How to Become a High School History Teacher in North Carolina: Requirements & Certification for 2025

by Imed Bouchrika, Phd

Co-Founder and Chief Data Scientist

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Embarking on a rewarding career as a high school history teacher in North Carolina requires careful navigation of several key challenges. Aspiring educators often face obstacles such as complex licensing requirements and a competitive job market. If you get through these challenges, you can be part of the Tar Heel State's community of 90,638 teachers. 

This guide is designed to help you get licensed as a teacher in the state. Drawing from advice from academic and career planners, this guide includes all the licensure requirements and procedures, state standards, professional development opportunities, and legal considerations. 

Key Things You Should Know About Becoming an HS History Teacher in North Carolina

• Licensing Administrative Body: The North Carolina State Board of Education oversees the licensing process for teachers in the state. They establish the rules and regulations governing teacher licensure and ensure compliance with state educational standards.
• Licensing Requirements: To obtain a teaching license in North Carolina, candidates must hold at least a bachelor's degree from an accredited institution, complete a state-approved educator preparation program, and pass the required licensure examinations. For high school history teachers, this includes the Praxis Subject Assessments specific to social studies.
• Licensing Exam: Candidates must pass the Praxis Core Academic Skills for Educators tests, which assess basic skills in reading, writing, and mathematics. Additionally, prospective history teachers must pass the Praxis Subject Assessment in Social Studies, which evaluates their knowledge of history, geography, economics, and civics.
• Application Process: After meeting educational and examination requirements, candidates must submit an application for licensure through the North Carolina Department of Public Instruction (NCDPI) online portal. This includes providing official transcripts, proof of exam completion, and any required background checks.
• Types of Licenses: North Carolina offers several types of teaching licenses, including the Initial License, which is valid for three years and allows new teachers to gain experience while completing additional requirements. After this period, teachers can apply for a Continuing License, which requires further professional development and successful teaching evaluations.

Table of Contents

1. What are the educational requirements for becoming a history teacher in North Carolina?
2. What is the certification and licensing process for history teachers in North Carolina?
3. How important is teaching experience and what are the internship opportunities for history teachers in North Carolina?
4. What are the North Carolina state standards and curriculum requirements for teaching high school history?
5. What is the job market like and what are the salary expectations for history teachers in North Carolina?
6. What professional development and continuing education opportunities are available for history teachers in North Carolina?
7. What are alternative pathways to becoming a history teacher in North Carolina?
8. What steps should aspiring history teachers take to begin their career in North Carolina?
9. How can high school history teachers support inclusive classrooms?
10. What are effective classroom management strategies and teaching methods for history teachers in North Carolina?
11. Can early childhood experience enhance high school teaching strategies in North Carolina?
12. What is the future outlook for high school history education in North Carolina?
13. How can history teachers integrate digital tools to enhance classroom engagement?
14. Can collaboration with library professionals enrich history teaching in North Carolina?
15. How can high school history teachers maintain work-life balance and prevent burnout in North Carolina?
16. How can interdisciplinary approaches, including creative arts, enhance history teaching in North Carolina?
17. How do traditional and alternative teacher certification pathways differ in North Carolina?
18. How do subject-specific certification requirements differ for history teachers compared to other disciplines in North Carolina?
19. What are the career advancement opportunities and specializations for history teachers in North Carolina?
20. What legal and ethical considerations must history teachers follow in North Carolina?
21. What resources and support are available for new history teachers in North Carolina?
22. What non-traditional roles can history teachers pursue with their teaching degree?
23. Other Things You Should Know About Becoming a High School History Teacher in North Carolina

What are the educational requirements for becoming a history teacher in North Carolina?

Like with South Carolina teaching credential requirements, aspiring educators in North Carolina must navigate a series of educational prerequisites, including a bachelor's degree and a teacher preparation program. to help them gain the competencies needed to excel as educators. Here’s a breakdown of the essential requirements:

• Degree Levels: A minimum of a Bachelor’s degree is required, typically in history or a related field. While a Master’s degree, like online master's teaching programs, is not mandatory for initial licensure, it can enhance career prospects and is often pursued by those seeking advancement.
• Coursework: Candidates must complete specific coursework that includes both history and education. This generally involves a robust selection of history classes covering various periods and themes, alongside education courses that focus on pedagogy, classroom management, and instructional strategies.
• Teacher Preparation Programs: Enrollment in a state-approved teacher preparation program is crucial. These programs provide practical teaching experience through student teaching placements, allowing candidates to apply their knowledge in real classroom settings.
• Accreditation: It is vital that the educational institution attended is accredited. In North Carolina, programs must be accredited by recognized bodies such as the Council for the Accreditation of Educator Preparation (CAEP) to ensure the quality of education received.
• Subject Matter Competency: To demonstrate proficiency in history, candidates must pass the Praxis Subject Assessments relevant to their teaching area. This step is essential for obtaining a teaching license and reflects a teacher’s readiness to instruct students effectively.

The chart below indicates that high school teachers are normally paid slightly higher than elementary and preschool teachers. 

What is the certification and licensing process for history teachers in North Carolina?

This journey typically begins with earning a bachelor’s degree in education or a related field, with a focus on history. The best online education degrees are an option for aspirants who want to learn over the internet, 

When you have finished the program, you will need to complete a teacher preparation program that includes both coursework and practical experience through student teaching.

To apply for a Single Subject Teaching Credential in History, you must submit an application to the North Carolina Department of Public Instruction (NCDPI). This includes your transcripts, proof of completion of a teacher preparation program, and a recommendation from your program director.

Additionally, prospective history teachers must pass specific exams to demonstrate their knowledge and skills. The Praxis series is commonly required, particularly the Praxis Subject Assessment in Social Studies, which covers U.S. history, world history, and geography. You will also need to pass the Foundations of Reading and the General Curriculum tests, which assess your overall teaching competencies.

Here’s a concise checklist to guide you through the certification process:

• Earn a bachelor’s degree in education or a related field.
• Complete a teacher preparation program.
• Submit an application to the NCDPI for a Single Subject Teaching Credential.
• Provide transcripts and a recommendation.
• Pass the required Praxis exams.

Reflecting on her journey, a teacher from North Carolina shares, “The process felt overwhelming at times, especially preparing for the Praxis exams. I remember spending countless nights studying, but the moment I received my certification was incredibly rewarding. It was a testament to my hard work and dedication.” Her experience underscores the challenges and triumphs that many face on the path to becoming a history teacher in North Carolina.

How important is teaching experience and what are the internship opportunities for history teachers in North Carolina?

In North Carolina, aspiring educators must complete a student teaching internship, which typically spans a full semester. This immersive experience allows you to apply theoretical knowledge in real classroom settings under the guidance of a mentor teacher.

To maximize your student teaching experience, consider the following strategies:

• Engage Actively: Take initiative in lesson planning and classroom management.
• Seek Feedback: Regularly ask your mentor for constructive criticism to improve your teaching methods.
• Reflect: Maintain a journal to reflect on your experiences and growth throughout the internship.

In addition to student teaching, there are various avenues to gain relevant experience. Many universities in North Carolina offer internship programs that connect students with local schools. Websites like the North Carolina Department of Public Instruction provide resources for finding internships and volunteer opportunities in education.

For those exploring alternative pathways, consider:

• Substitute Teaching: This role allows you to gain classroom experience while working towards your certification.
• Tutoring: Offering tutoring services can help you develop your teaching skills and build rapport with students.

What are the North Carolina state standards and curriculum requirements for teaching high school history?

North Carolina emphasizes a comprehensive approach to history education, focusing on various influences such as race, gender, and socio-political factors. The curriculum is structured around several key components:

• Inquiry Skills: Teachers are encouraged to foster critical thinking through inquiry-based learning, allowing students to analyze historical events deeply. This aligns with the North Carolina secondary teaching standards for history, which prioritize the development of analytical skills.
• Diverse Perspectives: The curriculum requires educators to explore multiple viewpoints, particularly those of marginalized groups, to enrich students' understanding of American identity. By incorporating diverse perspectives, teachers can help students appreciate the substance behind complex historical narratives.
• Political Systems: Analyzing the relationship between citizens and government is essential, with a focus on themes like freedom and equality. This aspect of the curriculum is vital for understanding the foundations of civic engagement and responsibility.

North Carolina's standards may differ from those in other states by placing a stronger emphasis on local history and the unique experiences of its diverse population.

To assist teachers in aligning their lesson plans with these standards, resources such as state-provided materials and professional development workshops are available. These tools help educators create engaging lessons that meet state expectations while preparing students for a diverse and interconnected world.

What is the job market like and what are the salary expectations for history teachers in North Carolina?

According to industry data, the average salary for a high school history teacher in the state is approximately $54,000 per year, though this can vary significantly based on location and experience. For instance, teachers in urban areas like Charlotte and Raleigh may earn higher salaries, often exceeding $60,000, while those in rural regions might see figures closer to $50,000.

In addition to salary, history teachers in North Carolina typically receive a comprehensive benefits package that includes health insurance, retirement plans, and paid leave. These benefits can enhance the overall compensation, making the profession more appealing.

A North Carolina teacher reflects on her experience with education jobs, saying, “When I first entered the field, I was surprised by the salary differences across the state.” She notes, “In my district, the pay was decent, but I often heard my colleagues in urban areas discussing their higher salaries.” Despite the challenges, she emphasizes, “The fulfillment of teaching history and shaping young minds makes it all worthwhile.” This insight underscores the importance of considering both salary and job satisfaction when pursuing a career in education.

What professional development and continuing education opportunities are available for history teachers in North Carolina?

In North Carolina, history teachers have access to various professional development and continuing education opportunities designed to enhance their teaching skills and stay updated with current educational practices. These opportunities are crucial for maintaining licensure and improving classroom effectiveness. Here are some key resources available:

• Online Workshops: The North Carolina Museum of History offers free online workshops for educators, focusing on historical content and practical classroom applications. These workshops can provide up to forty contact hours, which may count toward general education, social studies, digital learning competency, and reading/literacy credits. Engaging in these professional development activities is essential for history teachers in North Carolina to stay current in their field.
• Specific Workshops: Upcoming workshops include topics like "Colonial Life in North Carolina" and "Revolutionary Times in North Carolina," allowing teachers to explore significant historical themes while earning necessary credits. These workshops are part of the broader continuing education for teachers in North Carolina, ensuring that educators are well-equipped to teach the state's rich history.
• Organizational Support: The North Carolina Society of the Cincinnati sponsors these workshops, ensuring that educators can participate at no cost, thus promoting ongoing professional growth. By taking advantage of these resources, history teachers can enhance their skills and contribute to a more informed student body.

Aspirants who aim to earn a degree in their homes can look at online teacher education programs. These have similar curricula as on-campus programs and offer better flexibility,  

What are alternative pathways to becoming a history teacher in North Carolina?

Aspiring history teachers in North Carolina who may not have followed a traditional educational pathway can explore alternative certification routes. These programs are specifically designed to address the diverse needs of career changers, individuals without a teaching degree, or those seeking a cost-effective approach to certification.

One common option is lateral entry or residency licensure programs. These initiatives allow candidates with a bachelor’s degree in history or a related field to start teaching while completing the necessary coursework for certification. Participants typically receive mentorship and structured guidance during this period to ensure their professional growth and classroom readiness.

For those seeking an entirely virtual pathway, numerous institutions offer affordable online certification programs tailored to North Carolina's licensure requirements. For example, candidates can explore some of the cheapest online teaching credential programs North Carolina has available for students to expedite the certification process without compromising quality or affordability. These highly flexible programs enable students to balance their studies with other professional or personal commitments.

Another alternative is enrolling in graduate-level teacher preparation programs, which often integrate certification with earning a master’s degree. This route is ideal for individuals aiming to broaden their expertise while meeting certification criteria. Additionally, Teach for America provides immersive teaching experiences in underserved communities, paired with avenues to secure a teaching license.

What steps should aspiring history teachers take to begin their career in North Carolina?

Aspiring history teachers in North Carolina should start by understanding the how to become a high school history teacher in North Carolina and the requirements for licensure. This involves earning a bachelor's degree, completing a teacher preparation program, and passing the necessary exams. After obtaining their license, new teachers can begin applying for positions in high schools across the state. It is essential for them to be aware of the resources and support available to them, including professional development opportunities, mentorship programs, and teacher networks. By taking these steps, aspiring! history teachers can successfully launch their careers and make a meaningful impact on their students' lives.

How can high school history teachers support inclusive classrooms?

High school history teachers can enhance student engagement by integrating inclusive education practices that address diverse learning needs. Utilizing differentiated instruction and Universal Design for Learning, educators can modify historical content and classroom activities to accommodate students with various learning abilities. Collaborating with special educators and leveraging targeted professional development can further empower teachers to create adaptive lesson plans. For advanced strategies and insights, consider reviewing how to become a special education teacher in North Carolina.

What are effective classroom management strategies and teaching methods for history teachers in North Carolina?

To thrive as a high school history teacher in North Carolina, mastering classroom management and engaging teaching methods is essential. Here are some effective strategies:

• Establish Clear Expectations: Set rules and procedures from day one. Consistency fosters a respectful environment, crucial for history discussions that may touch on sensitive topics.
• Interactive Lesson Plans: Incorporate multimedia resources, such as documentaries and podcasts, to make historical events relatable. Engaging students through debates or role-playing can deepen their understanding.
• Differentiated Instruction: Recognize the diverse learning needs in your classroom. Use varied teaching methods, such as group projects, individual research, and visual aids, to cater to different learning styles.
• Positive Reinforcement: Encourage participation and effort through praise and rewards. This builds a supportive atmosphere where students feel valued.

Can early childhood experience enhance high school teaching strategies in North Carolina?

Leveraging insights from early childhood education can refine classroom management and foster adaptive instructional techniques for high school history educators. Integrating practices from early learning environments supports the development of differentiated lesson plans and enhances the ability to engage students with varied learning needs. For educators seeking to broaden their practical experience and elevate classroom strategies, reviewing preschool teacher assistant requirements in North Carolina offers actionable insights without duplicating established high school methodologies.

What is the future outlook for high school history education in North Carolina?

The evolving educational landscape points to increasing reliance on digital resources, interdisciplinary approaches, and innovative curriculum design. Changing student demographics and advances in educational technology are prompting history educators to adapt by integrating digital archives, interactive media, and data-driven decision-making into their lesson plans. Additionally, shifts in state funding and evolving educational policies are expected to drive adjustments in curriculum standards and classroom practices. Teachers can enhance their adaptability and foresight by exploring cost-effective professional development options, such as pursuing the cheapest online elementary education degree, to acquire cross-disciplinary skills that support emerging instructional trends.

How can history teachers integrate digital tools to enhance classroom engagement?

History educators can leverage a variety of digital tools to create dynamic, interactive learning experiences that resonate with today’s learners. Utilizing virtual archives, interactive timelines, and multimedia presentations allows teachers to contextualize historical events and engage students through diverse perspectives. Integrating assessment platforms and real-time feedback systems further supports differentiated instruction, enabling educators to tailor lessons to the needs of individual students. Additionally, embracing emerging technologies can streamline lesson planning and foster collaborative projects, bridging traditional content with modern analytical skills. For those considering cross-grade expertise, exploring how to become a kindergarten teacher in North Carolina can offer insights into early childhood digital engagement practices that may enrich strategies across the educational spectrum.

Can collaboration with library professionals enrich history teaching in North Carolina?

History teachers can harness the expertise of library professionals to broaden access to historical archives and enhance research skills. By partnering with local libraries, educators can co-develop projects that integrate primary source analysis, digital literacy, and historical inquiry, thereby creating dynamic classroom experiences. This strategic collaboration fosters the development of multifaceted lesson plans and opens up new avenues for student engagement and critical thinking. For practical insights into library operations that can complement history instruction, explore how to become a librarian in North Carolina.

How can high school history teachers maintain work-life balance and prevent burnout in North Carolina?

History educators face demanding schedules that include lesson planning, grading, and ongoing professional development. Implementing effective time management techniques and establishing clear boundaries between work and personal life can mitigate burnout risks. Strategies such as collaborative planning groups, the use of digital organizational tools, and dedicated self-care routines are essential for long-term sustainability. Engaging in peer mentorship and professional communities also offers practical support and shared resource opportunities. For those exploring environments with potentially more flexible schedules, consider reviewing how to become a private school teacher in North Carolina.

How can interdisciplinary approaches, including creative arts, enhance history teaching in North Carolina?

History educators can diversify their instructional techniques by integrating creative arts into history lessons, thereby enriching student engagement and deepening content comprehension. Incorporating visual storytelling, interactive projects, and performance-based activities allows teachers to present historical narratives in multi-dimensional ways that resonate with diverse learning styles. Collaborating with local art professionals can further refine these strategies, enabling educators to design lessons that bridge the gap between analytical historical inquiry and expressive artistic interpretation. For educators aiming to expand their interdisciplinary expertise, exploring how to become an art teacher in North Carolina may provide complementary insights for enhancing curricular innovation.

How do traditional and alternative teacher certification pathways differ in North Carolina?

High school history teacher candidates should carefully evaluate the distinct certification pathways available in the state. Traditional approaches typically involve completing a bachelor’s degree in education, participating in a structured teacher preparation program, and passing standardized assessments. Alternate pathways, on the other hand, may accommodate candidates transitioning from different fields or those with substantial subject matter expertise by offering residency or lateral entry programs. Such alternatives allow prospective educators to enter the classroom while concurrently fulfilling certification criteria. For a detailed comparison of these options, refer to the teacher certification requirements in North Carolina.

How do subject-specific certification requirements differ for history teachers compared to other disciplines in North Carolina?

History teacher certification in North Carolina centers on developing subject-specific expertise and pedagogical strategies tailored for historical inquiry and critical analysis. In contrast, educators in other subjects may face distinct requirements that emphasize different skill sets—for instance, high school math teacher requirements in North Carolina focus on quantitative reasoning and problem-solving methodologies.

These differences influence professional development trajectories and classroom approaches. Recognizing subject-specific certification frameworks enables educators to better align their continuing education efforts and career planning with the unique demands of their discipline.

What are the career advancement opportunities and specializations for history teachers in North Carolina?

High school history teachers have various avenues for career advancement and specialization. They can pursue advanced degrees, such as a master's or doctorate, which not only enhance their teaching credentials but also open doors to roles in higher education or administrative positions. Specializations for high school history educators in NC, such as American history, world history, or specific themes like women's studies or African American history, are available, allowing teachers to tailor their expertise to their interests and the needs of their students.

Transitioning into administrative roles, such as department chair or school administrator, often requires additional certifications or endorsements. Teachers may consider pursuing a North Carolina Principal License or a Master’s in Educational Leadership to facilitate this transition. Furthermore, engaging in professional development opportunities can lead to roles in educational policy or curriculum development, where teachers can influence broader educational practices and standards.

To enhance their qualifications, history teachers might also seek endorsements in related fields, such as social studies or special education, which can make them more versatile and valuable within the educational system.

A teacher from North Carolina reflects on her journey, saying, “I initially felt overwhelmed by the idea of specializing, but once I focused on American history, I found my passion.” She recalls, “Pursuing my master’s degree was challenging, but it opened up opportunities I never imagined.” Ultimately, she notes, “The ability to influence curriculum development has been incredibly rewarding.”

What legal and ethical considerations must history teachers follow in North Carolina?

High school history teachers in North Carolina are compelled to follow several legal and ethical considerations:

• Legal Requirements: To teach history in North Carolina, candidates must obtain a valid teaching license from the North Carolina State Board of Education. This process involves completing an accredited educator preparation program, passing necessary licensure exams, and undergoing a background check. Compliance with state educational laws, including curriculum standards and assessment protocols, is also mandatory. Understanding the legal requirements for history teachers in North Carolina is essential for ensuring a successful teaching career.
• Ethical Guidelines: History teachers are expected to model professionalism and integrity. This includes treating all students equitably, fostering an inclusive environment, and ensuring that personal biases do not interfere with teaching. Teachers should also avoid any situations that could lead to conflicts of interest, such as soliciting favors from students or their families. Adhering to ethical standards for educators in North Carolina helps maintain a trustworthy and effective educational environment.
• Handling Controversial Topics: Given the nature of history, educators often encounter sensitive subjects. It is crucial for teachers to facilitate discussions that encourage critical thinking while maintaining respect for diverse opinions. Creating a safe space for dialogue allows students to explore various perspectives without fear of judgment.
• Reporting Requirements: As mandated reporters, history teachers must report any suspicions of child abuse or neglect to the appropriate authorities. This legal obligation underscores the importance of prioritizing student safety and well-being.
• Classroom Environment: North Carolina laws emphasize the necessity of a respectful and supportive classroom atmosphere. Teachers are responsible for promoting discipline and fostering a culture of respect, which directly impacts student engagement and learning outcomes.

What resources and support are available for new history teachers in North Carolina?

High school history instructors in the Tar Heel have a wealth of resources and support at their disposal. The NC State College of Education provides various professional development opportunities, including free online courses that cover essential teaching strategies and classroom management techniques. These resources are designed to help teachers enhance their skills and adapt to the evolving educational landscape. 

New history teachers can find mentorship and support through local teacher networks and organizations dedicated to history education. Engaging with these communities allows educators to share experiences, exchange lesson plans, and receive guidance from seasoned professionals. Additionally, the semi-annual PacK-12 newsletter from the College of Education offers valuable insights and updates specifically for K-12 educators, helping them stay informed about best practices and available resources. This support for history teachers in North Carolina is crucial for fostering a collaborative teaching environment.

To access teaching materials, new teachers can utilize curated resources that focus on critical topics in history, including controversial subjects and current events. These materials often include lesson plans, instructional videos, and strategies for fostering engaging discussions in the classroom. By leveraging these resources, new history teachers can create dynamic learning environments that inspire students and promote critical thinking.

The chart below shows how many students teachers handle per class on average, 

How does North Carolina support professional development for history teachers?

North Carolina emphasizes ongoing professional development to enhance the skills and knowledge of history teachers. Here’s how the state supports professional growth:

• Continuing Education Requirements: History teachers are encouraged to participate in continuing education programs, workshops, and conferences to stay updated on curriculum changes and teaching methodologies.
• Mentorship Programs: The state offers mentorship opportunities where experienced history teachers guide new educators, providing insights and support.
• Professional Associations: North Carolina encourages history teachers to join professional associations that offer resources, networking opportunities, and professional development workshops.

These initiatives not only help history teachers improve their instructional practices but also contribute to their career advancement and overall effectiveness in the classroom.

What non-traditional roles can history teachers pursue with their teaching degree?

History educators possess a strong foundation in research, critical analysis, and communication, which can be effectively transferred to roles beyond the traditional classroom. Professionals in this field may transition into positions such as curriculum developers, educational consultants, museum educators, archival specialists, or policy advisors. These roles allow educators to contribute to shaping educational materials and strategic initiatives at district and state levels. Additionally, exploring what jobs can I do with a teaching degree can offer further insights into alternative career pathways that leverage their specialized skills and experience.

Here's What Graduates Have to Say About Becoming a High School History Teacher in North Carolina

"Teaching history in North Carolina allows me to connect students with our rich heritage. I love seeing their eyes light up when they learn about the Civil Rights Movement in Greensboro. It’s rewarding to inspire future leaders. I feel like I’m making a difference every day." — Randall

"Growing up in the mountains, I was fascinated by the stories of our local heroes. Now, as a history teacher, I share those narratives with my students. It’s fulfilling to see them appreciate our culture and history. I’m proud to be part of their journey." — Nick

"As a history teacher in North Carolina, I’m able to bring the stories of our state’s history to life, from the coastal plains to the Appalachian Mountains. Watching students discover the relevance of these stories in their own lives is the most satisfying part of my job. I feel like I’m making a real impact." — Louise

Other Things You Should Know About Becoming a High School History Teacher in North Carolina

What are the requirements to teach history in North Carolina?

To teach history in North Carolina, you must hold at least a bachelor's degree in history or a related field, along with a teaching license. This typically involves completing an educator preparation program that includes coursework in pedagogy and a student teaching experience. Additionally, you must pass the required Praxis exams to demonstrate your competency in both general and subject-specific knowledge. Once licensed, you can apply for teaching positions in high schools across the state.

How much do high school history teachers make in North Carolina?

High school history teachers in North Carolina earn an average salary ranging from $40,000 to $60,000 annually, depending on factors such as experience, education level, and the school district. Entry-level teachers typically start at the lower end of this range, while those with advanced degrees or several years of experience can earn significantly more. Additionally, teachers may receive benefits such as health insurance, retirement plans, and opportunities for salary increases through professional development.

What skills are essential for a high school history teacher?

Essential skills for a high school history teacher include strong communication abilities, critical thinking, and organizational skills. Teachers must effectively convey complex historical concepts and engage students in discussions. Additionally, adaptability is crucial, as educators often need to modify lesson plans based on student needs and classroom dynamics. A passion for history and a commitment to fostering a positive learning environment are also vital for success in this role.

Are there opportunities for professional development for history teachers in North Carolina?

Yes, there are numerous opportunities for professional development for history teachersin North Carolina. Many school districts offer workshops, seminars, and conferences focused on teaching strategies, curriculum development, and educational technology. Additionally, teachers can pursue advanced degrees or certifications in history or education to enhance their skills and career prospects. Engaging in professional organizations, such as the North Carolina Council for the Social Studies, can also provide valuable resources and networking opportunities.

References:

• NC State University. Resources for Professional Educators. NC State University
• North Carolina Museum of History. Professional Development. North Carolina Museum of History
• North Carolina State Board of Education (1998, February 5). Policy Manual. North Carolina State Board of Education
• Public Schools of North Carolina (2024, March 17). 2022-2023 State of the Teaching Profession in North Carolina. Public Schools of North Carolina