This post is the first in a BTC series highlighting cuts made in the 2011-2013 legislative budget that contributed extremely little towards reducing the budget writers’ $2.5 billion first-year budget gap, but which will have resounding negative impacts on public structures that enable economic recovery and create opportunities for broad-based prosperity.
New research from the Carolina Institute for Public Policy at UNC-Chapel Hill supports the idea that strategic investments in teacher professional development – particularly investments in novice teachers – can yield significant gains in student outcomes. The study concluded that many novice teachers have the capacity for immediate improvement if their preparation, orientation, induction, and mentoring could stimulate their development as effective teachers.[i]
Unfortunately, the final budget disregards this, and other, important research on the value of teacher professional development. Rather than considering the state’s current strategies and investments in teacher professional development with an eye towards yielding better outcomes, the budget simply struck $53 million in spending on teacher development and mentoring over the biennium. Read More