2025 Strategic Priorities

These are eventful times for educator preparation in North Carolina. The last several years have seen, among other developments, (1) a proposed but ultimately abandoned overhaul of pathways to the profession with unclear roles for EPPs, (2) a proliferation of newly-approved non-IHE based EPPs that has not alleviated the teacher shortage described below, and (3) forward motion on implementing an EPP accountability model with alarming potential to sanction many of the most productive EPPs in the state. Effective advocacy for quality educator preparation in North Carolina is increasingly important. The North Carolina Association of Colleges for Teacher Education (NCACTE) serves as a leading advocacy voice for nearly 50 public and private EPPs statewide. 

The best producer of teachers for the state of North Carolina is North Carolina EPPs *1. NCACTE’s member EPPs are the “teachers of teachers” who work daily to produce the strongest, most dedicated, and most effective teachers possible. *2  We know the positive impact high valued-added teachers have on each student in one year and cumulatively over their lifetimes. 

The General Assembly made strides during the 2023 long session to impact the teaching workforce by expanding the NC Teaching Fellows to elementary education and adding two more institutions. Funding for the apprenticeship program for high school students to explore education signals a desire to be innovative. 

However, North Carolina is still experiencing an increase in the number of classrooms without a fully-certified educator. 

1. Over 6,000 instructional vacancies existed across NC on the 40th day of the 2022-23 school year. *3 

2. The total number of candidates in the first year of a NC EPP decreased by 12.3% from the 2021-22 to the 2022-23 academic year alone. *2

3. 15% of beginning teachers and 11% of experienced, licensed teachers left the classroom during the 2022-23 school year. *3 

In order to transform the teaching profession and elevate it to new heights, we must collectively recognize the immense impact educators have on society and invest in comprehensive reforms that honor their dedication, expertise, and vital role in shaping the future. As such, NCACTE has the following requests:

2025 NCACTE Strategic Directions

Require teacher preparation through a state-approved and/or accredited Educator Preparation Program (EPP) for entry into the profession for all initially licensed teachers. 

1. Promote enrollment in IHE-based approved EPP programs. Despite the steady growth in non-IHE-based EPP enrollment, research suggests IHE-based EPPs are far more effective in graduating licensed teachers than their non-IHE-based counterparts. (While enrollment in non-IHE-based EPPs grew by 150% from 2011-20, students completing those programs declined by 12% during the same period. By comparison, enrollment in IHE-based EPPs declined by 8% during 2011-20; the number of graduates produced increased by 10%. *1)

2. Endorse recommendation to remove Praxis Core as an admission requirement in favor of focusing on the outcomes of rigorous preparation.   

Support innovative programs to expand access to high-quality educator preparation programs. 

1. Increase support of tuition assistance programs (e.g., NC Teaching Fellows, Forgivable Education Loans for Service) by growing the number of eligible EPPs and content areas. 

2. Develop and expand programs to financially support candidates during the student teaching internship (e.g., stipends, apprenticeship programs).

3. Substantially support TA to Teacher tuition assistance so that all interested TAs across North Carolina have access. 

4. Support innovative partnerships between public school units and EPPs such as grow-your-own programs and Teacher Quality Partnership grants.

Support efforts to retain teachers in NC Classrooms

1. Cover the cost of the NC New Teacher Support Program for all teachers in their first three years of teaching. 

2. Incentivize teachers to expand their professional expertise (i.e., advanced degrees and certifications, National Board for Professional Teaching Standards) by providing state-level tuition support and salary increases upon completion. Research suggests advanced teacher qualifications improve student achievement. *4 

In conclusion, NCACTE’s strategic priorities outline a clear and purposeful path forward, guiding us toward a future where we achieve our mission and realize our vision in educator preparation. By focusing on these strategic priorities, we commit to working together, adapting to changing educational landscapes, and continually striving for excellence in our P-12 public schools. 

*1  Higher Education-Based Alternative Teacher Preparation Programs, AACTE, 12/1/2022

*2  NC EPP Dashboard, NCDPI, 2025.

*3   NCDPI State of the Teaching Profession Report, NC SBE, June 2024.

*4  Value-Added Estimates and Evaluation Ratings of Teachers with a Graduate Degree, Bastian, K., 2019