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| 276 NCCAT DR Cullowhee NC 28723-6202
Development Foundation of the North Carolina Center for the Advancemen is headquartered in Cullowhee, NC, and is a 501(c)(3) organization. EIN: 56-1884667. Donations are tax-deductible. It is classified by the IRS as a Charitable Organization. The IRS ruling year for tax exemption was 1994.
(Source: IRS Business Master File and Form 990)
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Charity Navigator’s Encompass Rating System evolves on a quarterly basis as we add new measures and indicators, which we call Beacons. Check back often to see how this organization’s score changes.
Encompass Scores are calculated from one or more Beacon Scores. This organization is either not eligible for a Beacon (see below), or that Beacon is not yet available.
This organization is ineligible for a Finance & Accountability score. Find out why.
This organization is ineligible for a Impact & Results score. Find out why.
Charity Navigator evaluates a nonprofit organization’s financial health including measures of stability, efficiency and sustainability. We also track accountability and transparency policies to ensure the good governance and integrity of the organization.
We have not issued this nonprofit an Finance & Accountability score. This does not indicate a positive or negative assessment, only that we have not reached a conclusion for the following reason:
To ensure year-to-year consistency the Encompass Rating System’s Finance & Accountability beacon analyzes the three-year average of some data provided through the IRS 990.
Charity Navigator currently only has one year of consecutive e-filed Forms 990 from the IRS for Development Foundation of the North Carolina Center for the Advancemen under the EIN: 56-1884667.
Before Charity Navigator can evaluate this organization, Development Foundation of the North Carolina Center for the Advancemen will need to e-file for additional fiscal years.
Charity Navigator assesses how well a nonprofit delivers on its mission. To issue an Impact & Results score, we estimate the actual impact a nonprofit has on the lives of those it serves, and determine whether it is making good use of donor resources to achieve that impact.
We have not issued this nonprofit an Impact & Results score. This does not indicate a positive or negative assessment, only that we have not reached a conclusion for one of the following reasons:
The nonprofit is eligible for a score, but we have not yet gotten to scoring it.
The nonprofit is eligible for a score, but we have not yet developed the specific algorithms to estimate the impact of the type of service it delivers and so cannot issue a score yet.
The nonprofit does not primarily deliver services directly to beneficiaries or it is not reasonable to expect the nonprofit to measure impact for its primary activity. The impact analysis framework that we use is not well suited to these nonprofits.
The nonprofit is not heavily reliant on individual donors because beneficiaries fund a majority of its costs or it does not receive any private charitable contributions.
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Development Foundation of the North Carolina Center for the Advancemen reported its largest program on its FY 2018 Form 990 as:
Spent in most recent FY
Percent of program expenses
SUPPORTING THE PROGRAMS OF AND PROVIDING SUPPLEMENTAL FUNDING FOR THE NORTH CAROLINA CENTER FOR THE ADVANCEMENT OF TEACHING (NCCAT).
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As NCCAT continues to respond to identified content needs for NC teachers, it is imperative that we ensure all professional learning experiences support our vision of excellent and effective instruction-whether through our residential, week-long programs or regional and school-based experiences. Powerful professional learning, as described by Easton, “…has replaced professional development. Developing is not enough. Educators must be knowledgeable and wise. They must know enough in order to change. They must change in order to get different results (2008).” Focus on change in teacher practice drives all NCCAT delivery models. All NCCAT programmatic objectives relate to our overarching mission: modeling excellent, research-rich instructional delivery over a sustained amount of time, with current and future content-rich topics, that focuses on increasing teacher effectiveness via content and pedagogical knowledge growth.
Teacher professional learning is of increasing interest as a critical way to support the increasingly complex skills students need to learn in order to succeed in the 21st century. Effective professional development is needed to help teachers learn and refine the instructional strategies required to teach these skills. NCCAT strives to anticipate and respond to the shifting priorities of education that affect teachers and their students with residential, online, or regional/district/school-based programs. This response has included developing programs in STEM instruction, beginning teacher induction, teacher leadership, early grades literacy , digital learning and Holocaust education.
The unique strengths and assets of NCCAT include: a) a governance structure (NCCAT's Board of Trustees) that gives voice to NC citizens as an appointed board comprised of representation from the eight State Board of Education Districts; b) its power to govern independently, through the Board of Trustees, as they provide guidance and accountability for NCCAT to carry out its mission; c) NCCAT's current position under the State Board of Education that increases and encourages collaboration between and among state entities, allowing NCCAT to provide a bridge between PreK-12 and post-secondary education institutions; and d) fiscal infrastructure that is internally managed, thus providing more flexibility than larger, more cumbersome systems. Other assets include NCCAT's two campuses at Cullowhee and Ocracoke, each geographically aligned with NC universities, WCU and ECU, as well as its preeminent faculty and staff.
NCCAT programs are designed to model critical thinking and problem solving as a means of instructional design and delivery. NCCAT teacher attendees can help their students think and act differently because they have been empowered to think and act differently. This self-regulated learning involves deliberate planning and monitoring and regulating of processes, both of which are routinely utilized as part of NCCAT's formative and summative program evaluation. On a weekly basis, executive staff are provided with end-of-programming results in a spreadsheet format with recommendations, commendations, and suggestions. NCCAT also holds an annual Curriculum Conference where we receive timely feedback and recommendations from curriculum leaders across North Carolina. In response to this feedback, NCCAT has broadened its scope of residential offerings, added new expert presenters, expanded online course offerings, and is now piloting long-term feedback and continued learning virtual sessions
In FY 2016-2017, NCCAT increased attendance in residential campus programming, launched Teacher Leadership Institutes, and continued to focus on state education priorities. To date, NCCAT has served over 90,000 PreK-12 teachers, achieving national recognition for our proven methodology in transformative professional development and efficacy critical to teacher growth and subsequent student achievement. As we move forward, NCCAT's priority needs are grounded in research & development: a) identifying current, innovative, research-based best practices in instructional delivery and adult learning theory; b) training of NCCAT faculty in the application of said research findings in developing, implementing and evaluating programs; c) evaluating application of training and development; d) determining how the identified best practices correlate and transfer to other models of professional development delivery; and, e working with the Development Foundation of NCCAT, Inc., to increase capacity.
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