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District reports ATPPS teacher-leadership program saw positive staff feedback; 71% met team goals
Summary
District staff presented the ATPPS (teacher leadership/compensation) annual report June 24, citing strong teacher feedback and professional learning community (PLC) impacts but a slight drop to 71% of staff meeting team goals from 75% the prior year; recommendations include expanded PD, data training and EduClimber rollout.
Roseville Area Schools’ assistant principal and ATPPS lead presented the ATPPS annual report on June 24, summarizing program components, survey feedback and recommendations.
ATPPS is a voluntary program that integrates career advancement (lead teachers), job‑embedded professional development, the district teacher development and evaluation (TDE) system, and performance pay tied to site or team goals. Presenters said state statute requires the district to present an annual implementation and effectiveness report to the board.
Staff reported positive survey results: 90% of respondents agreed that collaborative teams regularly use discussion or assessment tools; 88% that teams regularly analyze assessment data; and 83% that teams assess work samples to improve instruction. Among lead-teacher feedback, 84% said their lead teacher helped build team capacity and 88% said lead teachers built relationships to create inclusive environments. Administrative feedback showed 96% of principals agreed their principal sets high expectations for culturally responsive instruction.
ATPPS impact measures showed high positive responses on professional growth metrics (for example, 97% reported a positive impact from PLC work on data analysis to guide instruction; 98% reported positive impact on sustaining collective responsibility for students). For effectiveness, 71% of Roseville staff met their team goals in 2024–25, down from 75% the previous year; four of 12 sites met their site goals in 2024–25.
Recommendations staff presented include strengthened team norms, scheduled time for lead teachers to analyze data and coach teams, targeted PD for lead teachers and principals focused on coaching for equity, data and assessment literacy in preparation for the EduClimber data system rollout, and continued literacy work at the elementary level.
Board members asked clarifying questions about goal rigor, whether the staff survey was anonymous (presenters confirmed it was) and whether the consistently dissatisfied minority (about 15%) had identifiable themes. Staff said the data are shared with principals and central office leaders for local reflection and action. The board thanked staff for the report and recommended continued emphasis on data literacy and equitable grading practices.
