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Central Carolina Teaching Initiative
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About

The Central Carolina Teaching Initiative (CCTI) is an accelerated alternative NC teacher licensure program. The CCTI program offers recent college graduates and mid-career professionals who hold bachelors degrees in non-teaching areas the opportunity to become licensed North Carolina teachers. CCTI coursework is administered through a blended model of face-to-face classes and online modules. CCTI is a state-approved Educator Preparation Program for those looking to earn their license through the Residency Pathway. Participants complete all program requirements while teaching full-time in their districts. Upon successful completion of the 1-year CCTI program and required assessments, participants are eligible for their Initial North Carolina Professional License. We work under a cohort model where teachers across multiple districts come together to share experiences, learn together, and grow with each other’s support. Each of our CCTI teachers is coached throughout the year receiving one-on-one support.

  • Government/Nonprofit organization
  • Raleigh, NC
Institution Links

Participation in CCTI has given me the opportunity to grow as in educator in many ways including giving me strategies and techniques to immediately implement in my classroom!

Nigeria Walton

Central Carolina Teaching Initiative
Licensure-only
Central Carolina Teaching Initiative, NC approved Educator Preparation Program
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Licensure-only
Central Carolina Teaching Initiative, NC approved Educator Preparation Program
  • Hybrid
    Program Format
    Combination of in-person and online courses.
  • Pre-Test Required
Relevant Links
Program Info

CCTI program candidates thrive in an engaging, accessible, content-rich environment designed to balance individual growth with a collective goal of high educational standards. Our CCTI Cohort and Coaching Model combine to create a unique support system for educator success. Recent college graduates and career professionals collaborate in intentionally designed cohort models, across multiple districts, with intensive partnerships. One-on-one support is supplemented through an innovative coaching model designed to meet individual needs. This unique CCTI model fosters collaboration across multiple districts with intensive partnerships to unite teachers on global issues and to offer professional growth in best practices. This is accomplished in coursework administered through a blended model of face-to-face classes and online modules. Upon successful completion of the 1-year CCTI program and required assessments, participants are eligible for their Initial North Carolina Professional License.

Relevant Links
  • Hybrid
    Program Format
    Combination of in-person and online courses.
  • Pre-Test Required
Upcoming Deadlines
  • Deadlines
    Program Start
Get Deadline Reminders
Cost Offsets
Students at Central Carolina Teaching Initiative have reduced the cost of their program using these methods. Check with Central Carolina Teaching Initiative to see if you can, too!
Amount
Description
Student Loans, Payroll Deduction

Some districts provide payroll deduction or financial support.

Licensure Area
Licenses
Provides information on the types of credentials one can gain by becoming licensed to teach through this specific program of interest.
Arabic (K-12)
Art (K-12)
Biology (9-12)
Business Education (Business & Information Technology) (6-12)
Career & Technology Education (6-12)
Chemistry (9-12)
Cherokee (K-12)
Chinese (K-12)
Dance (K-12)
Earth Science (9-12)
English (9-12)
English as a Second Language (K-12)
English as a Second Language, Middle Grades (6-9)
Family & Consumer Sciences (6-12)
French (K-12)
German (K-12)
Greek (ancient) (K-12)
Greek (modern) (K-12)
Health & Physical Education (K-12)
Hebrew (K-12)
Hindi (K-12)
History (9-12)
Italian (K-12)
Japanese (K-12)
Korean (K-12)
Language Arts, Middle Grades (6-9)
Latin (K-12)
Math (9-12)
Math, Middle Grades (6-9)
Music (K-12)
Physical Education (K-12)
Physics (9-12)
Portuguese (K-12)
Russian (K-12)
Science (9-12)
Science, Middle Grades (6-9)
Social Studies (6-9)
Social Studies (9-12)
Spanish (K-12)
Special Education: General Curriculum (K-12)
Swahili (K-12)
Theater Arts (K-12)
Trade & Industrial Education (6-12)
Turkish (K-12)
Hindi (K-12)
History (9-12)
Italian (K-12)
Japanese (K-12)
Korean (K-12)
Language Arts, Middle Grades (6-9)
Latin (K-12)
Math (9-12)
Math, Middle Grades (6-9)
Music (K-12)
Physical Education (K-12)
Physics (9-12)
Portuguese (K-12)
Russian (K-12)
Science (9-12)
Science, Middle Grades (6-9)
Social Studies (6-9)
Social Studies (9-12)
Spanish (K-12)
Special Education: General Curriculum (K-12)
Swahili (K-12)
Theater Arts (K-12)
Trade & Industrial Education (6-12)
Turkish (K-12)

Program Semesters/Steps Overview

  • Course 1: Spring/Summer upon enrollment

    Building a Culture for Learning is an independent, online course that can be initiated upon acceptance into the program and is a prerequisite for Course 2. With a focus on creating a classroom culture that maximizes learning, this course involves developing social/emotional learning foundations, building supportive relationships, embracing a growth mindset and designing classroom routines.

  • Course 2: During School Year

    Maximizing Learning for All is completed while the participant is teaching as the Teacher of Record in the classroom. This blended course supports your ability to define learning outcomes for students, develop effective lessons, infuse disciplinary literacy, use formative assessments effectively, build trusting relationships, and provide effective feedback. Includes a 1-day face-to-face orientation and online and face-to-face evening sessions, or Saturday sessions, throughout the school year. Each participant receives one-on-one support.

  • Course 3: Summer Workshops

    Completing Your Educator Portfolio is a blended course held June-July and supports teachers as they work to master the requirements of the NC performance assessment for licensure.

Program Hallmarks

  • Hands-On Experience

    Our educators are hired as teachers of record, fully immersed as both practicing teachers and cohort students in the CCTI Program. The cohort model of the CCTI program allows our resident beginning educators a safe, collaborative space to try new ideas, share challenges, successes and failures. From their direct experiences in the classroom, our teachers are able to learn from each other, learn from their instructor and coach, support each other, and thrive in a community of innovative teachers growing together.

  • Preparation for Diverse Populations

    Ensuring equitable access to curriculum in education is a core belief of CCTI. With a focus on creating a classroom culture that maximizes learning, our participants develop a deep understanding of social emotional learning foundations, building supportive relationships, embracing a growth mindset and designing classroom routines. The CCTI program is proud of the parallel program for Special Education General Curriculum teachers, bringing together EC general education teachers to share ideas and learn together. To ensure an equitable learning environment, CCTI participants implement curricular resources, language supports, accessible assessments, and instructional strategies that support differences in learning.

  • Mentoring & Coaching

    Since our teachers are fully immersed as both practicing teachers and cohort students in the CCTI program, they are served by school-based mentors and CCTI coaches. CCTI coaches work closely with the teacher in a coaching cycle designed to support teachers one-on-one and within a personal learning network. Teachers participate in weekly coaching sessions to ensure they remain connected to the CCTI support team and timely, effective feedback. In addition, our participants and alumni are supported with CCTI newsletters offering work-life balance, mindfulness, classroom management, assessment, grading, instructional, and technological techniques.

  • Program Commitment to Improvement & Excellence

    CCTI is innovative, flexible, and adaptive, and relies on participant feedback to inform our next steps. Through survey results and support sessions, we are able to identify areas of individual and cohort-based needs, and make instructional and coaching adjustments quickly. A non-profit regional collaborative organization designed to support teacher recruitment and training needs, CCTI works closely with district and school leaders, communicating educator and district needs. CCTI calls on district educational leaders from the region to present to our teachers so they can hear first-hand from those who have the greatest impact on our profession.

Stats
50
Total Enrollment
54
Program Completers
48.00%
Acceptance Rate
Gender
  • Male
  • Female
  • 30%
  • 70%
Ethnicity
  • American Indian or Alaskan Native
  • Asian
  • Black
  • Hispanic/Latino
  • Native Hawaiian/Other Pacific Islander
  • White
  • Two or more races
  • 0%
  • 2%
  • 30%
  • 6%
  • 0%
  • 60%
  • 2%
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