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H1209 • 2025

Strengthen Ed by Embedded New Teacher Support.

Strengthen Ed by Embedded New Teacher Support.

Education
Passed Legislature

This bill passed both chambers and reached final enrollment, even if later executive action is not shown here.

Sponsor
Ball, R. Pierce, Prather, Budd, Ager, Baker, Belk, G. Brown, Butler, Carney, Cervania, Cohn, Cook, Greenfield, Harrison, F. Jackson, Lopez, Morey, Price, Quick, Roberson, Rubin, von Haefen
Last action
2026-05-05
Official status
Ref to the Com on Appropriations, if favorable, Rules, Calendar, and Operations of the House
Effective date
2026-07-01

Plain English Breakdown

Using official source text because the generated explanation was unavailable or could not be confirmed against the official bill text.

Strengthen Ed by Embedded New Teacher Support.

Strengthen Ed by Embedded New Teacher Support.

What This Bill Does

  • Strengthen Ed by Embedded New Teacher Support.

Limits and Unknowns

  • This entry is temporarily using official source text because the generated explanation could not be confirmed against the official bill text during the last sync.

Bill History

  1. 2026-05-05 House

    Ref to the Com on Appropriations, if favorable, Rules, Calendar, and Operations of the House

  2. 2026-05-05 House

    Passed 1st Reading

  3. 2026-04-30 House

    Filed

Official Summary Text

Strengthen Ed by Embedded New Teacher Support.

Current Bill Text

Read the full stored bill text 
GENERAL ASSEMBLY OF NORTH CAROLINA
SESSION 2025
H 1
HOUSE BILL 1209

Short Title: Strengthen Ed by Embedded New Teacher Support. (Public)
Sponsors: Representatives Ball, R. Pierce, Prather, and Budd (Primary Sponsors).
For a complete list of sponsors, refer to the North Carolina General Assembly web site.
Referred to: Appropriations, if favorable, Rules, Calendar, and Operations of the House
May 5, 2026
*H1209-v-1*
A BILL TO BE ENTITLED 1
AN ACT TO APPROPRIAT E FUNDS TO INCREASE EMBEDDED SUPPORT FOR 2
TEACHERS PARTICIPATING IN THE NEW TEACHER SUPPORT PROGRAM. 3
Whereas, local school administrative units in North Carolina face persistent 4
challenges in recruiting, developing, and retaining high-quality teachers; and 5
Whereas, early-career teachers who make up a significant portion of the workforce in 6
North Carolina communities often enter classrooms underprepared for the complex demands of 7
teaching and without consistent, job-embedded support; and 8
Whereas, the result is predictable: higher turnover, disrupted student learning, and 9
increased long-term costs for local school administrative units already operating with limited 10
resources; and 11
Whereas, by investing in l ocally aligned instructional coaching, and ongoing 12
professional learning, we can ensure that every beginning teacher regardless of geography has 13
access to high-quality, practice-based support from day one; and 14
Whereas, North Carolina has already invested i n the North Carolina New Teacher 15
Support Program to support beginning teachers, but the funding only allows for serving ten 16
percent (10%) of the beginning teacher population; and 17
Whereas, this model is strategic expansion and stabilization of a program tha t is 18
already operating well through previous investments by the General Assembly; and 19
Whereas, by embedding support systems into the fabric of local school administrative 20
units and connecting them to educator preparation programs, we will move forward from 21
fragmented efforts to a coherent, educator development continuum; and 22
Whereas, North Carolina has already invested in Advanced Teaching Roles, but the 23
funding does not take into account the need to support and train those serving in ATR positions; 24
and 25
Whereas, North Carolina has already invested in expanding the North Carolina 26
Teaching Fellows Program, but has not increased funding for the embedded support provided by 27
the North Carolina New Teacher Support Program to serve the increased number of residenc y 28
teaching fellows; Now, therefore, 29
The General Assembly of North Carolina enacts: 30
SECTION 1. There is appropriated from the General Fund to the Board of Governors 31
of The University of North Carolina the one million dollars ($1,000,000) in recurring funds 32
beginning in the 2026 -2027 fiscal year to be allocated for the North Carolina New Teacher 33
Support Program (Program) to establish a sustainable, statewide approach to embedding 34
structured new teacher support directly within local school administrative units. 35
General Assembly Of North Carolina Session 2025
Page 2 House Bill 1209-First Edition
SECTION 2. The funds appropriated in Section 1 of this act shall be used in 1
programs designed to address the specific needs of teachers who will begin their teaching careers 2
in North Carolina public schools, including at least the following: 3
(1) Partnering with educator preparation programs to extend support beyond 4
graduation. 5
(2) Aligning coaching with evidence-based practices introduced during educator 6
preparation. 7
(3) Creating feedback loops between local school administrative units and 8
educator preparation programs to continuously strengthen training. 9
(4) Supporting a seamless transit ion from pre -service clinical experiences to 10
in-service professional practice. 11
(5) In-district coaching within a local school administrative unit that is aligned to 12
daily instruction. 13
(6) Hub-based staffing structures to maximize efficiency across low -wealth 14
counties. 15
(7) Consistent, research -based support frameworks that improve instructional 16
practice and student outcomes. 17
(8) Targeted investment in high -need rural districts, where teacher turnover is 18
highest. 19
SECTION 3. This act becomes effective July 1, 2026. 20