, and the first global Shout! initiative. This is true 21st century learning in action. It is a proven model to engage, inspire and transform the young people in schools across the world.The DeforestACTION initiative was established in order to empower young people worldwide to become inspired by youth working to fight deforestation, become informed about the issues and politics surrounding deforestation, and become actively involved in finding a solution. Through the DeforestACTION lessons, students will have the opportunity to:
    • Create local, national and international entrepreneurial initiatives that protect and regrow endangered forests;
    • Collaborate in new ways across borders to find creative ways to save endangered animals, including orang-utans, and build a new model for global conservation;
    • Develop local projects related to the theme of deforestation, unique to their school and community, which support the global project in exciting and innovative ways.
    The overall pedagogical aims and objectives of DeforestACTION are to:
    • Help develop global citizenship by encouraging learners to collaborate on a global platform to solve global problems.
    • Provide opportunities to review and evaluate the causes, impacts and politics of deforestation at the local and global level.
    • Encourage learners to analyze, using deforestation as an example, how to plan and organize for global issues using collaborative technology.
    • Introduce learners to proven structured action plans by engaging in interactive activities and taking part in valuable discussions with peers and mentors.
ePals is the leading provider of safe collaborative technology for schools to connect and learn in a protected, project-based learning network. With classrooms in 200 countries and territories, ePals makes it easy to connect learners locally, nationally or internationally. Celebrating the Arts The Arts can be a forum for self-expression, communication, exploration and cultural understanding. And Arts Education can strengthen collaborative skills, problem-solving skills, develop cognitive and creative skills, teach cultural and historical perspectives and just be a lot fun! In partnership with the Smithsonian Institution, ePals encourages Global Community members to explore the Arts through these online museum exhibits, student activities, and classroom lessons.
Melda Yildiz, Kean University Learn creative strategies for producing media with youth and discover several multilingual and multicultural projects that use handheld devices and integrate global education. global education, global competency, 21st century stills, handheld devices, multilingual projects
ISTE global, multicultural and 21st century resources |Poster||Student+Showcase
d. teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility. Teachers help their students understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health awareness.
standard IV: teachers facilitate learning for their students
a. teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. Teachers know how students think and learn. Teachers understand the influences that affect individual student learning (development, culture, language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving research about student learning. They adapt resources to address the strengths and weaknesses of their students
b. teachers plan instruction appropriate for their students. Teachers collaborate with their colleagues and use a variety of data sources for short- and long-range planning based on the North Carolina Standard Course of Study. These plans reflect an understanding of how students learn. Teachers engage students in the learning process. They understand that instructional plans must be consistently monitored and modified to enhance learning. Teachers make the curriculum responsive to cultural differences and individual learning needs.
c. teachers use a variety of instructional methods. Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate achievement gaps. Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction
d. teachers integrate and utilize technology in their instruction. Teachers know when and how to use technology to maximize student learning. Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate.
National Educational Technology Standards for Administrators
National Educational Technology Standards for Teachers
National Educational Technology Standards for Students Collaborating to Connect NETS with Curriculum
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Literacy
4. Critical Thinking, Problem Solving and Decision Making
PICTURES FOR LEARNING-great resource/citation activity for media

standard V: teachers reflect on their practice

a. teachers analyze student learning. Teachers think systematically and critically about student learning in their classrooms and schools: why learning happens and what can be done to improve achievement. Teachers collect and analyze student performance data to improve school and classroom effectiveness. They adapt their practice based on research and data to best meet the needs of students
b. teachers link professional growth to their professional goals. Teachers participate in continued, high-quality professional development that reflects a global view of educational practices; includes 21st century skills and knowledge; aligns with the State Board of Education priorities; and meets the needs of students and their own professional growth.
c. teachers function effectively in a complex, dynamic environment. Understanding that change is constant, teachers actively investigate and consider new ideas that improve teaching and learning. They adapt their practice based on research and data to best meet the needs of their students