Let's Improve Our Practice!

CCS is committed to providing a comprehensive professional development program for its educators and staff.

Strong, effective teaching leads to greater student engagement and student achievement. CCS provides many professional learning opportunities for educators.

CCS Blended Learning

Cherokee Central Schools' Personalized Education incorporates Blended Learning. To that end, all teachers should understand the fundamentals of Blended Learning and what the expectations are for incorporating that into the classroom. The Instructional Facilitators developed several training modules to facilitate this professional learning for new staff. It is also a great place to refresh your knowledge about specific topics as well.

Visit the CCS Blended Learning site.

Instructional Facilitator-led PD

The CCS Instructional Facilitators offer professional learning on a wide variety of topics including Blended Learning, Effective Strategies, Data Analysis, etc. The Instructional Facilitators offer both in-person and synchronous/asynchronous opportunities, and they tailor their offerings based on teacher surveys and school needs assessment data.

The Instructional Facilitators also model and provide coaching for teachers as they implement their new learning.

CES Professional Learning Site provides elementary level professional learning and resources.

Beginning Teachers

Cherokee Central School offers Beginning Teachers (BTs) a multi-layered system of support while in their first, second, or third year of teaching.

  1. Induction. CCS Human Resources facilitates a week of training as part of the onboarding process before the school year begins. This training includes an orientation to the district, including Cherokee culture, curriculum and instruction, as well as licensure and evaluation processes.

  2. Mentoring. Each Beginning Teacher is assigned a mentor teacher within the first two weeks of work.

  3. North Carolina New Teacher Support Program (NC NTSP). CCS participate in the NC NTSP which provides Beginning Teachers with additional support through institutes and instructional coaching.

Cherokee Language and Culture

CCS believes that each student should have opportunities to acquire an appreciation of and understanding of the importance of Cherokee History, culture, language and values. In addition, the Bureau of Indian Education (BIE) requires a focus on the language and culture. Teachers are required to integrate the Cherokee language, culture, literature, etc., into their lesson and unit plans where appropriate.

In order to increase the knowledge base of CCS educators, CCS requires instructional staff to earn three (3) Continuing Education Units (CEUs) during each renewal cycle. Educators can obtain these CEUs by participating in various trainings and events, such as:

  1. Workshops sponsored, facilitated, or taught by the CCS Cultural Department

  2. Participating in Sacred Path activities

  3. Online courses offered by the district

    1. Cherokee Visual Arts - This is an asynchronous course with a rolling start. All assignments must be completed by April 17, 2023. Google Classroom code: 4fes3ib

  4. Independent Studies


edWeb: edWebinars with CE certificates are very highly rated and can be viewed live or watched anytime as recordings. edWebinars are for all levels and subject areas. Join online communities to connect with peers and learn from experts on so many topics for all preK – 12 educators.

MTSS (Multi-Tiered System of Supports)

Overview of Multi-Tiered System of Support (MTSS)

Introduction to Multi-Tiered Systems of Support

Multi-Tiered Systems of Support (MTSS) is a multi-tiered framework which promotes continuous school improvement through engaging, research-based academic and social andemotional (SEL) practices. MTSS employs a systems approach using data-driven problem solving (e.g., Plan, Do, Study, Act [PDSA]) and problem analysis (e.g., Review, Interview, Observation, Test [RIOT]) to maximize growth for all.The three-tiered instructional/intervention model is a critical element of MTSS implementation.

In a typical system, Core (Tier 1) includes the instruction all students receive; Supplemental (Tier 2) includes additional instruction or intervention provided to students not meeting benchmarks; and Intensive (Tier 3) includes intense, small group or individual interventions for students showing significant barriers to learning the skills required for school success. It is important to consider both academic and social-emotional/behavioral instruction and interventions when examining this domain.

As a tiered process, MTSS provides high quality instruction through interventions that are matched to a student’s academic/social-emotional/communication needs. It requires monitoring progress(informal and formal) frequently to make decisions about modifications in instruction (what is taught) and intervention (e.g. 1x1 tutoring). The approach examines the student’s response to instruction rather than placing the problems within the student.

  1. Use this Bitly to see why CCS is looking at Tier 1 CORE instruction. Please remember that this was completed in the 2021-22 school year: bit.ly/CCSCORE1

  2. Acceleration vs. Remediation Why is it important for CCS to ACCELERATE rather than REMEDIATE???


Western Regional Education Service Alliance (WRESA) is a collaborative of school districts in western North Carolina. It's purpose is to provide professional development and programming for the region's educators, either by creating workshops and training sessions or through contracting with consultants or other partners. WRESA also supports districts in the region through grant writing. Please contact your principal if needing funding and permission for going during the work day.

  1. WRESA workshops

  2. WRESA online learning

Rethink Education's Blended Learning Instructor

In partnership with NCDPI's Rethink Education, CCS is providing teachers with the opportunity to participate in Rethink Education's Blended Learning Instructor program in Fall 2022. The program consist of an asynchronous course hosted through NCCAT and 4 synchronous, in-person sessions hosted by CCS instructional facilitators. Upon successful completion of the course and attendance at all four synchronous sessions, participants will be awarded a Blended Learning Instructor badge from NCDPI and earn a stipend from CCS.

Friday Institute's PLACE MOOCs

The Friday Institute (FI) at North Carolina State University (NCSU) implemented a MOOC-Ed initiative that provides virtual, self-directed professional learning for participants. The cost is free. Course topics range from learner agency to art to social and emotional learning, etc.

NCCAT and NCCAT Online

The North Carolina Center for the Advancement of Teaching (NCCAT) provides NC educators with professional learning opportunities to improve their effectiveness in the classroom and support student achievement. NCCAT offer in-person, week-long opportunities on a variety of topics, as well as online offerings. NCCAT offers programming at two different campuses - Cullowhee and Ocracoke. There is no cost to these programs; NCCAT provides food, lodging, and programming. To participate educators must apply. Please check with your principal for funding and permission if during the school day.

  1. Programs

  2. NCCAT Online

Google Certified Educator

Want to learn more about using Google Suite in the classroom? Google for Education offers two certifications - Google Certified Educator Level 1 and Google Certified Educator Level 2. The training courses are free, but the exam fee is $10 for Level 1 and $25 for Level 2. Turn in the Certificate to HR for CEUs.

  1. Google Certified Educator Level 1 information and Foundations course

  2. Google Certified Educator Level 2 information and Advanced Training

Independent Study/Action Research

Occasionally, educators will want to purse an action research project or an independent book study. With approval from your principals and directors, you may be allowed to complete an independent study for CEUs.

  1. Complete the Independent Study form and follow the steps listed for approval.


Professional conferences can be valuable experiences for teachers. Attendance at conferences is contingent upon timing, funding, and principal approval. Staff who attend conferences are expected to implement their new knowledge and learning in their classrooms and share with colleagues upon their return. Implementation should be evident and documented in lesson plans/unit plans. Sharing with colleagues could occur at staff meetings, department or grade block meetings, PLCs, or in a separate workshop setting. Teachers should work with their principal on how best to accomplish this follow-up and implementation.

Teachers participate in Blended Learning Instructor professional development session.