Since the General Assembly eliminated tenure for teachers, it sparked a discussion of how and even whether teachers should be evaluated.  Stoops provides a summary and history here:

NC’s first tenure law passed 42 years ago and has been frequently re-visited but not substantially changed until 2013.  Tenure laws forced superintendents to retain poor performing teachers. From a study of veteran teachers: They do not care so much about tenure and do not feel that they need tenure to teach.

And from a 2012 survey, 61% opposed offering tenure to teachers.


Stoops explains here why contracts, rather than tenure, work better:

 By granting multi-year contracts, rather than tenure, schools will have a powerful, long-term quality control mechanism that will ensure that our public schools employ the very best teachers.

With elimination of tenure, NC moves closer to what is being done in other states:

North Carolina is one of five states to award career status after a four-year probationary period.  Six states have five-year probationary periods, while two states have annual contracts.  Unfortunately, we are not one of the nine states that tie tenure decisions to evidence of effectiveness,

And a report from WUNC , Evaluating Teachers: Part Art, Part Science and More Important than Ever:

…most teachers not only value the process but find it vital to their professional growth.  If poor evaluations accumulate, principals will use them as a way to encourage bad teachers to leave the profession, a process called “counseling out.”