North Carolina’s ATR Connecting Research & Practice Convening Strengthens Selection and Evaluation of Advanced Teachers

RALEIGH, NC – Education leaders, researchers and practitioners from across North Carolina gathered at the Friday Institute for Educational Innovation at NC State University Feb. 27-28 for the Advanced Teaching Roles (ATR) Convening. This two-day event provided a collaborative forum for district and school leaders to share and refine strategies for selecting and evaluating Advanced Teachers, highly effective educators who play a pivotal role in strengthening instruction and student learning.

The convening was part of a large-scale mixed-methods study on Advanced Teacher selection and evaluation conducted by the Friday Institute and Basis Policy Research. The convening featured presentations on early findings by the research team, district panel discussions led by The Innovation Project and BEST NC, and interactive discussions focused on defining and assessing the core competencies of Advanced Teachers. Participants also examined both explicit and implicit selection criteria used by districts and provided extensive feedback on a new evaluation rubric tailored to roles of Advanced Teachers. The event underscored the importance of aligning selection methods with district needs and ensuring evaluation frameworks provide meaningful feedback for professional growth.

“The effective selection and evaluation of Advanced Teachers is critical to the success of the ATR program,” said Shaun Kellogg, senior director at the Friday Institute and principal investigator of this study. “This convening provided a platform for educators and researchers to discuss data-driven insights, policy implications and promising practices while highlighting the power of collaboration for strengthening North Carolina’s teaching workforce.”

Throughout the convening, district and school leaders engaged in discussions about how to identify and support educators best suited for ATR. Leaders shared experiences and challenges in implementing selection processes that fairly and effectively recognize teacher expertise. A key takeaway was the need for clear, research-based criteria that balance demonstrated instructional effectiveness with leadership capacity. Panelists emphasized that an effective selection process requires transparency, stakeholder involvement and continuous refinement to ensure Advanced Teachers have the skills and support needed to drive instructional improvement.

Another major focus of the convening was on evaluation methods that go beyond traditional performance measures. Research presented by the Friday Institute and Basis Policy Research highlighted the potential of multi-dimensional assessment approaches that integrate student outcomes, peer feedback and professional growth metrics. Participants discussed how districts can use these insights to enhance their evaluation frameworks, ensuring that Advanced Teachers receive meaningful, actionable feedback that supports both their development and their impact on student achievement.

Educators and administrators in attendance overwhelmingly found the convening beneficial, reporting that it provided them with practical strategies to refine their selection and evaluation practices. 

“This convening was one of the most useful professional experiences I’ve had,” one participant noted. “The discussions on teacher selection and evaluation gave me concrete steps to implement in my district immediately.” 

Another leader emphasized the importance of peer collaboration, stating that the opportunity to exchange ideas and learn from other districts was invaluable in shaping more effective selection and evaluation models.

The ATR program, supported by the North Carolina Department of Public Instruction (NCDPI), continues to evolve as school districts refine their models for ATR. Moving forward, the Friday Institute will integrate feedback from the convening into ongoing research and recommendations for improving ATR implementation. 

“Selecting and evaluating Advanced Teachers effectively is essential to ensuring instructional excellence,” said Leah Sutton, ATR program lead at NCDPI. “This convening reinforced the importance of data-informed decision-making and collaboration in sustaining effective Advanced Teaching Roles.”