Human Capital
101
Providing Career Growth Ladders
National Comprehensive Center for Teacher Quality
Research finds that many teachers leave the profession because they feel stifled by a flat career trajectory that
prevents them from making a difference beyond their classrooms. This is the case even more so for the incoming
cohort of teachers (Berg, et al., 2005). A recent survey of Generation Y teachers (i.e., those born between 1977-
1995) found that nearly all Generation Y teachers planned to remain in the education field for life, but only half
of them wished to remain classroom teachers for life (Coggshall, Ott, Behrstock, & Lasagna, 2009). Teachers, par-
ticularly as they reach the second stage of their careers (i.e., the decade after tenure), wish to continually explore
new challenges and growth opportunities while at the same time keeping one foot in the classroom.
Providing career growth ladders for teachers has multiple meanings in policy and practice ranging from a series
of advancement opportunities for teachers both in and outside the classroom as well as tiered approaches
to licensure. True career ladders recognize the progression from novice teacher status to proficient, profes-
sional, and eventually master or expert teacher status. Each phase of growth comes with changes in teachers’
responsibilities, expectations, supports, and rewards. An example of such a career growth ladder is the Teacher
Advancement Program (TAP). The TAP model differentiates between career, mentor, and master teachers, who,
based on their individual interests and abilities, are held to differentiated standards, compensated differen-
tially, and take on decision-making responsibilities as part of a school’s Leadership Team (Teacher Advancement
Program Foundation, n.d.). Teacher career growth ladders may include such teacher leadership positions as
mentor, coach, or specialist. Incentives or leadership responsibilities based upon achievement of National Board
Certification can also contribute to a meaningful career trajectory for teachers. Career growth ladders may also
extend to non-teacher staff, such as paraprofessionals and teachers’ aids. Through the use of “grow-your-own”
programs, these staff members can be encouraged to become teachers, particularly in areas where there are
shortages (Fritz, Cooner, & Stevenson, 2009; Mollenkopf, 2009). Because non-teacher school staff are already
acquainted with the community and often know its culture and needs well, providing resources and support for
their teacher training is often a worthwhile investment (Hayes, 2009).
Action Principles
For District
Define the expectations and responsibilities of different positions along a career ladder.
1.
Create a system of incentives, including monetary and non-monetary rewards, to encourage teachers to
2.
advance along this career path.
With their input, customize career ladders for individual teachers, based on their interests and skills.
3.
Advertise the career ladder at the time of recruitment to increase interest in the district.
4.
Create a “grow-your-own” teacher preparation program to assist paraprofessionals and teachers’ aids in
5.
becoming teachers, especially for high-need areas like math, science, and special education.
Establish a system to evaluate teacher retention and satisfaction with the various career advancement
6.
opportunities.
References
Berg, J. H., Charner-Laird, M., Fiarman, S. E., Jones, A., Oazilbash, E. K., & Johnson, S. M. (2005).
Cracking the mold: How
second-stage teachers experience their differenfiated roles. Cambridge, MA: Project on the Next Generation of Teachers.
Retrieved from http://gseweb.harvard.edu/~ngt/CrackingtheMold_WebVersion.pdf
Coggshall, J., Ott, A., Behrstock, E., & Lasagna, M. (2009).
Supporfing teacher effecfiveness: The view from generafion Y.
Naperville, IL and New York: Learning Point Associates and Public Agenda. Retrieved from http://www.learningpt.org/
pdfs/Oct29WhatWorksPresentation.pdf
Fritz, A. E., Cooner, D., & Stevenson, C. (2009). Training new content area secondary teachers to teach literacy: the univer-
sity/public partnership.
Reading Improvement, 46(1), 19–28.
Human Capital
102
Guthrie, J., Rowland, C., & Sexton, S. K. (2006).
Creafing a 21st century policy framework for teacher compensafion in Iowa.
Naperville, IL: Learning Point Associates and the Institute for Tomorrow’s Workforce. Retrieved from http://www.edcomp.
org/uploadedFiles/Content/Research_and_Reports/Iowa%20Report%20to%20Legislature.pdf
Hayes, K. (2009).
Key issue: Recruifing teachers for urban and rural schools. Washington, DC: National Comprehensive Center
for Teacher Quality. Retrieved from http://www.tqsource.org/publications/KeyIssue_RecruitingUrbanRural.pdf
Mollenkopf, D. L. (2009). Creating highly qualified teachers: Maximizing university resources to provide professional devel-
opment in rural areas.
The Rural Educator, 30(3), 34–39.
Silva, E. (2009).
Teachers at work: Improving teacher quality through school design. Washington, DC: Education Sector.
Teacher Advancement Program Foundation (n.d.).
Understanding the Teacher Advancement Program. Retrieved from http://
www.infoagepub.com/products/downloads/tap_overview.pdf
National Comprehensive Center for Teacher Quality. (2007, October).
Tips & tools, key issue: Enhancing teacher leadership.
Retrieved from http://www2.tqsource.org/strategies/leadership/EnhancingTeacherLeadership.pdf
www.tqsource.org
