About

CCTI is available to lateral entry teachers who work in participating Central North Carolina school districts. Participants complete all program requirements while teaching full-time in their districts. 

If you are a new teacher participating in the CCTI Program, please click here to register for the online logging system.  Coaches and mentors, please use this link to register.

CCTI Contacts:

Program Director          Ms. Lisa Sonricker          sonrickerl@ccresa.net

Lead Instructor              Dr. Patricia Hilliard        hilliardp@ccresa.net

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Cohort Info

Class of 2017-2019 Cohort Information

Calendar

FAQ

Program Overview
The Central Carolina Teaching Initiative (CCTI) is an accelerated alternative teacher licensure program. The CCTI offers recent college graduates and mid-career professionals who hold bachelor’s degrees in non-teaching areas the opportunity to become fully licensed teachers.

CCTI is available to lateral entry teachers who work in participating Central North Carolina school districts. Participants complete all program requirements while teaching full-time in their districts. See program-at-a glance on page two for further details.

Who is eligible to participate?
The participant must be a first or second year lateral entry teacher. The program accepts participants who have earned Bachelor’s degrees from a Regionally Accredited College or University. This program is designed for teachers seeking licensure in all middle and secondary areas including Career Technical Education.

Also, the CCTI program is suited for teachers seeking K-12 licensure in the following content areas:

1. English as a Second Language
2. Fine/Performing Arts
3. Foreign Languages
4. Physical Education

How long does it take to complete the CCTI program?
The participants will be able to complete all CCTI program requirements in less than two years.

When can a lateral-entry teacher apply for licensure?
After the participant successfully completes: 1) the CCTI coursework, 2) two years of coaching and mentor support, 3) all required state licensure exams, and 4) other requirements of beginning teachers, the lateral entry license can be converted to a Standard Initial License.

What sets the CCTI program apart from other alternative licensure programs?
The CCTI program is based on three pillars of learning to best prepare lateral entry teachers for successful careers in education. First, our coursework provides teachers with practical applications that they can immediately implement in their classrooms. Second, the program operates on a cohort model to strengthen peer learning, collaboration, and community. Lastly, CCTI teachers work with a school-based mentor and instructional coach to support all professional learning experiences.

Program at-a-glance

CCTI Course Descriptions

Foundations of Teaching and Learning
This is a yearlong course that provides CCTI teachers with the opportunity to learn the North Carolina Professional Teaching Standards through practical and experiential learning sessions. The curriculum prepares teachers to build positive classroom learning environments and utilize instructional design to maximize student learning.

CCTI Independent Study
These exploratory tasks are designed to provide CCTI teachers with deeper learning in self-identified areas of growth. All tasks are completed at their own pace. The activities provide teachers with opportunities to reflect upon and improve their own teaching practice; explore local resources; and interact with colleagues, administrators, parents, and district personnel.

CCTI Spring Symposium
This is a one-day professional learning event for all CCTI teachers and instructional coaches.

CCTI Summer Institute
This is a three-week intensive course that focuses on intermediate instructional design and delivery methods; topics include the backward design process, data-driven instruction, culturally responsive teaching, assessment for learning, special populations, and unit planning.

Other Beginning Teacher Supports
The CCTI teachers must fulfill all district requirements for beginning teachers including participating in monthly beginning teacher meetings (approximately nine hours). Additionally, professional development provided by the district may qualify as support for CCTI teachers.

For further questions about the CCTI program, please contact our staff at:

Ms. Lisa Sonricker, Program Director, sonrickerl@ccresa.net

Dr. Patricia Hilliard, Lead Instructor, hilliardp@ccresa.net

Application