Section D - Overview North Carolina RttT Proposal Page 107
The 16-campus UNC system has made it a high priority to develop regional university-LEA partnerships and most of the 115LEAs in NC already are actively involved (see map in Appendix 22; LEAs may choose to use their NC RttT funding to establishor extend existing partnerships with UNC campuses or independent colleges and universities. ).
– NC is expanding the range of approved alternative teacher and principal licensing programs (see Sections D2 and D3) toaddress the needs of different LEAs and schools (
., those in urban versus those in rural areas) and the different needs of individuals who are interested in becoming teachers or principals.
– NC continues to be committed to using data to inform decisions, both about what educationworkforce issues are most important to address and about the most effective ways to address them. Further information about thedata used to inform the NC RttT plan is provided below. In addition, each RttT initiative will be evaluated to determine its impactand effectiveness, which will inform program improvements and future decisions.
– NC will evaluate programs and initiatives continuously and use the evaluation results to improve existing programs,expand those that are successful and, when necessary, close those that are not producing the desired results.
Data Informing the NC RttT Plan
NC is very fortunate to have extensive data to inform our plans for strengthening the educator workforce. The data include thefollowing:
Data collected annually by NCDPI regarding teacher and principal hiring, retention, and shortages, by discipline and by gradelevel, at the state, LEA, and school levels (see Appendices 23, 24, and 25 for excerpts from
North Carolina’s Equity Plan for Highly Qualified Teachers
Teacher Vacancy Report
, 2009; and
Teacher Turnover Report