A BILL TO BE ENTITLED
AN ACT to establish The Professional Teachers and School Administrators Accountability Pilot Program.
The General Assembly of North Carolina enacts:
SECTION 1.  The Professional Teachers and School Administrators Accountability Pilot Program. – The State Board of Education shall establish the Professional Teachers and School Administrators Accountability Pilot Program (Program) for the purpose of evaluating the impact of education reform initiatives provided for in this act to support and enhance the education profession by investing additional State funds in the following eight local school administrative units: Alleghany County Schools, Catawba County Schools, Craven County Schools, Cumberland County Schools, Henderson County Schools, Hertford County Schools, Union County Schools, Wake County Schools, and Watauga County Schools. The participating local school administrative units shall implement the components of the Program set forth in Sections 2 through 12 of this act, beginning with the 2017‑2018 school year and ending with the 2031‑2032 school year. The State Board of Education shall adopt any rules necessary to implement the provisions of this act.
SECTION 2.(a)  Raise Teacher Salaries to Twenty‑Fifth in the Nation. – Each participating local school administrative unit shall use the following monthly teacher salary schedules for the 2017‑2018 fiscal year through the 2019‑2020 fiscal year for licensed personnel of the public schools who are classified as teachers. The State Board of Education shall adjust the salary schedule for subsequent fiscal years to be consistent with any increases in the State salary schedule made by the General Assembly. The salary schedules are based on years of teaching experience as follows:
2017‑2018 Teacher Monthly Salary Schedule
Years of Experience	"A" Teachers
0	$4,046
1	$4,133
2	$4,162
3	$4,191
4	$4,248
5	$4,306
6	$4,393
7	$4,451
8	$4,508
9	$4,566
10	$4,653
11	$4,740
12	$4,826
13	$4,913
14	$5,000
15‑19	$5,231
20‑24	$5,549
25+	$5,896
2018‑2019 Teacher Monthly Salary Schedule
Years of Experience	"A" Teachers
0		$4,592
1	$4,690
2	$4,723
3	$4,756
4	$4,822
5	$4,887
6	$4,986
7	$5,051
8	$5,117
9	$5,182
10	$5,281
11	$5,379
12	$5,478
13	$5,576
14	$5,674
15‑19	$5,937
20‑24	$6,298
25+	$6,691
2019‑2020 Teacher Monthly Salary Schedule
Years of Experience	"A" Teachers
0		$5,138
1	$5,248
2	$5,285
3	$5,322
4	$5,395
5	$5,469
6	$5,579
7	$5,652
8	$5,726
9	$5,799
10	$5,909
11	$6,019
12	$6,129
13	$6,239
14	$6,350
15‑19	$6,643
20‑24	$7,047
25+	$7,487.
SECTION 2.(b)  Salary Supplements for Teachers Paid on These Salary Schedules. –
(1)	Licensed teachers who have NBPTS certification shall receive a salary supplement each month of twelve percent (12%) of their monthly salary on the "A" salary schedule.
(2)	Licensed teachers who are classified as "M" teachers shall receive a salary supplement each month of ten percent (10%) of their monthly salary on the "A" salary schedule.
(3)	Licensed teachers with licensure based on academic preparation at the six‑year degree level shall receive a salary supplement of one hundred twenty‑six dollars ($126.00) per month in addition to the supplement provided to them as "M" teachers.
(4)	Licensed teachers with licensure based on academic preparation at the doctoral degree level shall receive a salary supplement of two hundred fifty‑three dollars ($253.00) per month in addition to the supplement provided to them as "M" teachers.
(5)	Certified school nurses shall receive a salary supplement each month of ten percent (10%) of their monthly salary on the "A" salary schedule.
SECTION 2.(c)  Other Licensed Personnel. – The first step of the salary schedules for (i) school psychologists, (ii) school speech pathologists who are licensed as speech pathologists at the master's degree level or higher, and (iii) school audiologists who are licensed as audiologists at the master's degree level or higher shall be equivalent to the sixth step of the "A" salary schedule. These employees shall receive a salary supplement each month of ten percent (10%) of their monthly salary and are eligible to receive salary supplements equivalent to those of teachers for academic preparation at the six‑year degree level or the doctoral degree level.
The twenty‑sixth step of the salary schedules for (i) school psychologists, (ii) school speech pathologists who are licensed as speech pathologists at the master's degree level or higher, and (iii) school audiologists who are licensed as audiologists at the master's degree level or higher shall be seven and one‑half percent (7.5%) higher than the salary received by these same employees on the twenty‑fifth step of the salary schedule.
SECTION 2.(d)  Longevity. – Longevity shall be provided in the same manner as teachers paid on the State salary schedule in local school administrative units not participating in the Program.
SECTION 2.(e)  Definition. – As used in this section, the term "teacher" shall also include instructional support personnel.
SECTION 2.(f)  Appropriation. – There is appropriated from the General Fund to the Department of Public Instruction the sum of sixty‑two million seven hundred thousand dollars ($62,700,000) in recurring funds for the 2017‑2018 fiscal year, one hundred nineteen million two hundred thousand dollars ($119,200,000) in recurring funds for the 2018‑2019 fiscal year, and one hundred seventy‑six million four hundred thousand dollars ($176,400,000) in recurring funds for the 2019‑2020 fiscal year to be allocated to participating local school administrative units to implement the provisions of this section.
SECTION 3.(a)  Expand Education‑Based Salary Supplements. – Notwithstanding Section 8.22 of S.L. 2013‑360, as amended by Section 8.3(a) of S.L. 2014‑100, each participating local school administrative unit shall provide a salary supplement in accordance with Section 2 of this act for teachers classified as "M" teachers for the following additional teachers and instructional support personnel who do not otherwise qualify to be classified as "M" teachers under the State salary schedule but who spend at least seventy percent (70%) of their work time in either of the following:
(1)	Classroom instruction related to their graduate academic preparation in their field or subject area within their area of licensure. Most of the teachers' remaining time shall be spent in one or more of the following:
a.	Mentoring teachers.
b.	Performing demonstration lessons for teachers.
c.	Writing curricula.
d.	Developing and leading staff development programs for teachers.
(2)	Work within the employee's area of graduate academic preparation.
SECTION 3.(b)  Annual Verification. – Teachers and instructional support personnel who are paid salary supplements under this section shall be have their eligibility verified on an annual basis. Teachers and instructional support personnel may have salary supplements discontinued if they are not meeting the requirements of this section for that year.
SECTION 3.(c)  Limitations. – Teachers and instructional support personnel who earn an advanced degree in school administration shall not receive a salary supplement for academic preparation pursuant to this section unless they serve as an assistant principal or principal.
SECTION 3.(d)  Allocation of Funds. – The State Board of Education shall allocate State funds to participating local school administrative units that are made available for this purpose.
SECTION 4.(a)  Raise School‑Based Administrators Salaries to Twenty‑Fifth in the Nation. – Each participating local school administrative unit shall use the following base salary schedule for school‑based administrators for principals and assistant principals employed by the local board of education. This base salary schedule shall apply beginning with the 2017‑2018 fiscal year. The State Board of Education shall adjust the salary schedule for subsequent fiscal years to be consistent with any increases in the State salary schedule made by the General Assembly.
2017‑2018 Principal and Assistant Principal Salary Schedules
Classification
Years of Exp	Assistant	Prin I	Prin II	Prin III	Prin IV
	Principal	(0‑10)	(11‑21)	(22‑32)	(33‑43)
	0‑9	$5,393	‑	‑	‑	‑
	10	$5,486	‑	‑	‑	‑
	11	$5,687	‑	‑	‑	‑
	12	$5,849	‑	‑	‑	‑
	13	$5,963	$5,963	‑	‑	‑
	14	$6,038	$6,038	‑	‑	‑
	15	$6,117	$6,117	$6,192	‑	‑
	16	$6,192	$6,192	$6,272	‑	‑
	17	$6,272	$6,272	$6,353	$6,435	‑
	18	$6,353	$6,353	$6,435	$6,519	$6,605
	19	$6,435	$6,435	$6,519	$6,605	$6,692
	20	$6,519	$6,519	$6,605	$6,692	$6,784
	21	$6,605	$6,605	$6,692	$6,784	$6,874
	22	$6,692	$6,692	$6,784	$6,874	$6,966
	23	$6,784	$6,784	$6,874	$6,966	$7,061
	24	$6,874	$6,874	$6,966	$7,061	$7,156
	25	$6,966	$6,966	$7,061	$7,156	$7,260
	26	$7,061	$7,061	$7,156	$7,260	$7,359
	27	$7,156	$7,156	$7,260	$7,359	$7,461
	28	$7,260	$7,260	$7,359	$7,461	$7,563
	29	$7,359	$7,359	$7,461	$7,563	$7,670
	30	$7,461	$7,461	$7,563	$7,670	$7,782
	31	$7,563	$7,563	$7,670	$7,782	$7,893
	32	$7,670	$7,670	$7,782	$7,893	$7,992
	33	$7,782	$7,782	$7,893	$7,992	$8,151
	34	$7,893	$7,893	$7,992	$8,151	$8,313
	35	$7,992	$7,992	$8,151	$8,313	$8,480
	36	$8,151	$8,151	$8,313	$8,480	$8,650
	37	‑	$8,313	$8,480	$8,650	$8,823
	38	‑	‑	$8,650	$8,823	$8,999
	39	‑	‑	$8,823	$8,999	$9,179
	40	‑	‑	‑	$9,179	$9,362
	41	‑	‑	‑	$9,362	$9,550
	42	‑	‑	‑	‑	$9,740
2017‑2018 Principal and Assistant Principal Salary Schedules
Classification
Years of Exp	Prin V	Prin VI	Prin VII	Prin VIII
	(44‑54)	(55‑65)	(66‑100)	(101+)
	0‑19	$6,784	‑	‑	‑
	20	$6,874	‑	‑	‑
	21	$6,966	$7,061	‑	‑
	22	$7,061	$7,156	$7,359	‑
	23	$7,156	$7,260	$7,461	$7,563
	24	$7,260	$7,359	$7,563	$7,670
	25	$7,359	$7,461	$7,670	$7,782
	26	$7,461	$7,563	$7,782	$7,893
	27	$7,563	$7,670	$7,893	$7,992
	28	$7,670	$7,782	$7,992	$8,151
	29	$7,782	$7,893	$8,151	$8,313
	30	$7,893	$7,992	$8,313	$8,480
	31	$7,992	$8,151	$8,480	$8,650
	32	$8,151	$8,313	$8,650	$8,823
	33	$8,313	$8,480	$8,823	$8,999
	34	$8,480	$8,650	$8,999	$9,179
	35	$8,650	$8,823	$9,179	$9,362
	36	$8,823	$8,999	$9,362	$9,550
	37	$8,999	$9,179	$9,550	$9,740
	38	$9,179	$9,362	$9,740	$9,934
	39	$9,362	$9,550	$9,934	$10,133
	40	$9,550	$9,740	$10,133	$10,335
	41	$9,740	$9,934	$10,335	$10,543
	42	$9,934	$10,133	$10,543	$10,754
	43	$10,133	$10,335	$10,754	$10,968
	44	‑	$10,543	$10,968	$11,189
	45	‑	$10,754	$11,189	$11,412
	46+	‑	‑	$11,412	$11,640
SECTION 4.(b)  Placement of Principals and Assistant Principals on the Salary Schedule. – The appropriate classification for placement of principals and assistant principals on the salary schedule, except for principals in alternative schools and in cooperative innovative high schools, shall be determined in accordance with the following schedule:
Classification	Number of Teachers Supervised
Assistant Principal
Principal I	Fewer than 11 Teachers
Principal II	11‑21 Teachers
Principal III	22‑32 Teachers
Principal IV	33‑43 Teachers
Principal V	44‑54 Teachers
Principal VI	55‑65 Teachers
Principal VII	66‑100 Teachers
Principal VIII	More than 100 Teachers
The number of teachers supervised includes teachers and assistant principals paid from State funds only; it does not include teachers or assistant principals paid from non‑State funds or the principal or teacher assistants.
The beginning classification for principals in alternative schools and in cooperative innovative high school programs shall be the Principal III level. Principals in alternative schools who supervise 33 or more teachers shall be classified according to the number of teachers supervised.
SECTION 4.(c)  Placement for Certain Principals. – A principal shall be placed on the step on the salary schedule that reflects the total number of years of experience as a certified employee of the public schools and an additional step for every three years of experience serving as a principal on or before June 30, 2009. A principal or assistant principal shall also continue to receive any additional State‑funded percentage increases earned for the 1997‑1998, 1998‑1999, and 1999‑2000 school years for improvement in student performance or maintaining a safe and orderly school.
SECTION 4.(d)  Salary Supplements. – Principals and assistant principals with certification based on academic preparation at the six‑year degree level shall be paid a salary supplement of one hundred twenty‑six dollars ($126.00) per month and at the doctoral degree level shall be paid a salary supplement of two hundred fifty‑three dollars ($253.00) per month.
SECTION 4.(e)  Longevity. – Longevity pay for principals and assistant principals shall be as provided for State employees under the North Carolina Human Resources Act.
SECTION 4.(f)  Reassignment. – If a principal is reassigned to a higher job classification because the principal is transferred to a school within a local school administrative unit with a larger number of State‑allotted teachers, the principal shall be placed on the salary schedule as if the principal had served the principal's entire career as a principal at the higher job classification.
If a principal is reassigned to a lower job classification because the principal is transferred to a school within a local school administrative unit with a smaller number of State‑allotted teachers, the principal shall be placed on the salary schedule as if the principal had served the principal's entire career as a principal at the lower job classification.
This subsection applies to all transfers on or after the effective date of this act, except transfers in school systems that have been created, or will be created, by merging two or more school systems. Transfers in these merged systems are exempt from the provisions of this subsection for one calendar year following the date of the merger.
SECTION 4.(g)  Assistant Principal Stipend. – Participants in an approved full‑time master's in‑school administration program shall receive up to a 10‑month stipend at the beginning salary of an assistant principal during the internship period of the master's program. The stipend shall not exceed the difference between the beginning salary of an assistant principal plus the cost of tuition, fees, and books and any fellowship funds received by the intern as a full‑time student, including awards of the Principal Fellows Program. The Principal Fellows Program or the school of education where the intern participates in a full‑time master's in‑school administration program shall supply the Department of Public Instruction with certification of eligible full‑time interns.
SECTION 4.(h)  Placement of Certain Assistant Principals. – For the 2017‑2018 fiscal year through the 2019‑2020 fiscal year, the placement on the salary schedule of an administrator with a one‑year provisional assistant principal's certificate shall be at the entry‑level salary for an assistant principal or the appropriate step on the teacher salary schedule, whichever is higher.
SECTION 4.(i)  Appropriation. – There is appropriated from the General Fund to the Department of Public Instruction the sum of two million seven hundred thousand dollars ($2,700,000) in recurring funds for the 2017‑2018 fiscal year, five million four hundred thousand dollars ($5,400,000) in recurring funds for the 2018‑2019 fiscal year, and eight million dollars ($8,000,000) in recurring funds for the 2019‑2020 fiscal year to be allocated to participating local school administrative units to implement the provisions of this section.
SECTION 5.(a)  Teacher Compensation Models and Advanced Teaching Roles; Establish; Purpose. – Each participating local school administrative unit shall establish a program that utilizes advanced teaching roles and organizational models linking teacher performance and professional growth to salary increases for classroom teachers. For the purposes of this section, a classroom teacher is a teacher who works in the classroom providing instruction at least seventy percent (70%) of the instructional day and who is not instructional support personnel. The purpose of the program shall be to do the following:
(1)	Allow highly effective classroom teachers the opportunity to teach an increased number of students by accepting accountability for additional students, by becoming a lead classroom teacher, or by leading school‑wide performance improvement efforts. Lead classroom teachers are accountable for the performance of all students taught by teachers on the lead teacher's team. School‑wide performance improvement efforts shall include new instructional models.
(2)	Enable a local school administrative unit to provide salary supplements to classroom teachers in advanced teaching roles. Selection of an advanced teaching role classroom teacher and award of related salary supplements shall be made on the basis of demonstrated effectiveness and additional responsibilities.
(3)	Enable local school administrative units to create innovative compensation models that focus on classroom teacher professional growth and student outcomes.
(4)	Establish organizational changes related to compensation by utilizing local plans to sustain evidence‑based teaching practices that have the capacity to be replicated throughout the State.
SECTION 5.(b)  Implementation of the Program. – The local board of education shall include the following elements in the program:
(1)	Program structure, including the process for teacher advancement based on performance, professional growth, or the specific teacher roles assumed by the teacher.
(2)	Descriptions of the advanced teaching roles, including minimum qualifications for the positions that must include at least one of the following:
a.	Advanced certifications, such as National Board for Professional Teaching Standards Certification, or a master's degree in the area in which the classroom teacher is licensed and teaching.
b.	A rating of at least accomplished on each of the Teacher Evaluation Standards 1‑5 on the North Carolina Teacher Evaluation instrument or the equivalent on an out‑of‑state evaluation system.
c.	Evidence that the teacher has exceeded expected student growth based on three years of teacher evaluation data as calculated by the State Board of Education.
d.	Equivalent demonstrated mastery of teaching skills as required by the new local compensation model.
(3)	Job responsibilities that include at least one of the following:
a.	Teaching an increased number of students and being accountable for their performance as the teacher of record for those students.
b.	Becoming a lead classroom teacher among a group of teachers and being the teacher of record for all students taught by that group of teachers.
c.	Leading a school‑wide effort to implement data‑driven instructional models that include blended learning environments, utilizing digital learning and resources, and focusing on methods of improvement for school‑wide performance issues.
d.	Completing training that certifies the teacher as an in‑house provider of professional development or functioning as an instructional content area coach or a coach in another professional development area.
e.	Serving as a teacher mentor.
(4)	Process for informing all employees and the public of the criteria and selection for the advanced teaching roles, the continued eligibility requirements for the advanced teaching roles, and how the individuals selected for the advanced teaching roles will be evaluated.
(5)	Process for informing all employees and the public on the criteria for movement on the proposed new local compensation model.
(6)	Process for the voluntary relinquishment of an advanced teaching role, including the associated additional duties. Voluntary relinquishment of the advanced teaching role shall not be considered a demotion under Part 3 of Article 22 of Chapter 115C of the General Statutes.
(7)	Salary supplement information including the following:
a.	The amount of the salary supplements that will be provided to those selected for the advanced teaching roles. The supplements may be up to thirty percent (30%) of the applicable monthly amount on the teacher salary schedule as set forth in this act.
b.	A statement that the salary supplements will be paid as a supplement to the classroom teacher's regular salary and not be included in the average salary calculation used for budgeting State allotments.
c.	A statement that if a classroom teacher in an advanced teaching role (i) fails to maintain the minimum criteria established for the position, (ii) is not successfully performing the additional duties associated with the advanced teaching role, or (iii) voluntarily relinquishes the advanced teaching role, the teacher shall only be paid the salary applicable to that individual on the State teacher salary schedule and any other local supplements that would otherwise apply to the classroom teacher's compensation.
d.	The amount of the salary supplements at all levels of the proposed new local school administrative unit compensation model in relation to the State teacher salary schedule.
(8)	The implementation plan, including the number of schools in the local school administrative unit that will have advanced teaching roles and any new proposed compensation model, the number of advanced teaching roles at each of those schools, the number of students whose teacher of record will be a teacher in an advanced teaching role, and the number of teachers overall who would be eligible for the proposed new local school administrative unit compensation model.
SECTION 5.(c)  Use of Funds. – Funds provided to participating local school administrative units for the program shall be used for any of the following:
(1)	Salary supplements for advanced teaching roles.
(2)	Development of advanced teaching role plans.
(3)	Development of professional development courses.
(4)	Transition costs associated with designing and implementing advanced teaching role models in schools within the local school administrative unit. Transition costs may include employing staff members or contractors to assist with design and implementation of the pilot plan.
(5)	Development of the design and implementation of compensation plans that focus on teacher professional growth and student outcomes and the transition costs associated with designing and implementing new compensation plans, including employing staff members or contractors to assist with design and implementation of the pilot plan.
SECTION 5.(d)  Local Flexibility. – Notwithstanding G.S. 115C‑301, local school administrative units participating in the Program may exceed the maximum class size requirements for kindergarten through third grade.
SECTION 5.(e)  Appropriation. – There is appropriated from the General Fund to the Department of Public Instruction the sum of twenty‑three million dollars ($23,000,000) for the 2017‑2018 fiscal year, twenty‑six million dollars ($26,000,000) for the 2018‑2019 fiscal year, and twenty‑nine million dollars ($29,000,000) for the 2019‑2020 fiscal year to be allocated to participating local school administrative units to implement the provisions of this section.
SECTION 6.(a)  Educational Sabbatical Leave for Teachers. – Each participating local school administrative unit shall establish a policy to grant interval educational sabbatical leave to classroom teachers according to a teacher's years of service in North Carolina public schools. A classroom teacher shall be eligible to request up to a six‑month educational sabbatical leave between (i) seven and 10 years of service, (ii) 12 and 15 years of service, and (iii) 20 and 25 years of service. After 25 years of service, a classroom teacher shall be eligible to request up to one year of educational sabbatical leave. A classroom teacher shall not be granted educational sabbatical leave more frequently than every five years. For the purposes of this section, a classroom teacher is a teacher who works in the classroom providing instruction and who is not instructional support personnel.
A classroom teacher granted an educational sabbatical leave shall enroll in an accredited institution of higher education to take one or more courses for an educational research project related to the classroom teacher's job. A project must be significantly rigorous and must have evident links that translate into improved instructional delivery of content to students. After the educational research project has been completed, the classroom teacher must file a copy of the completed product of the research, which may include a research paper, book, or film or video production, with the principal of the classroom teacher's school and the superintendent of the local school administrative unit.
SECTION 6.(b)  Appropriation. – There is appropriated from the General Fund to the Department of Public Instruction the sum of ten million dollars ($10,000,000) for the 2017‑2018 fiscal year, eleven million one hundred seventy thousand dollars ($11,170,000) for the 2018‑2019 fiscal year, and twelve million four hundred thousand dollars ($12,400,000) for the 2019‑2020 fiscal year to be allocated to participating local school administrative units to implement this section.
SECTION 7.(a)  Mentor Teacher Program. – Each participating local school administrative unit shall develop a mentor program to provide ongoing support for teachers entering the profession. The local board of education shall develop guidelines which address optimum teaching load, extracurricular duties, student assignment, and other working condition considerations consistent with State Board of Education policy. These guidelines shall provide that initially licensed teachers not be assigned extracurricular activities unless they request the assignments in writing and that other noninstructional duties of these teachers be minimized. The local board of education shall also develop criteria for selecting excellent, experienced, and qualified teachers to be participants in the mentor teacher training program, including requiring that mentor teachers have been rated, through formal evaluations, at least at the "accomplished" level as part of the North Carolina Teacher Evaluation System and have met expectations for student growth, in accordance with State Board of Education policy.
Each new teacher shall have one mentor, and each mentor shall have one teacher mentee. The mentor shall prepare all of the mentee's lesson plans while the mentee has fewer than two years of experience. The mentor shall also observe and counsel the mentee during this period of time. If the mentor believes that the mentee is suffering from severe stress, exhaustion, or disillusionment related to the profession, the mentor shall refer the mentee to the Teacher Support Program established pursuant to Section 12 of this act.
SECTION 7.(b)  Appropriation. – There is appropriated from the General Fund to the Department of Public Instruction the sum of eleven million seven hundred fifty thousand dollars ($11,750,000) in recurring funds for the 2017‑2018 fiscal year to be allocated to participating local school administrative units to provide a monthly stipend of one thousand five hundred dollars ($1,500) for each teacher serving as a teacher mentor pursuant to the provisions of this section. These funds shall be in addition to a supplement received pursuant to Section 3 of this act.
SECTION 8.(a)  Principal Professional Development. – Each participating local school administrative unit shall establish a professional development program for principals and assistant principals focusing on the principal's role in recruitment and retention of high‑quality teachers. The local school administrative unit shall deliver a professional development program that will prepare school leaders for the responsibility of providing teacher support and promoting teacher success in at least the following ways:
(1)	Providing strategies for recruiting high‑quality teachers through innovative methods to enrich professional opportunities and develop advanced roles for teachers.
(2)	Creating a collaborative learning environment for teachers.
(3)	Designing and delivering professional development to teachers, with a particular emphasis on support for beginning teachers.
(4)	Assessing teacher performance and encouraging professional growth.
(5)	Recognizing signs of professional fatigue and developing strategies for long‑term teacher retention.
(6)	Highlighting the importance of teachers' roles in school and individual student success by cultivating trust between school administrators and teachers and promoting feedback and assistance from peers.
SECTION 8.(b)  Appropriation. – There is appropriated from the General Fund to the Department of Public Instruction the sum of three hundred fifty thousand dollars ($350,000) in recurring funds for the 2017‑2018 fiscal year to be allocated to participating local school administrative units to provide principal and assistant principal professional development in accordance with this section.
SECTION 9.(a)  Teaching Fellows Forgivable Loans; Establish. – Each participating local school administrative unit shall establish a Teaching Fellows Program to provide a four‑year scholarship loan of six thousand five hundred dollars ($6,500) per year to high school seniors residing in the unit who are interested in preparing to teach in the public schools of the unit. The local board of education shall adopt very stringent standards, including minimum grade point average and scholastic aptitude test scores, for awarding these scholarship loans to ensure that only the best high school seniors receive them.
SECTION 9.(b)  Administration. – The local board of education shall administer the program in cooperation with educator preparation programs selected by the local board. The local board of education shall form a review committee to assist it in identifying the best high school seniors for the program. The local board of education and the review committee shall make an effort to identify and encourage minority students and students who may not otherwise consider a career in teaching to enter the program. All scholarship loans shall be evidenced by notes made payable to the local board of education that shall bear interest at the rate of ten percent (10%) per year beginning September 1 after completion of the program, or immediately after termination of the scholarship loan, whichever is earlier. The scholarship loan may be terminated by the recipient withdrawing from school or by the recipient not meeting the standards set by the local board of education.
SECTION 9.(c)  Loan Forgiveness; Repayment. – The local board of education shall forgive the scholarship loan if, within seven years after graduation, the recipient teaches for four years at a public school located in the local school administrative unit. The local board of education shall also forgive the loan if, within seven years after graduation, the recipient teaches for three consecutive years, unless the recipient takes an approved leave of absence, at a public school located in the local school administrative unit that, at the time the recipient accepts employment with the unit, is a low‑performing school identified in accordance with G.S. 115C‑105.37. The local board of education shall also forgive the scholarship loan if it finds that it is impossible for the recipient to teach for four years, within seven years after graduation, at a public school located in the local school administrative unit because of the death or permanent disability of the recipient. The local board of education is responsible for the collection of a scholarship loan awarded under this section if the loan repayment is outstanding for more than 30 days.
SECTION 9.(d)  Appropriation for the 2017‑2018 Fiscal Year. – There is appropriated from the General Fund to the Department of Public Instruction the sum of eighty‑five thousand dollars ($85,000) for the 2017‑2018 fiscal year to be allocated to participating local school administrative units for expenses related to recruitment and selection of Teaching Fellows.
SECTION 9.(e)  Appropriation for the 2018‑2019 Fiscal Year and Subsequent Fiscal Years. – There is appropriated from the General Fund to the Department of Public Instruction the sum of two hundred thirty‑two thousand dollars ($232,000) in recurring funds for the 2018‑2019 fiscal year to be allocated to participating local school administrative units to award forgivable loans in the amount of six thousand five hundred dollars ($6,500) per recipient beginning with the 2018‑2019 academic year.
SECTION 10.(a)  Loan Repayment Assistance for Teacher Service; Purpose. – Each participating local school administrative unit shall establish a Loan Repayment Assistance Program for Teachers designed to attract qualified teachers to the field of education and to address the educational needs of the unit. The program is established to help participants reduce the amount of indebtedness created by the cost of higher education through assisting in the repayment of educational loans.
SECTION 10.(b)  Definitions. – For the purposes of this section, the following definitions apply:
(1)	Eligible debt. – The outstanding principal, interest, and related fees from loans obtained for undergraduate or graduate educational expenses made by government or commercial lending institutions or educational institutions. Eligible debt does not include loans made by a private individual or family member.
(2)	Eligible teacher. – A classroom teacher currently licensed in North Carolina who is rated as "highly effective" on the most recent North Carolina Teacher Evaluation instrument through the North Carolina Educator Evaluation System or the equivalent on an out‑of‑state teacher's state or district instrument. For the purposes of this section, a highly effective classroom teacher is a teacher who receives a rating of at least "accomplished" on each of the teacher evaluation standards on the North Carolina Teacher Evaluation instrument and who exceeds expected student growth based on teacher evaluation data as calculated by the State Board of Education or equivalent on an out‑of‑state teacher's state or district evaluation system.
(3)	Repayment assistance loan. – A forgivable loan made under the program.
(4)	Repayment assistance period. – Up to six years of eligible employment as an eligible teacher from the time of receipt of a repayment assistance loan.
SECTION 10.(c)  Applicant Eligibility. – The local board of education shall administer the program in accordance with the provisions of this section and adopt any necessary rules, including adopting an application process and eligibility guidelines that include at least the following:
(1)	Any eligible teacher may apply for a repayment assistance loan under the program to repay all or a portion of the teacher's eligible debt by receiving repayment assistance loans for up to six years for eligible debt accrued toward an undergraduate degree and for up to six years for eligible debt accrued toward a graduate degree.
(2)	The eligible teacher shall have been employed for at least one year in the local school administrative unit prior to applying for the initial year of repayment assistance.
(3)	The eligible teacher shall include in the teacher's application for repayment assistance a signed statement of intent to remain employed in the local school administrative unit for a period of at least four years following each year the eligible teacher receives a repayment assistance loan.
(4)	The eligible teacher shall agree to repay in full any repayment assistance loans disbursed to the eligible teacher if the teacher fails to complete the repayment assistance period due to voluntarily leaving employment.
(5)	An applicant shall not be eligible for a repayment assistance loan if the applicant is in default on any obligation to a government or commercial lending institution or educational institution until those financial obligations are satisfied. The local board of education may waive ineligibility for this reason at its sole discretion.
SECTION 10.(d)  Amount of Awards; Repayment. – The local board of education shall award repayment assistance loans of up to six thousand five hundred dollars ($6,500) per calendar year for an eligible teacher that meets the criteria set forth in subsection (b) of this section in the order in which applications are received. The local board of education shall forgive the repayment assistance loan in the amount of each annual disbursement once the eligible teacher remains employed in the local school administrative unit for four years following the receipt of funds. An eligible teacher who received a repayment assistance loan in a previous year shall provide documentation to the local board of education that the funds in the amount of the loan were submitted to the government or commercial lending institutions or educational institutions for repayment of the teacher's eligible debt.
An eligible teacher who voluntarily leaves employment prior to the end of the repayment assistance period shall be required to repay in full any funds that were paid to the teacher, with interest accruing at the annualized rate applicable to the eligible debt being repaid, if not yet forgiven under this subsection at the time of termination. An eligible teacher who (i) cannot fulfill the employment requirements due to death or disability, (ii) takes a leave of absence, or (iii) is involuntarily terminated shall no longer be eligible for a repayment assistance loan under the program but shall not be responsible for repaying the outstanding amount of loans previously disbursed to the eligible teacher during the repayment assistance period.
SECTION 10.(e)  Appropriation. – There is appropriated from the General Fund to the Department of Public Instruction the sum of two hundred eighty‑two thousand five hundred dollars ($282,500) for the 2017‑2018 fiscal year and the sum of five hundred eight thousand five hundred dollars ($508,500) for the 2018‑2019 fiscal year to be allocated to participating local school administrative units to implement the provisions of this section.
SECTION 11.(a)  Personal Learning Technology for All Students in Grades Seven Through 12. – Each participating local school administrative unit shall include, as part of the unit's technology plan, a plan to equip all students in grades seven through 12 with personal learning technology statewide. The plan shall include at least the following:
(1)	Promote equal opportunity for and provide meaningful access to personal learning technology resources for students who are economically disadvantaged or have special needs.
(2)	Support student achievement through the integration of personal learning technologies that are content‑focused and that add value to existing instructional methods.
(3)	Provide for future sustainability of learning technology resources to adapt to future educational needs and to avoid obsolescence of learning technology resources.
(4)	Provide effective preparation, professional development, and training programs for teachers and other educators in the use and integration of learning technology tools in curriculum development, instructional methods, and student assessment systems.
(5)	Estimate the level of expenditure for purchases of portable computing devices or the anticipated principal and interest costs for the year of allocation for leases and other appropriate financing arrangements, including leases under which the learning technology plan may apply the lease payments to the purchase of those devices.
(6)	Estimate the level of expenditures for software and services such as technical support and education intranet services necessary for operation of personal learning technologies.
SECTION 11.(b)  Appropriation. – There is appropriated from the General Fund to the Department of Public Instruction the sum of three million five hundred thousand dollars ($3,500,000) in recurring funds for the 2017‑2018 fiscal year to allocate to participating local school administrative units funds to be used to equip all students in grades seven through 12 with personal learning technology in accordance with the unit's technology plan. Within the funds appropriated for this purpose, a local board of education may phase in deployment of personal learning technology beginning with seventh grade and eighth grade students. The local board of education shall then use available funds to deploy personal learning equipment to students in high school.
SECTION 12.(a)  Teacher Support Program; Establish. – Each participating local school administrative unit shall establish a Teacher Support Program to help teachers cope with stress, exhaustion, and disillusionment related to the profession by providing counseling services. The local board may contract with a private, for‑profit, or nonprofit employee assistance program corporation for the purposes of administering the program.
SECTION 12.(b)  Program Rules. – The local board of education of a participating local school administrative unit shall adopt rules for the implementation of the program, including rules regarding the following:
(1)	The development of a referral system for the program.
(2)	Professional and licensure requirements for staff.
(3)	The development of a toll‑free, 24‑hour hotline for use by teachers.
SECTION 12.(c)  Program Records. – Any records related to teacher participation in the program shall be deemed confidential. No local board of education shall consider teacher participation in the program for purposes of evaluating a teacher's performance or making any employment decision under Article 22 of Chapter 115C of the General Statutes.
SECTION 12.(d)  Appropriation. – There is appropriated from the General Fund to the Department of Public Instruction the sum of one hundred thousand dollars ($100,000) in recurring funds for the 2017‑2018 fiscal year to be allocated to participating local school administrative units to provide a Teacher Support Program pursuant to the provisions of this section.
SECTION 13.  Reporting. – By November 15 of each year for the duration of the pilot, beginning with an initial report by November 15, 2019, and a final report by November 15, 2031, each local school administrative unit shall report to the Department of Public Instruction and the Program Evaluation Division (PED) of the General Assembly on the progress of the Program, including costs, savings, student outcomes, school personnel retention and performance, and any other issue deemed relevant by the Department and PED.
SECTION 14.  Evaluation. – In accordance with Chapter 143E of the General Statutes, the Program Evaluation Division of the General Assembly shall conduct a measurability assessment of the components of the Program established by this act and whether the Program should be continued, modified, or expanded statewide based on the Program's impact on student performance and outcomes, improving the retention and availability of employing high‑quality teachers in the North Carolina public schools, and providing a return on investment of State funds. The Program Evaluation Division shall begin the measurability assessment beginning in 2027 and compare data from the 2017‑2018 fiscal year to data collected up until the 2030‑2031 fiscal year. The Program Evaluation Division shall report to the 2032 General Assembly on the results of the measurability assessment.
SECTION 15.  Effective Date. – This act becomes effective July 1, 2017.