NC
North Carolina House Bill H531

North Carolina 2025-2026 Regular Session

North Carolina House Bill H531 Compare Versions

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11 GENERAL ASSEMBLY OF NORTH CAROLINA
22 SESSION 2025
3-H 1
4-HOUSE BILL 531
3+H D
4+HOUSE BILL DRH10255-MTa-107
5+
56
67
78 Short Title: Addressing NC's Teacher Crisis/NTSP. (Public)
8-Sponsors: Representatives Ball, von Haefen, Prather, and R. Pierce (Primary Sponsors).
9-For a complete list of sponsors, refer to the North Carolina General Assembly web site.
10-Referred to: Appropriations, if favorable, Rules, Calendar, and Operations of the House
11-March 27, 2025
12-*H531 -v-1*
9+Sponsors: Representative Ball.
10+Referred to:
11+
12+*DRH10255 -MTa-107*
1313 A BILL TO BE ENTITLED 1
1414 AN ACT TO APPROPRIATE FUNDS TO INCREASE SUPPORT FOR TEACHERS 2
1515 PARTICIPATING IN THE NORTH CAROLINA NEW TEACHER SUPPORT 3
1616 PROGRAM. 4
1717 Whereas, teacher effectiveness is the most important factor in delivering positive 5
1818 student outcomes to address North Carolina's teacher crisis; and 6
1919 Whereas, North Carolina remains in crisis, as the 2022-2023 State of the Teaching 7
2020 Profession report indicated that eleven and one-half percent (11.5%) of teachers left their 8
2121 teaching role in the previous school year; and 9
2222 Whereas, the 2022-2023 State of the Teaching Profession report indicated that the 10
2323 attrition rate for beginning teachers was higher than the overall rate, at roughly fifteen percent 11
2424 (15%); and 12
2525 Whereas, fewer students are enrolled in the 15 educator preparation programs (EPPs) 13
2626 at constituent institutions of The University of North Carolina; and 14
2727 Whereas, nearly half of new teachers are entering the profession through alternative 15
2828 teacher preparation programs, such as the residency license; and 16
2929 Whereas, the 2022-2023 State of the Teaching Profession report showed that North 17
3030 Carolina teacher vacancies are in excess of 6,150 statewide instructional vacancies on the first 18
3131 day of school, up 610 positions from the previous year; and 19
3232 Whereas, certain local school administrative units are more vulnerable to teacher 20
3333 attrition; and 21
3434 Whereas, on-the-job learning and comprehensive induction into the teaching 22
3535 profession between the first and second years of teaching is where the most gains in teacher 23
3636 effectiveness are realized; and 24
3737 Whereas, half of North Carolina's teachers leave the profession after five years, and 25
3838 the personnel costs associated with teacher attrition are twelve thousand five hundred dollars 26
3939 ($12,500) per teacher; and 27
4040 Whereas, according to the 2022-2023 State of the Teaching Profession report, of the 28
4141 2,547 teachers issued a permit to teach in 2018-2019, only fifty-five percent (55%) completed a 29
4242 residency license by 2020-2021; and 30
4343 Whereas, more than half of resident teachers in North Carolina are no longer teaching 31
4444 in the public schools, representing a loss of seventeen million five hundred thousand dollars 32
4545 ($17,500,000); and 33
4646 Whereas, the North Carolina New Teacher Support Program is a program of The 34
47-University of North Carolina and administratively coordinated by East Carolina University and 35 General Assembly Of North Carolina Session 2025
48-Page 2 House Bill 531-First Edition
49-is a comprehensive induction program providing research-based curriculum and multiple 1
50-services to increase teacher effectiveness, enhance skills, and reduce attrition among beginning 2
51-teachers; and 3
52-Whereas, teachers participating in the North Carolina New Teacher Support Program 4
53-were significantly more likely than other beginning teachers working in similar schools to return 5
54-(i) to North Carolina public schools overall, (ii) to the same local school administrative unit, and 6
55-(iii) to the same school in the following year; and 7
56-Whereas, for many teachers, cost is a barrier to participation in the North Carolina 8
57-New Teacher Support Program; Now, therefore, 9
58-The General Assembly of North Carolina enacts: 10
59-SECTION 1. There is appropriated from the General Fund to the Board of Governors 11
60-of The University of North Carolina the sum of four million dollars ($4,000,000) in recurring 12
61-funds for the 2025-2026 fiscal year to be allocated for the North Carolina New Teacher Support 13
62-Program (Program) to increase participation in the Program by qualifying new teacher graduates 14
63-without additional cost to local school administrative units. First priority for receipt of these funds 15
64-shall be for qualifying new teacher graduates working in local school administrative units located 16
65-in a county that is designated as a development tier one area in the annual ranking performed by 17
66-the Department of Commerce pursuant to G.S. 143B-437.08. For purposes of this section, the 18
67-term "qualifying new teacher graduate" shall refer to persons teaching in North Carolina public 19
68-schools who meet one of the following criteria: 20
69-(1) Hold one of the following types of alternative teaching licenses: 21
70-a. An emergency license. 22
71-b. A residency license. 23
72-c. A permit to teach issued by the Department of Public Instruction in 24
73-accordance with rules adopted by the State Board of Education. 25
74-(2) Are graduates of a recognized educator preparation program at a constituent 26
75-institution of The University of North Carolina. 27
76-SECTION 2. The funds appropriated in Section 1 of this act shall be used in 28
77-programs designed to address the specific needs of teachers with alternative teaching licensure 29
78-who will begin their teaching careers in North Carolina public schools through a blended model 30
79-of support to include: 31
80-(1) Participation in a beginning teacher summit hosted by the North Carolina New 32
81-Teacher Support Program, a professional conference event for early career 33
82-educators. 34
83-(2) An assigned instructional coach familiar with the region and local school 35
84-context to guide improvements in the proficiency of teachers in planning, 36
85-instruction, and assessment. 37
86-(3) Access to and participation in ongoing, career-embedded professional 38
87-development to meet their emerging needs with consideration of their 39
88-professional context. 40
89-SECTION 3. This act becomes effective July 1, 2025. 41
47+University of North Carolina and administratively coordinated by East Carolina University and 35
48+is a comprehensive induction program providing research-based curriculum and multiple 36
49+H.B. 531
50+Mar 26, 2025
51+HOUSE PRINCIPAL CLERK General Assembly Of North Carolina Session 2025
52+Page 2 DRH10255-MTa-107
53+services to increase teacher effectiveness, enhance skills, and reduce attrition among beginning 1
54+teachers; and 2
55+Whereas, teachers participating in the North Carolina New Teacher Support Program 3
56+were significantly more likely than other beginning teachers working in similar schools to return 4
57+(i) to North Carolina public schools overall, (ii) to the same local school administrative unit, and 5
58+(iii) to the same school in the following year; and 6
59+Whereas, for many teachers, cost is a barrier to participation in the North Carolina 7
60+New Teacher Support Program; Now, therefore, 8
61+The General Assembly of North Carolina enacts: 9
62+SECTION 1. There is appropriated from the General Fund to the Board of Governors 10
63+of The University of North Carolina the sum of four million dollars ($4,000,000) in recurring 11
64+funds for the 2025-2026 fiscal year to be allocated for the North Carolina New Teacher Support 12
65+Program (Program) to increase participation in the Program by qualifying new teacher graduates 13
66+without additional cost to local school administrative units. First priority for receipt of these funds 14
67+shall be for qualifying new teacher graduates working in local school administrative units located 15
68+in a county that is designated as a development tier one area in the annual ranking performed by 16
69+the Department of Commerce pursuant to G.S. 143B-437.08. For purposes of this section, the 17
70+term "qualifying new teacher graduate" shall refer to persons teaching in North Carolina public 18
71+schools who meet one of the following criteria: 19
72+(1) Hold one of the following types of alternative teaching licenses: 20
73+a. An emergency license. 21
74+b. A residency license. 22
75+c. A permit to teach issued by the Department of Public Instruction in 23
76+accordance with rules adopted by the State Board of Education. 24
77+(2) Are graduates of a recognized educator preparation program at a constituent 25
78+institution of The University of North Carolina. 26
79+SECTION 2. The funds appropriated in Section 1 of this act shall be used in 27
80+programs designed to address the specific needs of teachers with alternative teaching licensure 28
81+who will begin their teaching careers in North Carolina public schools through a blended model 29
82+of support to include: 30
83+(1) Participation in a beginning teacher summit hosted by the North Carolina New 31
84+Teacher Support Program, a professional conference event for early career 32
85+educators. 33
86+(2) An assigned instructional coach familiar with the region and local school 34
87+context to guide improvements in the proficiency of teachers in planning, 35
88+instruction, and assessment. 36
89+(3) Access to and participation in ongoing, career-embedded professional 37
90+development to meet their emerging needs with consideration of their 38
91+professional context. 39
92+SECTION 3. This act becomes effective July 1, 2025. 40