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schools that have 75% or more of its students receiving free or reduced lunch. Changes the use of QZAB <br /> funds to any allowable use under federal law. <br /> Allows a grant from the Needs-Based Public School Capital Fund(see budget above) to be used for a <br /> project when a pre-development agreement for an operational lease was entered into on or before June 30, <br /> 2017. <br /> G.S. 115C-489.6(a). <br /> SB 599: Excellent Educators for Every Classroom(S.L. 2017-189) <br /> I. Educator Preparation Programs <br /> Allows entities other than Institutions of Higher Education to offer educator preparation programs <br /> and recommend candidates for teacher licensure in NC (currently only IHEs may establish educator <br /> preparation programs). Rewrites the educator preparation statutes to provide for this expansion of <br /> entities authorized to offer educator preparation programs. Empowers the SBE to approve an <br /> educator preparation program that meets minimum criteria laid out in statute. Establishes the process <br /> an educator preparation program must follow in order to recommend students for educator licensure. <br /> Keeps the minimum test scores (Praxis or ACT)in order to qualify for admission into an educator <br /> preparation program (no change to current law). Allows for the testing requirements to be satisfied if <br /> the candidate holds a bachelor's degree. <br /> Keeps the 2.7 minimum GPA requirement in order to qualify for admission (no change to current <br /> law)but exempts candidates with at least 10 years of relevant experience(5 years if the candidate is <br /> applying for a CTE program). <br /> Retains and recodifies existing educator preparation program content/curriculum requirements but <br /> adds to the items required to be part of the instruction, such as: <br /> • Skills and responsibilities of teachers. <br /> • Expectations for student performance based on State standards. <br /> • Current supply of and demand for educators in NC. <br /> • NC's framework for appraisal of educators. <br /> Directs middle and high school teacher prep programs to also include adequate coursework in the <br /> relevant content area and in the teaching of the relevant content area. Recodifies clinical practice <br /> statute and updates the terminology. <br /> II. Lateral-Entry Replacement/Residencies <br /> Replaces the lateral-entry route to licensure with a"residency"path to licensure. <br /> Similar to lateral-entry,the residency pathway allows an individual who holds a bachelor's degree to <br /> be placed in a classroom and begin teaching while also working toward completion of an educator <br /> preparation program. A residency is different from lateral-entry in that an individual must complete <br /> preservice training and field experiences (to be developed by the SBE)prior to entering the <br /> classroom. Additionally, an individual doing a residency must be assigned a clinical mentor, an <br /> employee of the LEA who assesses, supports, and develops the resident's knowledge and skills <br /> during the classroom experience. Establishes minimum requirements for an LEA employee to serve <br /> as a clinical mentor. <br /> Clarifies that lateral-entry licenses will continue to be granted for the 2017-18 and 2018-19 school <br /> years. <br /> 46 <br />