A BILL TO BE ENTITLED
AN ACT to APPROPRIATE funds to increase embedded support for teachers participating in the new teacher support program. 
Whereas, local school administrative units in North Carolina face persistent challenges in recruiting, developing, and retaining high‑quality teachers; and 
Whereas, early‑career teachers who make up a significant portion of the workforce in North Carolina communities often enter classrooms underprepared for the complex demands of teaching and without consistent, job‑embedded support; and 
Whereas, the result is predictable: higher turnover, disrupted student learning, and increased long‑term costs for local school administrative units already operating with limited resources; and 
Whereas, by investing in locally aligned instructional coaching, and ongoing professional learning, we can ensure that every beginning teacher regardless of geography has access to high‑quality, practice‑based support from day one; and
Whereas, North Carolina has already invested in the North Carolina New Teacher Support Program to support beginning teachers, but the funding only allows for serving ten percent (10%) of the beginning teacher population; and
Whereas, this model is strategic expansion and stabilization of a program that is already operating well through previous investments by the General Assembly; and
Whereas, by embedding support systems into the fabric of local school administrative units and connecting them to educator preparation programs, we will move forward from fragmented efforts to a coherent, educator development continuum; and 
Whereas, North Carolina has already invested in Advanced Teaching Roles, but the funding does not take into account the need to support and train those serving in ATR positions; and
Whereas, North Carolina has already invested in expanding the North Carolina Teaching Fellows Program, but has not increased funding for the embedded support provided by the North Carolina New Teacher Support Program to serve the increased number of residency teaching fellows; Now, therefore,
The General Assembly of North Carolina enacts:
SECTION 1.  There is appropriated from the General Fund to the Board of Governors of The University of North Carolina the one million dollars ($1,000,000) in recurring funds beginning in the 2026‑2027 fiscal year to be allocated for the North Carolina New Teacher Support Program (Program) to establish a sustainable, statewide approach to embedding structured new teacher support directly within local school administrative units.   
SECTION 2.  The funds appropriated in Section 1 of this act shall be used in programs designed to address the specific needs of teachers who will begin their teaching careers in North Carolina public schools, including at least the following:
(1)	Partnering with educator preparation programs to extend support beyond graduation. 
(2)	Aligning coaching with evidence‑based practices introduced during educator preparation. 
(3)	Creating feedback loops between local school administrative units and educator preparation programs to continuously strengthen training. 
(4)	Supporting a seamless transition from pre‑service clinical experiences to in‑service professional practice. 
(5)	In‑district coaching within a local school administrative unit that is aligned to daily instruction. 
(6)	Hub‑based staffing structures to maximize efficiency across low‑wealth counties. 
(7)	Consistent, research‑based support frameworks that improve instructional practice and student outcomes. 
(8)	Targeted investment in high‑need rural districts, where teacher turnover is highest. 
SECTION 3.  This act becomes effective July 1, 2026.