Teacher Compensation Models and Advanced Teaching Roles
The Program Evaluation and Education Research (PEER) Group at the Friday Institute was contracted by the North Carolina Department of Public Instruction (NCDPI) to evaluate the Teacher Compensation Models and Advanced Teaching Roles (ATR) program. The purpose of the ATR program is to allow highly effective classroom teachers to impact an increased number of students leading to measurable improvements in student outcomes. This can be accomplished by positioning a lead teacher to support a team of teachers and their students’ performance. It can also occur by leading a larger effort in the school to implement new instructional models to improve school-wide performance. The program enables local school administrative units to create innovative compensation models focused on classroom teacher professional growth.
The PEER Group evaluated how the ATR program has accomplished its objectives of: (1) improvement in quality of classroom instruction and increases in school-wide growth or the growth of teachers who are mentored or impacted by a teacher in an advanced teaching role; (2) an increase in the attractiveness of teaching; (3) recognition, impact and retention of high-quality classroom teachers; (4) assistance to and retention of beginning classroom teachers; (5) improvement in and expansion of the use of technology and digital learning; and (6) improvement in school culture based on school climate survey results. The ATR program evaluation focused on two broad categories: impacts on teaching and learning and impacts on the teaching profession. In addition, the evaluation included a comparative analysis of PSU models and programs to better understand and improve implementation approaches, conditions necessary for success and educational inequities that may exist.
Prior Evaluation Reports
This evaluation report—the fourth and final one commissioned by the North Carolina State Board of Education—summarizes qualitative results from the third year of the initiative and quantitative analyses from the first two years of implementation. In general, most of the qualitative indicators were again positive, and in the areas for which one-year and two-year quantitative estimations were possible there also were continuing signs of positive outcomes.
Background and Purpose In 2016, the North Carolina General Assembly provided support for school districts across North Carolina to propose and implement pilot advanced teaching…
Friday Institute Project Team
College of Education Project Team
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