Golden LEAF Educational Consortium
Recruitment and Retention in North Carolina


Golden LEAF Educational Consortium
Recruitment and Retention in North Carolina
Recruitment and Retention in Other States
Recruitment and Retention in Other Countries
College and University Research
Organizational Research
Government Reports
Special Education
Minority Recruitment
Recruitment Websites

Teaching Fellows
During the 2003-2004 school year, Teaching Fellows’ graduates were employed in all of North Carolina’s 100 counties. The North Carolina Teaching Fellows Program provides a $26,000 scholarship to outstanding high school seniors from North Carolina. In return, the students agree to teach in one of North Carolina’s public schools, charter schools, or United States government schools for four years following graduation from college.

Teaching Fellows get a full four years of teacher preparation in the intellectually challenging environment of a major research university. As an elite group on campus, Fellows are backed up by all the resources the university has to offer.

Teaching Fellows are actually in the classroom by the spring semester of their first year, observing experienced teachers and getting a look behind the scenes of a working school. By the second semester of their senior year, they are teaching full-time.

For more information on the requirements and offerings of the Teaching Fellows Program or to download application materials, go to

North Carolina Mentoring Program
Since 1986, North Carolina has been a leader in the training of mentor teachers. Thousands of teachers in our state have been served through the Mentor/Support Team Training Program which received national and international attention. The State Board of Education, Department of Public Instruction and the North Carolina Legislature remain committed to assisting novice teachers by providing qualified and well-trained mentors.

Teacher Cadet Programs
Many teachers take jobs close to home or the university from which they graduate (SREB, 2001). By age 14, most students know what they do not want to do (NCDPI, 2002).Fifty-two percent of high school students decide on careers before graduation (NCDPI, 2002). Parents are the strongest factor in students choosing teaching as a career (Avery & Burling, 1997). The Teacher Cadet Program recruits students to become teachers while they are at the high school level.  A practicing classroom teacher is trained to lead a class of prospective teacher candidates in exploring the theory and application of successful teaching practices.

The North Carolina Principal Fellows Program
A scholarship program funded by the North Carolina General Assembly and based upon academic merit (financial need is not a consideration) to assist interested individuals to earn a Master’s Degree in School Administration in preparation for a career in educational administration (assistant principal or principal).

Full-Time Mentor Teacher Program
 The New Teacher Center at the University of Santa Cruz has studied the use of a full-time release model of mentoring for eleven years. They are convinced that this design feature is key to the success of their program. “It is the quality of the relationship these talented veterans forge with each new teacher and their day-to-day guidance and support that ultimately impact the quality of a new teacher's instruction. With a full-time release model, our advisors are able to observe beginning teachers weekly, sometimes collecting formal observation data, other times helping out or co-teaching a lesson. Advisor and advisee become a classroom team where the energy is fully focused on the beginning teacher's needs” (Moir, 2004). During the 2004-2005 school year, the New Teacher Academy, a modified version of the Santa Cruz New Teacher Center model, was developed and implemented in the Perquimans County School System. The project was funded by the Payne Foundation and was proven very successful. Ninety-four percent of the new teachers who participated in the program during the 2004-2005 school year are returning to teach in Perquimans County in the fall of 2005.

The Recruitment and Retention Component of the North Carolina State Improvement Project
The Recruitment and Retention Component of the North Carolina State Improvement Project is designed to increase the recruitment of new teachers into the field of special education and the retention of currently employed teachers in the field. The website discusses the efforts.

North Carolina Teacher Working Conditions
North Carolina is working on the shortage of teachers in its school systems. It has been reported the average teacher turnover rate for the districts in North Carolina is more than 12 percent and as high as 24 percent in some districts.

The Report

The recently released “Teacher Working Conditions are Student Learning Conditions: A Report to Governor Mike Easley on the 2004 North Carolina Working Conditions Survey” document indicates that the state currently needs to hire approximately 11,000 teachers annually due to the need to continuously re-staff the classrooms of teachers who leave.
The report indicates that the two main reasons teachers leave are salary and poor working conditions. Among the many findings were:
  • Educators are most positive about school leadership
  • Educators are least positive about time with teachers. They are particularly critical of the time they have to do their jobs well.
  • Teachers and principals have strikingly different views of teacher working conditions
  • Elementary school staff are more satisfied with aspects of their working conditions except on the issue of time
  • Educators in smaller schools are more satisfied than their peers in larger schools.

The Toolkit
The report includes a Teacher Working Conditions Toolkit that offers excellent suggestions for Recruitment and Retention of teachers. The document can be found at Please take a look at the results. This website also has results for South Carolina.