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Moore County renews consultant support for Advanced Teaching Roles; trustees weigh scale and costs
Summary
District will renew a professional services contract with Public Impact to support design and implementation of Advanced Teaching Roles (ATR); trustees pressed for evidence of impact, questioned rollout pace, and discussed sustainability beyond grant funding.
Moore County Schools staff recommended renewing a consulting contract with Public Impact to continue district design, training and coaching for Advanced Teaching Roles (ATR), a state'funded program that creates multi'classroom leaders and other career ladder roles for teachers.
Deputy Superintendent Doctor Stewart and HR and curriculum staff described the ATR cohorts: three schools (Aberdeen Elementary, Southern Middle and Pinecrest High) were in a first cohort; a second cohort will add Sandhills Farm Life Elementary, Southern Pines Elementary and Cranes Creek Middle School in 2025'—26; the district is designing a third cohort for later rollout. The ATR grant provided $500,000 for multi'year implementation expenses and state funding provides salary supplements for qualifying positions (a $10,000 supplement for multi'classroom leaders and $3,000 for classroom excellence/team'reach teachers). The district said it has seven multi'classroom leaders in cohort one and expects five to seven more in cohort two.
Public Impact's contract would provide design assistance, professional learning, and a virtual resource portal; district staff said the consultant'led work is intended to build district capacity so Moore County can manage ATR implementation itself after the grant period. The recommended purchase order for consulting services totaled roughly $122,520 for the next phase of cohort design and support.
Board members asked for evidence of effectiveness and cautioned about cost and scale. Trustee Benway asked whether schools might expand the ATR model more quickly; staff replied that phased implementation is intentional to ensure fidelity and long'term sustainability. Trustee Ken Hensley raised questions about how the model funds larger class sizes for some teachers while paying other teachers supplements; staff said the state supplement applies only to certain defined roles and that districts must use local resources to fund any supplements beyond the state minimum.
District staff cited early Friday Institute / state reports that ATR has been associated with higher EVAS math growth in some districts and reported increased teacher satisfaction in participating schools, but said more longitudinal data is developing. Staff emphasized that ATR is intended to retain and extend highly effective teachers'for example, enabling strong teachers to lead teams without leaving the classroom.
The committee recommended board approval of the public impact contract to continue technical assistance; staff will return with ongoing evaluation metrics and a plan to increase district ownership of ATR training after consultants phase out.
