Calendar
Cohort Info
| Cohort 1 | Durham Public Schools |
| Chapel Hill-Carrboro City Schools | |
| Orange County Schools | |
| Person County Schools | |
| Location: DPS Staff Development Center, 2107 Hillandale Rd, Durham, NC 27705 | |
| Cohort 2 | Roanoke Rapids Graded Schools |
| Northampton County Schools | |
| Warren County Schools | |
| Location: Hawkins Educational Center, 427 W. Franklin St, Warrenton, NC 27589 | |
| Cohort 3 | Johnston County Schools |
| Wilson County Schools | |
| Location: Clayton High School, 600 S Fayetteville St, Clayton, NC 27520 | |
| Cohort 4 | Wake County Schools |
| Franklin County Schools | |
| Granville County Schools | |
| Location: Rolesville Middle School, 4700 Burlington Mills Rd, Rolesville, NC 27571 | |
| Cohort 5 | Pitt County School |
| Location: 1103-A Corporate Dr., Greenville, NC 27858 | |
About
The Local Alternative Teacher Preparation (LATP) Program is an accelerated alternative teacher licensure program. The LATP program offers recent college graduates and mid-career professionals who hold Bachelor degrees in non-teaching areas the opportunity to become fully licensed teachers.
LATP 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.
LATP Contacts:
Program Director Ms. Lisa Sonricker sonrickerl@ccresa.net
Lead Instructor Dr. Patricia Hilliard hilliardp@ccresa.net
FAQ
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 LATP program is suited for teachers seeking K-12 licensure in the following content areas:
- English as a Second Language
- Fine/Performing Arts
- Foreign Languages
- Physical Education
- Special Education: General Curriculum
How long does it take to complete the LATP program?
The participants will be able to complete all LATP program requirements in less than two years.
When can a lateral-entry teacher apply for licensure?
After the participant successfully completes: 1) the LATP 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 Continuing Professional License.
What sets the LATP program apart from other alternative licensure programs?
The LATP 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, LATP teachers work with a school-based mentor and instructional coach to support all professional learning experiences.
Program at-a-glance
| YEAR 1 | Responsible Party | Program Component | Hours |
| District | Lateral Entry Orientation | 80 | |
| CCRESA | Foundations of Teaching and Learning | 50 | |
| CCRESA | LATP Spring Symposium | 6 | |
| School or District | Instructional Coach | 36 | |
| School or District | Mentor | 36 | |
| District | Other Beginning Teacher Supports | 12 |
| YEAR 2 | Responsible Party | Program Component | Hours |
| CCRESA | LATP Summer Institute | 90 | |
| CCRESA | LATP Independent Study | 20 | |
| CCRESA | LATP Spring Symposium | 6 | |
| School or District | Instructional Coach | 24 | |
| School or District | Mentor | 18 | |
| District | Other Beginning Teacher Supports | 12 |
LATP Course Descriptions
Foundations of Teaching and Learning
This is a yearlong course that provides LATP teachers with the opportunity to learn the North Carolina Professional Teaching Standards through practical and experiential learning experiences. The curriculum prepares teachers to build positive classroom learning environments and utilize instructional design to improve student learning.
LATP Independent Study
These exploratory tasks are designed to provide LATP 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.
LATP Spring Symposium
This is a one-day professional learning event for all LATP teachers and instructional coaches.
LATP 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 LATP 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 LATP teachers.
For further questions about the LATP program, please contact our staff at:
Ms. Lisa Sonricker, Program Director, sonrickerl@ccresa.net
Dr. Patricia Hilliard, Lead Instructor, hilliardp@ccresa.net