All employees - certified and classified - now have the ability to upload and submit CEUs (continuing education credits) to the LINQ Timekeeper system. Beginning immediately, instead of sending a copy of a workshop certificate to HR, CEU certificates that are earned from outside the HCS school system are to be uploaded and submitted online. Once they are uploaded, an alert will be sent to HR so the CEUs can be approved. This will allow employees to more easily track their own CEUs.
We realize that certified staff will also still have CEUs in NCEES and are working on a plan for transitioning all CEUs to LINQ. Until this is resolved, all PD conducted within HCS should still go through the NCEES system.
The directions for submitting CEUs to LINQ are attached as are the CEU requirements for certified staff members. Keep in mind that the LINQ Timekeeper system can only be accessed via a HCS server.
Grades K-6
3 Academic Subject Area – Aligned to NC Professional Teaching Standards 3 and 4
3 Literacy* - As defined in GS 115C-296
2 Digital Learning Competencies**
Grades 6-12
3 Academic Subject Area – Aligned to NC Professional Teaching Standards 3 and 4
3 General - *HCS recommends literacy - As defined in GS 115C-296
2 Digital Learning Competencies**
Student Services Personnel
3 Professional Discipline Area
3 General - *HCS recommends literacy - As defined in GS 115C-296
2 Digital Learning Competencies**
Administrators
3 Executive's Role - Aligned with the expectations of the North Carolina School Executive
Standards 2, 4, and 5; focused on the school executive's role as instructional, human resources, and managerial leader
3 General - *HCS recommends literacy - As defined in GS 115C-296
2 Digital Learning Competencies**
CEU credits are awarded at the rate of .10 CEU for each hour of approved professional development. Therefore, 10 hours of professional development are needed to equate to 1.0 CEU.
For a professional educator's license to remain current, all credit must be earned by the expiration date of the existing professional educator's license
*Literacy Requirements for CEU'S:
Literacy: shall include evidence-based assessment, diagnosis, and intervention
strategies for students not demonstrating reading proficiency
Oral language, phonemic and phonological awareness, phonics, vocabulary, fluency, and
comprehension shall be addressed in literacy-related activities leading to license
renewal for elementary and middle school teachers
**Digital Learning Competencies
Must be related to using digital literacy to enhance instruction
Guidelines for administrator and teacher digital learning competencies can be located at
http://www.dpi.state.nc.us/dtl/digitallearningnc/competencies/
Activities accepted for renewal credit:
College or university courses
Official transcripts are required as documentation; grade reports are not accepted
Local in-service courses or workshops; the administrative unit certifies credits
Classes and workshops approved by an LEA
Documentation of completion is provided by the agency sponsoring the activity
Renewal Criteria for College Courses:
A unit of renewal credit is equivalent to one-quarter hour or one in-service credit from a North Carolina public school system
A unit reflects ten contact hours
One semester hour is equivalent to 1.5 units of credit
Revised 12.4.18
DIRECTIONS FOR UPLOADING CEU'S TO LINQ TIMEKEEPER
1. Sign into LINQ Timekeeper.
2. Locate the“Actions”section (located on the left of the screen at the bottom).
3. Select“Submit CEU for Approval” icon.
4. Select “+Add New” (located in the upper right hand corner).
5. Fill in all required information.
a. A copy of the certificate or another proof of attendance must be uploaded in the “Supporting Documents” field.
b. IMPORTANT – employee must choose the right type of CEU being entered.
Note–Technology credits are not required but Digital Learning Competencies for certified staff members.
It may be necessary to scroll down the menu bar to find the correct type.
6. After all required information has been filled in and the proof of attendance has been uploaded,hit save.
7.After information has been saved, an alert will be sent to HR and the information will be reviewed and either approved or a request for additional information will be sent to the employee. *Please allow up to ten working days for review/approval.
8. Once approval has been given,the CEUs will appear under the CEU History section.
About the NC Digital Learning Competencies for Classroom Teachers
The teaching and learning process is a complex balance of content knowledge, pedagogical strategies, and
technological resources. The following Digital Competencies, informed by International Society for Technology
in Education (ISTE), International Association for K-12 Online Learning (iNACOL), and the NC Professional
Teaching Standards, are to be viewed within the context of the current North Carolina Professional Teaching
Standards as extensions in relationship with the ways that digital technologies impact and affect schools.
Teachers and administrators should use these competencies to improve their practice and drive student
learning within their classrooms. The following four Focus Areas have been loosely aligned to the Professional
Teaching Standards with a subset of competencies that help to explain and ‘unpack’ the Focus Area.
1. Leadership in Digital Learning
Teachers will demonstrate leadership in accelerating their integration of digital teaching and learning pedagogies
Engage in virtual and face-to-face learning communities to expand mastery of technological applications for professional growth and student learning
Take initiative with own professional growth to inform practice
Demonstrate leadership for technology innovation beyond my own classroom
Engage in peer collaborative problem solving through continuous planning, designing, testing, evaluation, and the re-calibration of teaching methods using appropriate digital technology
Promote open, lifelong learning as an iterative process of success, failure, grit, and perseverance
2. Digital Citizenship
Teachers will model and teach digital citizenship by the ethical, respectful, and safe use of digital tools and resources that support the creation of a positive digital school culture
Demonstrate understanding of intellectual property rights by abiding by copyright law, intellectual property, and fair use guidelines
Teach and require the use of copyright law and fair use in student work and creation.
Engage in responsible and professional digital social interaction
Integrate digital citizenship curriculum into student learning
Demonstrate global awareness through engaging with other cultures via advanced communication and collaboration tools
Ensure full, equitable access and participation of all learners through high-quality technology tools and resources
3. Digital Content and Instruction
Teachers will know and use appropriate digital tools and resources for instruction
Design technology-enriched learning experiences that encourage all students to pursue their individual interests, preferences, and differences
Lead all students in becoming active participants in setting educational goals, managing learning, and assessing their progress through digital tools
Identify, evaluate, and utilize appropriate digital tools and resources to challenge students to create, think critically, solve problems, establish reliability, communicate their ideas, collaborate effectively
Immerse students in exploring relevant issues and analyze authentic problems through digital tools and resources
Evaluate and appropriately modify the form and function of the physical learning environment to create a conducive digital learning environment
4. Data and Assessment
Teachers will use technology to make data more accessible, adjust instruction to better meet the needs of a diverse learner population, and reflect upon their practice through the consistent, effective use of assessment
Integrate digitally enhanced formative and summative assessments as a part of the teaching and learning process
Use performance data and digital tools to empower student meta-cognition for self-assessment & self-monitoring their own learning progress
Utilize multiple and varied forms of assessment including examples of student work products
Utilize technology and digital tools to synthesize and apply qualitative and quantitative data to:
Create individual learner profiles of strengths, weaknesses, interests, skills, gaps, preferences
Inform, personalize, and calibrate individual learning experiences
Identify specific plans of action related to weaknesses, gaps, and needed skills as identified in the learner profile
Reflect and improve upon instructional practice