HB 872 protects school employees who use reasonable force to maintain safety in specific situations, such as stopping disturbances, preventing injury, or removing weapons. It creates a legal presumption that such force is reasonable in investigations or court, shifting the burden to prove otherwise to the claimant. The bill prohibits retaliation, dismissal, or license revocation against staff for using reasonable force in line with school policies, even if criminal allegations arise (as long as force was reasonable and no conviction occurs). This directly affects teachers, administrators, and other school personnel by reducing legal risks when responding to safety threats on school property.
HB 910 creates a $2 million recurring grant program to increase teacher diversity in North Carolina public schools, primarily benefiting school districts, colleges, and community organizations. The bill funds partnerships that support recruitment, training, and retention of educators of color through specific initiatives like dual enrollment programs, paid clinical experiences, mentorship, and financial aid for aspiring teachers. Grants require evidence-based proposals addressing recruitment or retention gaps and must include long-term sustainability plans. Local school systems and institutions of higher education will administer the program, with annual reporting required to track progress toward diversifying the educator workforce.
HB 932 establishes a permanent 10% base salary increase for teachers and first responders in North Carolina, effective July 1, 2025. The bill appropriates $700 million annually for first responders (including law enforcement, firefighters, EMTs, dispatchers, and certain nurses) and $900 million annually for teachers (classroom staff, principals, and instructional support) from the General Fund. Funds must be used solely for the pay increase, added to base salary, and included in future salary calculations - no administrative costs are permitted. Employing authorities and school entities must certify costs and verify implementation by deadlines, with unspent funds reverting to the General Fund annually.
HB 943 appropriates $100,000 annually from 2025-2027 to expand North Carolina's Teacher Cadet Program (NCTCP), which targets high-achieving high school students - particularly those from underrepresented groups like people of color (42% of cadets vs. 21% of current teachers) and males (25% of cadets) - to enter teaching careers. The funds will support statewide teacher training workshops (in-person and online), prioritize expansion in counties with high teacher turnover (especially rural and low-performing schools), and develop training for underrepresented cadets using current teachers and students. This directly affects high school students in NCTCP participating in the program and their future schools, aiming to strengthen the teacher pipeline in underserved communities. The bill focuses on concrete funding for program growth, not policy changes to teaching standards or school operations.
HB 941 expands North Carolina's Teaching Fellows Program to address teacher shortages by providing forgivable loans to students pursuing teaching careers in high-need areas like special education, STEM, elementary education (K-6), and specific secondary subjects. The bill establishes a Trust Fund to cover loan amounts (up to $12,000 annually for up to four years), administrative costs, mentorship, and extracurricular programs like summer initiatives and alumni engagement. It requires selected colleges to meet strict standards, including high graduate effectiveness rates, alignment with "Science of Reading" training for elementary programs, and diverse school practicum opportunities. The program directly affects prospective teachers enrolled at up to 14 approved institutions of higher education who commit to teaching in qualifying licensure areas across North Carolina public schools.
HB 947 ("Every Child Reads") requires North Carolina public schools to screen all students in kindergarten through third grade, sixth grade, and ninth grade for dyslexia using state-approved tools. It mandates teacher training on dyslexia identification and evidence-based reading interventions, and requires literacy instruction in middle schools to align with the Science of Reading. The bill also creates Individual Reading Plans (IRPs) for kindergarten through third graders struggling with reading, based on assessment data, and transfers the NC Pre-K program to the Department of Public Instruction. These provisions directly affect students with dyslexia, K-3 teachers, and school districts implementing literacy programs.
HB 912, known as the Hometown Opportunities for Mentoring Educators (H.O.M.E.) Act, establishes a grant program to encourage teachers to work in the same local school administrative units where they were previously students. The program provides a $500 monthly salary supplement to "eligible teachers," defined as individuals who attended or graduated from a high school in a specific local unit and agree to teach there. The Department of Public Instruction will manage the program and disburse grants to local school units, which are also tasked with promoting the program to high school students. The bill appropriates $10 million annually to fund these teacher salary supplements.
HB 986, "Support Our Teachers," prohibits North Carolina school districts from requiring teachers to post lesson plans or objectives and bans schools from assigning work during teachers' designated lunch breaks. It also mandates that school districts compensate teachers financially for time spent leading professional development sessions for colleagues. The bill directly affects public school teachers and administrators across North Carolina, taking effect for the 2025-2026 school year. These provisions aim to reduce administrative burdens and recognize teachers' time spent in professional roles.
HB 573 proposes to eliminate the standardized testing requirement for individuals applying for a teacher license in North Carolina. The bill repeals existing laws that mandate these examinations and prohibits the State Board of Education from adopting any future rules or policies requiring them. This change directly affects all applicants seeking a teacher license, including those pursuing a limited license.
SB 508 creates a pathway for North Carolina teachers with expiring limited licenses to convert to continuing professional licenses. It requires teachers to have a positive average growth score in the state's education growth data system (EVAAS) for two of their last three years. Teachers with negative growth but who still meet expected growth standards may also qualify if their local school board requests a limited license renewal. The bill applies to licenses expiring on or after the law's effective date and focuses on using measurable student growth data to support teacher career progression.
