An Annotated Guide to Sample New York State Career Ladder

2

An Annotated Guide to Sample New York

State Career Ladder Pathways

Together, we can ensure that every year, every school has an effective leader

and every classroom has an effective teacher so that every child can learn and

achieve to his or her full potential.

2

Table of Contents

Introduction………………………………………………………………………………………………. 3

An Overview of the Career Ladder Pathways Structure…………………………………………………. 4

Sample Teacher Career Ladder Pathways……………………………………………………………….. 4

Sample Principal Career Ladder Pathways………………………………………………………………. 9

Goals and Objectives Aligned with the Sample Career Ladder Pathways…………………………….... 13

Explanation as to How This Sample Addresses Common Talent Management Challenges…………….15

Walkthrough of the Development of the Sample Career Ladder Pathways…………………………….. 16

Step 1: Conduct a Needs Gap Analysis…………………………………………………………. 16

Step 2: Create Design Principles………………………………………………………………....17

Step 3: Develop Communication and Engagement Strategies………………………………….. 18

Step 4: Provide On-going Training and Support………………………………………………... 19

Step 5: Improve Funding and Sustainability……………………………………………………. 21

Step 6: Continuously Evaluate the Program…………………………………………………….. 22

Appendix: Rubric to Assess Career Ladder Pathways Implementation………………………………… 23

3

Introduction New York State’s sample career ladder pathways for teachers and principals have been developed by the

Office of Teacher and Leader Effectiveness at the New York State Education Department (the

Department). In accordance with New York State’s Plan to Ensure Equitable Access to the Most

Effective Educators 2014-15 and the New York State Career Ladder Pathways Framework, the samples

highlight how Local Education Agencies (LEAs) can establish career ladder pathways to address their

diverse student achievement and talent management needs as part of their systemic use of the Teacher

and Leader Effectiveness (TLE) Continuum (Figure 1).

The sample career ladder pathways address and integrate all aspects of the TLE Continuum as well as

the five common talent management challenges (Figure 2) to improve the quality, quantity, and diversity

of the educator workforce. The samples are designed to utilize educator leaders’ expertise in career

advancement positions to support faculty development and improve student outcomes using research-

proven teaching and learning methods.

Each sample incorporates best practices and research from the $83 million Strengthening Teacher and

Leader Effectiveness (STLE) Grant Program and across the nation. This guidebook is organized by the

Department’s recommended steps for career ladder pathways design and implementation (Figure 3)

which were applied in the development of the samples. In addition, feedback from stakeholder groups,

solicited to develop the State’s career ladder pathways

framework, was used to ensure that diverse educator

perspectives were incorporated in the design of this work.

Annotations are included throughout this guidebook to

highlight how the samples utilize each of the Department’s

recommended steps and resources further described in the

New York State Career Ladder Pathways Toolkit. These

annotations are directed towards a design team, as a

diverse representation of local stakeholders should be

involved in career ladder pathways design and

implementation.

The information within this guide is not meant to be

prescriptive, but rather should be seen as a source of ideas

and promising practice for both LEAs that are newly

developing or those refining their systems. The Department’s Recommended Steps for Career

Ladder Pathways Design and Implementation. (Figure 3)

Figure 2: The Five Common Talent Management Challenges Figure 1: The TLE Continuum

http://www.p12.nysed.gov/accountability/T2/HQT-Equitable.html


https://www.engageny.org/resource/framework-career-ladder-pathways-new-york-state

https://www.engageny.org/resource/the-teacher-and-leader-effectiveness-continuum


https://www.engageny.org/resource/five-common-talent-management-challenges

https://www.engageny.org/resource/improving-practice


https://www.engageny.org/resource/recommended-steps-design-and-implementation

https://www.engageny.org/new-york-state-career-ladder-pathways-toolkit

4

An Overview of the Career Ladder Pathways Structure Figures 4 and 5 below outline a variety of teacher and principal career ladder pathways available within the sample district. These pathways allow

educators to advance in their careers from pre-service to beyond tenure with job-embedded professional development and support. As a teacher or

principal advances in their practice, they become eligible for additional leadership opportunities that extend their reach to more students and

educators. Educators are recognized and rewarded for consistently demonstrating effectiveness, transferring to hard-to-staff and high-need areas, as

well as assuming leadership opportunities. It is important to note that the leadership opportunities described here reflect the current needs of students

and staff in the sample district and may evolve over time.

Sample Teacher Career Ladder Pathways Disclaimer: These samples are deeply informed by promising practices in New York State Local Education Agencies (LEAs). The language included

throughout this document is not prescriptive, but rather illustrative, and the information provided should be seen as a source of ideas.

Figure 4: Sample Teacher Career Ladder Pathways

Resident Teacher

(Pre-Service)

Novice Teacher

Professional Teacher

Mentor Teacher

Teacher Leader

This sample career ladder

pathway structure takes all

teachers within the LEA

into account. This allows

for a clear pathway of

professional development

and advancement for all

educators.

5

Position Minimum Requirements Associated Roles and

Responsibilities Compensation and Incentives Eligibility for Advancement

Resident

Teacher

(Pre-Service)

Pre-service teacher enrolled

in a clinically-rich

preparation program.

Participating in the district’s

clinically-rich resident

teacher program.

Committed to leading their

students to ambitious

achievement outcomes and

continuously enhancing their

own instructional practices.

Complete an internship, field

service opportunities, and

student-teaching with a

Mentor Teacher through the

district’s clinically-rich

resident teacher program.

Actively participate in the

district’s professional

development academy

throughout the year.

Exceptional candidates who

commit to serving in hard-to-

staff subject areas and high

need schools for a minimum

of four years may be eligible

for district incentives, such as

$5,000 early signing and

recruitment awards.

Para-professionals may be

encouraged to earn their

Teacher Certification. Para-

professionals may be eligible

to receive incentives from the

district, such as tuition

reimbursement and $5,000

recruitment awards if they

commit to serve as a teacher

for a minimum of four years

after they receive their

credentials from an approved

teacher preparation program.

Advance to Novice Teacher

when s/he has successfully

completed a pre-service

program, earned a teaching

degree, and demonstrates on-

the-job-effectiveness through

the district’s resident teacher

program with support from

the Mentor Teacher.

Novice

Teacher

Classroom teacher that has

successfully completed the


resident teacher program.


students to ambitious

achievement outcomes and

continuously enhancing their

own instructional practices.

Classroom teacher with

probationary status.

Participate in mandatory

district induction program.



development academy over

the summer and throughout

the year.

Receive four years of formal

mentoring with a content-

specific Mentor Teacher.

Focused on instructional

practice and classroom-based

success.

Compensation based on

contractual rates.

Advance to Professional

Teacher when s/he has four

years of experience and has

received at least three

Effective (E) or Highly

Effective (HE) ratings in the

past three years and is

awarded tenure status.

For sample career ladder

pathway roles and

responsibilities, please see

the tools and resources

under “Create Design

Principles” on the

Recommended Steps in

Design and Implementation

page of the toolkit. For

other examples of teacher

career ladder pathways

models check out the

Career Ladder Pathways

Profiles and visit the STLE

Interactive Map.




https://www.engageny.org/resource/new-york-state-career-ladder-pathway-local-education-agency-profiles


http://www.nysed.gov/stle


6



May begin to take on school-

based leadership roles within

their grade or department.

Professional

Teacher

Classroom teacher with at

least four years of experience.

Received at least three E or

HE ratings in the past three

years.

Received tenure status.

Proven their effective

teaching skills and have led

their students to solid

achievement gains.

Demonstrate an on-going

commitment to their own

learning and improvement,

and have begun to take on

leadership roles.

Classroom teacher with

tenure status.

Receive instructional support

from Mentor Teachers and

Teacher Leaders as needed.

Focused on continuous

professional development and

research-based practice.

Actively participate in a

district Professional Learning

Community (PLC).



development academy over

the summer and throughout

the year.

Eligible to take on leadership

roles within their schools or

at the district level.

Eligible to apply for district-

approved fellowship and

grant opportunities.


contractual rates.

Promising candidates who

consistently demonstrate

effectiveness and

instructional leadership may

be eligible for up to $5,000 in

transfer awards with a

commitment to work in hard-

to-staff and specialty subject

areas, as well as in high-need

or low performing schools.

Encouraged to earn dual

certification in shortage areas

and may be eligible to receive

incentives from the district,

such as tuition

reimbursement.

Eligible to become a Mentor

Teacher when s/he has five


received at least three E or


years.

Mentor

Teacher


least five years of experience.



years.

Demonstrate the district-

determined desired leadership

characteristics and embodies

the district-desired growth

mindset.

A record of exemplary

student achievement.

Professional Teacher roles

and responsibilities.

Support Resident and Novice

Teachers through the

district’s mentoring program.

Serve on the district’s task

force for diversity and

inclusivity and provide

support to new employees of

color as they develop in their

career paths.

Provide support to

$5,000 stipend



effectiveness and









Eligible to serve as a Teacher

Leader when s/he has five


consistently received at least

four E or HE ratings in the

past four years.

Check out Ossining Union

Free School District’s

profile in the toolkit to see

how Mentor Teachers help

first and second year

teachers refine their

instructional practice

through the use of the

TeachLive Avatar Lab.




7



Consistently demonstrate a

deep understanding of

instructional best practices

and may serve as models to

colleagues who are still

developing their skills.

Professional Teachers who

are rated or at risk of

receiving a Developing or

Ineffective rating.

Provide model classrooms

and demonstration lessons.

Contribute to the district


video library.


effectiveness and


be encouraged to pursue

administrator certification.

Those who commit to serve


after graduation from an

approved preparation

program may be eligible to

receive incentives from the


reimbursement.

May be nominated for

external leadership

opportunities.

Teacher

Leader


least five years of experience.

Received at least four E or

HE ratings in the past four

years.

Demonstrate the district-

determined desired leadership

characteristics and embody


mindset.

Lead their students to

demonstrate exceptional

learning gains each year,

regularly exceeding ambitious

achievement goals.

Serve in various leadership

roles within their schools and

extend their reach by

mentoring less-experienced

colleagues.

Professional Teacher roles

and responsibilities.

Based on strengths and LEA

needs, may:

Create professional

development opportunities

Conduct “Learning Walks”

and peer observations in

conjunction with instructional

coaching to provide targeted

professional development.

Lead PLCs based on

identified areas of need.

Lead curriculum and

assessment development with

Principal Leaders.

Lead data-driven instruction

sessions.

Design and implement the


development academy in

$7,000 stipend



effectiveness and










effectiveness and




Those who commit to serve


after graduation from an

approved preparation



effectiveness and




To learn more about PLCs

check out

Transformational

Collaboration: Systemic

Commitment to

Professional Learning

Communities-Webster

Central School District

located under the “Provide

Ongoing Training and

Support” section on the

Recommended Steps in


page of the toolkit.

https://www.engageny.org/resource/initiatives-systems-transformational-collaboration-systemic-commitment-professional










8



collaboration with Principal

Leaders.

Provide targeted support to a

Mentor Teacher.

Lead the district’s clinically-

rich resident teacher program.

Eligible to serve as a peer

evaluator.

Serve as a Multi-Classroom

Leader: support the

development of students and

colleagues across many

classrooms through co-

teaching, co-planning, and by

providing feedback based on

formative observations.

program may be eligible to

receive incentives from the


reimbursement.


external leadership

opportunities.

Check out the Teacher Pay

and Career Paths in an

Opportunity Culture: A

Practical Guide or the

Syracuse City School

District Profile in the

toolkit to learn more about

the roles of Multi-

Classroom Leaders.

http://opportunityculture.org/wp-content/uploads/2014/10/Teacher_Pay_and_Career_Paths_in_an_Opportunity_Culture_A_Practical_Policy_Guide-Public_Impact.pdf






9

Resident Principal

(Pre-Service)

Novice Principal

Professional Principal

Mentor Principal

Principal Leader

Sample Principal Career Ladder Pathways Disclaimer: These samples are deeply informed by promising practices in New York State Local Education Agencies (LEAs). The language included

throughout this document is not prescriptive, but rather illustrative, and the information provided should be seen as a source of ideas.

Figure 5: Sample Principal Career Ladder Pathways

This sample career ladder

pathway structure takes all

principals within the LEA

into account. This allows

for a clear pathway of


and advancement for all

educators.

10



Resident

Principal

(Pre-Service)

Pre-service principal

enrolled in a clinically-rich

preparation program.

Participating in the district’s

clinically-rich resident

principal program.


staff and students to

ambitious achievement

outcomes and continuously

enhancing their own

instructional leadership

practices.

Complete an internship and field

service opportunities with a Mentor

Principal through the district’s

clinically-rich resident principal

program.



development academy over the

summer and throughout the year.

Exceptional candidates,

who commit to serving in

hard-to-staff buildings and

high need schools for a

minimum of four years,

may be eligible for district

incentives, such as $5,000

early signing and

recruitment awards.

Advance to Novice Principal

when s/he has successfully

completed a pre-service

program, received

administration certification,

and demonstrates on-the-job-

effectiveness through the

district’s resident principal

program with support from

the Mentor Principal.

Novice

Principal

Principal that has

successfully completed the


resident principal program.


staff and students to


outcomes and continuously

enhancing their own

instructional practices.

Building principal with

probationary status.

Participate in mandatory district

induction program.

Actively participate in the district’s

professional development academy

over the summer and throughout the

year.

Receive four years of formal

mentoring with a Mentor Principal.


contractual rates.

Advance to Professional

Principal when s/he has four


received at least three

Effective (E) or Highly

Effective (HE) ratings in the

past three years and is

awarded tenure status.

Professional

Principal

Principal with at least four

years of experience.



years.

Received tenure status.

Proven their effective


skills and have led their staff

and students to solid

achievement gains.

Demonstrate an on-going

commitment to their own

learning and improvement,

Building principal with tenure

status.

Receive differentiated support from

Mentor Principals and Principal

Leaders.

Actively participate in a district

Professional Learning Community

(PLC).

Actively participate in the district’s


over the summer and throughout the

year.

May be eligible to serve on select

district-wide committees.


contractual rates.



effectiveness and


may be eligible for up to

$5,000 in transfer awards

with a commitment to

work in high-need or low

performing schools.

Eligible to become a Mentor

Principal when s/he has five


received at least three E or


years.

Check out Taking Charge

of Principal Preparation: A

Guide to NYC Leadership

Academy’s Aspiring

Principals Program, which

includes concrete action

steps, implementation

examples, roles for

participating staff, sample

cost drivers, and a sample

training scope and

sequence.

Check out the Career

Ladder Pathways Profiles

in the toolkit or visit the

STLE Interactive Map for

other examples of principal


models.

http://www.wallacefoundation.org/knowledge-center/school-leadership/principal-training/Documents/Taking-Charge-of-Principal-Preparation.pdf









11



and have begun to take on

leadership roles across the

district.

Eligible to apply for district-

approved fellowship and grant

opportunities.

Mentor

Principal

Principal with at least five




years.

Demonstrate the district’s

determined desired



mindset.

A record of exemplary staff

and student achievement.

Consistently demonstrate a

deep understanding of

instructional leadership best

practices and may serve as

models to colleagues who

are still developing their

skills.

Professional Principal roles and

responsibilities.

Support Resident and Novice

Principals through the district’s

mentoring program.

Serve on the district’s task force for

diversity and inclusivity and

provide support to new employees

of color as they develop in their

career paths.

Provide support to Professional

Principals who are rated or at risk

of receiving a Developing or

Ineffective rating.

Serve as a model school.

Contribute to the district

professional development video

library.

$5,000 stipend



effectiveness and






performing schools.



effectiveness and


may be encouraged to

pursue School District

Leader (SDL) or School

District Business Leader

(SDBL) certification.

Those who commit to

serve as a district leader for

a minimum of four years

after graduation from

approved programs may be

eligible to receive


such as tuition

reimbursement.


external leadership

opportunities.

Eligible to serve as a Principal

Leader when s/he has five


consistently received at least

four E or HE ratings in the

past four years.

Leading for Effective

Teaching: Toolkit for

Supporting Principal

Success, focuses on action

steps that school systems

can take to support

principals as their role

changes in schools that are

implementing new teacher

development and

evaluation systems. This

resource is organized by

suggested action steps and

includes adaptable tools

including: sample

frameworks, a self-

assessment and planning

template, job postings,

screening tools, and

resources to support teacher

leadership.

http://depts.washington.edu/uwcel/PSFTK/Leading-For-Effective-Teaching-Toolkit-Mar8.pdf




12



Principal

Leader

Principal with at least five


Received at least four E or

HE ratings in the past four

years.

Demonstrates the district’s

determined desired



mindset.

Lead their staff and students

to demonstrate exceptional

learning gains each year,

regularly exceeding


goals.

Serve in various leadership

roles across the district and

extend their reach by

mentoring less-experienced

colleagues.

Professional Principal roles and

responsibilities.

Based on strengths and LEA needs,

may:

Create professional development

opportunities.

Conduct “Learning Walks” and

peer observations in conjunction

with leadership coaching to provide

targeted professional development.

Lead PLCs based on identified

areas of need.

Lead curriculum and assessment

development with Teacher Leaders.

Design and implement the district’s


in collaboration with Teacher

Leaders.

Provide targeted support to a

Mentor Principal.

Coordinate and supervise Teacher

Leaders.

Lead the district’s clinically-rich

resident principal program.

Eligible to serve as a peer evaluator.

Provide on-going Annual

Professional Performance Review

(APPR) training on target-setting

within Student Learning Objectives

and calibration training on the

approved evaluation rubrics.

Serve on regional task forces and

committees.

$7,000 stipend



effectiveness and






performing schools.



effectiveness and


may be encouraged to

pursue SDL or SDBL

certification. Those who

commit to serve as a

district leader for a

minimum of four years

after graduation from

approved programs may be

eligible to receive


such as tuition

reimbursement.


external leadership

opportunities.



effectiveness and instructional

leadership are encouraged to

pursue SDL or SDBL

certification.

Check out “The Great

Principals at Scale:

Creating District

Conditions That Enable All

Principals to be Effective

Report and Toolkit.” These

resources include a rubric,

survey, and guiding

questions that can be used

by principals to assess the

current status of their

conditions, and identify

action steps to increase

principal effectiveness.

http://www.bushcenter.org/sites/default/files/gwbi-greatprincipalsatscale.pdf

http://www.bushcenter.org/sites/default/files/gwbi-greatprincipalsatscale-toolkit.pdf

13

Goals and Objectives Aligned with the Sample Career Ladder Pathways Ideally, career ladder pathways should address all aspects of the TLE Continuum (Figure 1) to improve

the quantity, quality, and diversity of the educator workforce in a systemic way. The following

descriptions illustrate how the sample career ladder pathways found in this guide address each

component of the TLE Continuum.

Preparation: Collaboration or formal partnerships between LEAs and Institutions of Higher Education

(IHEs) or other eligible partners.

Established partnerships with clinically-rich preparation programs prepare pre-service educators

to demonstrate effectiveness in hard-to-staff areas and high-need schools.

The district’s clinically-rich resident teacher and principal programs were designed in

consultation with partnering Institutes of Higher Education (IHEs) and complement pre-service

coursework.

Extends the reach of Teacher and Principal Mentors who have a record of exemplary staff and

student achievement, and who consistently demonstrate a deep understanding of instructional

leadership best practices, by facilitating internships and field-service opportunities for Resident

Teachers and Principals.

Recruitment and Placement: Activities to attract the most effective educators to LEAs and the schools

that need them.

Transfer and recruitment awards attract high-performing educators into hard-to-staff and

specialty subject areas, as well as into high-need or low performing schools.

Encourages participation of the most effective educators in dual certification and extension

programs in hard-to-staff and specialty subject areas.

Actively seeks to attract a diverse, highly effective educator workforce by advertising positions

through pre-service programs and on-line using a web-based application and recruiting system.

Nominates the most effective educators to serve in leadership positions on their respective career

ladder pathway with opportunities for advancement that do not require fully leaving their

classroom or building.

Induction and Mentoring: Individualized support for new and early career educators to advance their

professional practice and improve their ability to produce positive student outcomes.

The district’s mandatory induction program ensures consistent and regular support to new and

early career educators, nurturing a culture of collaboration.

Mentors provide individualized job-embedded support for new and early career educators.

The district’s task force for diversity and inclusivity provides support to new employees of color

as they develop in their career paths. This initiative is designed to cultivate a more diverse and

inclusive environment.

Evaluation: Activities and programs to support the continued enhancement of LEAs’ evaluation

systems.

Ongoing Annual Professional Performance Review (APPR) training is provided on target-setting

within Student Learning Objectives (SLOs) and calibration training on the approved evaluation

rubrics.

Regularly scheduled informal, non-evaluative “Learning Walks” and peer observations, led by

Teacher and Principal Leaders, help to identify trends and patterns in instructional practice and

student engagement in order to drive targeted feedback and professional growth opportunities.

Tools and resources to

design and implement

career ladder pathways as

part of the strategic use of

the TLE Continuum are

located in the New York

State Career Ladder

Pathways Toolkit. Specific

tools and resources will be

highlighted in subsequent

pages of this guide.

Check out how UP

Education Network‘s

Bridge Mentoring Program

supports new employees of

color to support their

Diversity and Inclusivity

statement.






http://upeducationnetwork.org/diversity/



14

Teacher and Principal Leaders with a demonstrated deep understanding of instructional practice

and leadership may be trained to serve as peer evaluators under the district’s approved APPR

plan.

Ongoing Professional Development/Professional Growth: Differentiated ongoing support for teacher

and principal effectiveness based on evidence of educator practice and student learning.

Mentor Teachers and Teacher Leaders offer co-planning, modeling, and peer feedback.

Content-specific specialists support curriculum and assessment development, as well as provide

job-embedded coaching.

Professional Learning Communities (PLCs) led by Teacher and Principal Leaders provide

targeted professional development based on trends observed during “Learning Walks” and peer

observations.

The district’s professional development leadership academy that takes place over the summer

and throughout the year provides a framework and coherent sequence of professional

development each year for both teachers and principals.

Performance Management: Use of evaluation data in development, compensation, and employment

decisions.

Data from the APPR evaluation system is used to guide strategic staffing decisions, including but

not limited to pre-service programming, promotion, retention, tenure, supplemental

compensation, differentiated support, and professional development.

Career Ladder Pathways: Opportunities for career advancement for educators identified as Effective

or Highly Effective.

Educators that consistently demonstrate effectiveness are eligible for career and leadership

opportunities, with increased recognition and compensation.

Positions allow educators to positively influence students, school culture, curriculum and

instruction, and advance instructional leadership.

Career ladder pathways extend the reach of the most effective educators to students with the

highest needs, ensuring that all students have equitable access to top talent.

Check out “Career Ladder

Pathways in Greece

Central School District”

materials in the resources

under “Create Design

Principles” on the

Recommend Steps in


page of the toolkit to learn

about how the annual

Greece Leadership

Academy is building the

capacity of teachers and

principals to improve

teaching and learning.




15

Explanation as to How This Sample Addresses Common Talent Management Challenges

Preparation

Formal partnerships with preparation programs adequately prepare pre-service

candidates with the knowledge, skills, and dispositions to demonstrate on-the-job

effectiveness through clinically-rich programming.

Hiring and

Recruitment

The comprehensive talent management system attracts diverse, effective educators

into the field and into career advancement positions, particularly into hard-to-staff

and specialty subject areas, as well as into high-need or low performing schools.

Professional

Development and

Growth

Mentor Teachers and Teacher Leaders leverage their expertise, support their

colleagues, improve their own instructional practice, and hone their leadership

skills through targeted, on-going, and embedded programming.

Selective Retention

Clear protocols and processes to identify, recognize, and reward excellent educators

as well as provide opportunities for career advancement, serve as a strategy to

retain effective educators. The district’s task force for diversity and inclusivity

provides support to new employees of color as they develop in their career paths.

This initiative is designed to cultivate a more diverse and inclusive environment.

Extending the

Reach of Top

Talent to the Most

High-Need

Students

Multi-Classroom Teachers and recruitment and transfer awards help ensure that all

students, especially those in hard-to-staff and specialty subject areas, as well as in

high-need or low performing schools have access to the most effective educators.

Across three Strengthening Teacher and Leader Effectiveness (STLE) Grant cohorts, school districts and

local unions collaborated to develop programs that focus on various elements of a strategically planned

Teacher and Leader Effectiveness (TLE) Continuum and address common talent management

challenges. These sample career ladder pathways were designed to be implemented in collaboration with

teacher and principal associations to transform teaching and learning in the Local Education Agency

(LEA.)

New York State’s Sample Career

Ladder Pathways address the

common talent management

challenges of preparing,

recruiting, developing, retaining,

and providing equitable access to

effective and highly effective

educators.

Figure 2: The Five Common Talent Management Challenges

The toolkit includes

resources to help address

each of these talent

management challenges.

Visit the Five Talent

Management Challenges

page and click on the

embedded links to

download a PDF of tools to

address specific challenges.

LEAs may find it most

helpful to closely study

those profiles of LEAs that

share aims or

commonalities based on

geographic region, need

resource category, student

enrollment, or talent

management

challenges. Click here to

download a PDF that

includes details on each of

these categories for the

LEAs featured in the

profiles.








https://www.engageny.org/sites/default/files/downloadable-resources/2015/Jun/chart_for_the_profile_page_of_the_toolkit_0.pdf






16

Walkthrough of the Development of the Sample Career Ladder Pathways Click the embedded link on each recommended step to visit the page of the toolkit where you can

access resources for that particular step in design and implementation.

Step 1: Conduct a Needs Gap Analysis

LEAs must identify their student achievement and talent management needs by performing a gap analysis in

order to design and implement a model that will result in meaningful change. The details below highlight

indicators examined to conduct a needs gap analysis to develop the sample career ladder pathways.

Gap Analysis:

During the initial planning phases, a design team comprised of diverse stakeholders conducted a needs

gap analysis to identify areas of strength and areas for further development, including but not limited to:

Student Needs:

Student achievement on local and State

assessments

Supports provided to high-need students

Supports provided to students

performing below grade-level

expectations

Implementation of college and career

ready standards and programming

Culturally relevant curriculum

Family and community partnerships

Social and emotional learning

The development of 21st century skills

Talent Management Needs:

The systemic use of the TLE Continuum

(Figure 1)

Educator effectiveness data

Preparation

Hiring and recruitment

Professional development and growth

Selective retention

Extending the reach of top talent to the

most high-need students

In addition, the following factors were assessed to determine school and LEA capacity for career

ladder pathways and full implementation of the TLE Continuum:

Vision, mission, and strategic plan

Labor management collaboration

Requisite partnerships and relationships

with stakeholders and institutes of higher

education

Communications plan for clear and

consistent messaging

Action planning protocols

Flexible or revised schedules and work

space

Diverse, inclusive, and collaborative

environments

Compensation, rewards, and incentives

Training for educator leader supervisors

Job-embedded professional development

plan(s)

Technology and data systems to support

implementation

Educator leaders’ access to select

teacher and student data

Comprehensive systems evaluation plan

A variety of quantitative and qualitative data sources were used to assess each of these areas including

student achievement and educator evaluation data. In addition, site visits, in-person meetings, surveys

and focus groups with the following stakeholders provided a balanced view of the state of the system:

teachers, administrators, central office staff, board of education members, parents, students, and

community and Institutes of Higher Education (IHEs) partners, among others.

Check out the School

Conditions that Support

Informal and Formal

Teacher Leadership

assessment tool and other

resources in the toolkit to

conduct a comprehensive

needs gap analysis.

This LEA uses the

indicators, guiding

questions, and data sources,

in the Department’s “Key

Indicators for Talent

Management Systems,” as

outlined in the State’s

equity plan to assess the

current state of each

component of the TLE

Continuum.

Meaningful stakeholder

engagement is critical to

short term success and

long-term viability of

career ladder pathways.

Check out “The

Development of Career

Pathways in the Greece

Central School District” to

learn about how this district

established strong labor

management collaboration

prior to and throughout


implementation.

Through the use of the New

York State-Adapted

Quality Framework, the

LEA is able to reflect on

APPR implementation at

the local level, gauging

system strength and

determining priorities for

improvement.


http://www.teachers21.org/images/BTLC/Conditions-Required-to-Support-TL-Nov2013.pdf




http://www.p12.nysed.gov/accountability/T2/pdfs/FINALNYSEquityPlan.pdf





https://www.engageny.org/content/development-career-pathways-greece-central-school-district




https://www.engageny.org/resource/new-york-state-adapted-quality-framework



17

Step 2: Create Design Principles

Design principles are the core elements, concepts, attributes, and characteristics of the model or system.

LEAs should think about the roles and responsibilities of educator leaders, the structure of career ladder

pathways, as well as how their career ladder pathways fit into their overarching vision or strategic plan.

The design principles below were intentionally created to address the needs identified in a gap analysis

to develop the sample career ladder pathways.

Design Principle Career Ladder Pathways and Leadership Roles Will:

Focused on

Performance reward instructional excellence and strong student academic outcomes.

Extend the Reach

and Impact

allow educators to expand their scope and responsibility and reach more students,

colleagues, and their community.

Significant and

Meaningful provide educators with significant, meaningful, and aspirational leadership roles.

Professional

Development and

Growth

develop a structure that facilitates peer-led and job-embedded professional

development that supports continuous learning and growth throughout an

educator’s career.

Specialized provide educators an opportunity to specialize in particular skills and areas of

interest and strength.

Transparent and

Consistent

be a transparent and consistent articulation of the leadership opportunities

available within the LEA.

Prestigious and

Accountable

have a rigorous selection criteria and process leading to increased prestige and a

higher level of accountability to achieve outcomes.

Monetary

Recognition

provide additional compensation for additional leadership responsibilities and a

broader scope of work.

Flexible

Sustainable

contain sufficient flexibility so that leadership roles can be tailored by the school’s

leadership team in order to be successfully implemented within the school’s

context and should be sustainable over time.

Encourage

Collaboration

support a culture of collaboration in order to do what is best for students and see

improved outcomes.

Cultivate

Leadership

build the capacity of the LEA to develop and maintain an effective educator

workforce and internal candidates for career advancement positions.

Diversity and

Inclusivity

cultivate an environment that intentionally supports diversity and inclusivity for all

students and increases the quantity, quality, and diversity of the educator

workforce.

Student-Centered

Environment and

Growth Mindset

develop student-centered learning environments that cultivate a growth mindset.

These design principles

reflect the Department’s

core beliefs for career

ladder pathways, as

outlined in the State’s

framework. To learn more

visit the Framework for

Career Ladder Pathways in

New York State page of the

toolkit.

Check out the “Developing

Sustainable Career

Pathways and Leadership

Roles Presentation:

Lessons Learned and

Next Steps” presentation

and video for information

and tools to aid LEAs in the

process of designing and

planning for the

implementation of career

ladder pathways.

Each LEA featured in the

New York State Career

Ladder Pathway Profiles

includes a list of their

design principles. Check

out the profiles in the

toolkit for inspiration.





https://www.engageny.org/file/101006/download/developing_sustainable_career_pathways_and_leadership_roles_presentation.pdf

https://www.engageny.org/resource/engage-envision-elevate-developing-sustainable-career-pathways-and-leadership-roles



18

Step 3: Develop Communication and Engagement Strategies

LEAs must build strong buy-in and support for this work by engaging teachers, central office staff,

principals, local associations, parents, community members, and students as partners in the design and

implementation of career ladder pathways. The communication and engagement strategies outlined

below are used to ensure that stakeholders remain informed and have meaningful opportunities to

contribute to the design and continued enhancement of career ladder pathways.

Communication and Engagement During the Design Process:

Established strong labor management partnerships and collaboration.

Formed a design team, comprised of representatives from diverse stakeholder groups, tasked

with facilitating the design and implementation of career ladder pathways.

Held on-line and in-person focus groups to assess and identify needs, recommend strategies

and program activities, and provide feedback on draft designs.

Regularly communicated updates using a dedicated page on the website, periodic emails, and

the bi-weekly district-wide newsletter. The LEA also established a career ladder pathways

email address for stakeholders to submit inquiries or feedback.

Communication and Engagement During Initial Implementation:

Actively seek to attract a diverse, highly effective educator workforce by advertising

positions through pre-service programs and on-line using a web-based application and

recruiting system. A review committee comprised of teachers, principals, association

representatives and central office staff examines multiple sources of evidence (e.g. artifacts,

videos, and other application materials) and conducts interviews to select Mentor and

Teacher Leaders that demonstrate the desired characteristics and embody a growth mindset.

School and LEA leaders share updates during each leadership meeting.

Established a communications team to share promising practice and updates through local

and social media as well as the LEA’s website.

On-going Communication and Engagement Strategies:

Share and disseminate best practices learned at regional professional development and

networking opportunities to cultivate educator leadership across the State.

Periodic on-line and print surveys provide stakeholders with an opportunity to submit

anonymous feedback.

Educator Leaders share their experiences, resources, and best practices on their own blog and

intranet site as well as during regularly scheduled in-person meetings.

Check out Syracuse City

School District’s

recruitment site We’re All

In, Are You?, which

reaches a greater number of

prospective educators to the

district than traditional

methods.

A well-executed

communications strategy

can minimize the risk of

misinformation

undermining reform efforts.

You can minimize

misperceptions while

maximizing the message of

new possibilities by

providing educators with

accurate information about

changes upfront and

regularly throughout the

process.

Central Square Central

School District’s

Instructional Coaching

Website, an information

and resource hub for the

district’s Instructional

Coaches, includes the

monthly “Coaches

Connection” newsletter.

Each edition features

concrete tools and

resources to help

Instructional Coaches

effectively transform

teaching and learning.


http://joinsyracusecityschools.com/

http://joinsyracusecityschools.com/

http://www.nysed.gov/common/nysed/files/May%202013%20-%20Using%20Assessment%20To%20Drive%20Instruction.pdf

19

Step 4: Provide On-going Training and Support

LEAs should provide initial training and on-going support to teacher and principal leaders as well as

their managers. The training and support outlined below are provided to teachers and principals to

support their growth and development along the sample career ladder pathways.

All educators receive three types of support to help them continuously grow and develop throughout

their careers:

1. Implementation planning helps to prepare educators for new roles and responsibilities.

2. One-on-one support is offered to provide educators with targeted support and coaching.

3. Support in communities allows educators to network and learn from colleagues in similar

positions.

On-going Training and Support for Teachers

Implementation Planning One-on-One Support Communities

Resident

Teacher

(Pre-Service)

The district’s clinically-rich

resident teacher program

provides clinically-rich

training and targeted

instruction to prepare

candidates to excel in

district-determined areas of

need.

New and early career

educators receive

individualized support from

Mentor Teachers.

Teacher Leaders provide

targeted professional

development in Professional

Learning Communities

(PLCs) based on trends

observed during “Learning

Walks” and peer

observations.

Novice

Teacher

Mandatory participation in

the district’s induction

program.

Professional

Teacher*

Every teacher is required to

attend the district’s


academy led by Teacher and

Principal Leaders in the

summer and throughout the

year.

Specialized training is

provided based on the

individual’s

roles/responsibilities.

May receive individualized

support from a Mentor

Teacher.

Mentor

Teacher

Receives individualized

support from a Teacher

Leader.

In addition to the support

above, partake in regional

and national networking

and professional

development opportunities.

Teacher

Leader


support from a Principal

Leader.

* Professional Teachers with demonstrated effectiveness may receive additional training to prepare

for Mentor Teacher or Teacher Leader roles.

Please note: Supervisors of Teacher Leaders receive training through LEA leaders and IHE partners.

The tools and resources

under “Provide On-going

Training and Support” on

the Recommend Steps in


page of the toolkit include

adaptable manuals,

protocols, building plans,

sample activities, and

worksheets for action

planning, among other

resources. LEAs can use

these resources to provide

support to Teacher and

Principal Leaders during

Initial Training. There are

also resources that educator

leaders can use to facilitate

professional learning

sessions with their

colleagues.

Check out “Focus Walk-

throughs and Peer

Coaching in Huntington

Union Free School

District” materials in the

resources under “Create

Design Principles” on the

Recommend Steps in


page of the toolkit to learn

more about this


and evaluation tool.








20

On-going Training and Support for Principals

Implementation Planning One-on-One Support Communities

Resident

Principal

(Pre-Service)

The district’s clinically-

rich resident principal

program provides

clinically-rich training and

targeted instruction to

prepare candidates to excel

in district-determined areas

of need.

New and early career

educators receive

individualized support from

Mentor Principals.

Principal Leaders provide

targeted professional

development in Professional

Learning Communities

(PLCs) based on trends

observed during “Learning

Walks” and peer

observations.

Novice

Principal

Mandatory participation in

the district’s induction

program.

Professional

Principal*

Every principal is required to

attend the district’s


academy led by Teacher and

Principal Leaders in the

summer and throughout the

year.

Specialized training is

provided based on the

individual’s

roles/responsibilities.


support from a Mentor

Principal.

Mentor

Principal


support from a Principal

Leader.

In addition to the support

above, partake in regional

and national networking and


opportunities.

Principal

Leader


support from the Assistant

Superintendent.

* Professional Principals with demonstrated effectiveness may receive training to prepare for

Mentor Principal or Principal Leader roles.

Please note: Supervisors of Principal Leaders receive training through LEA leaders and IHE partners.

Check out New York City

Schools Professional

Learning Handbook and

Professional Learning

Activities and

Collaborative Learning

Through Peer Inter-

visitation: A Toolkit for

Educators in the toolkit for

step-by-step guidance on

the stages of planning,

implementing, and

evaluating professional

development at schools.

http://schools.nyc.gov/academics/commoncorelibrary/professionallearning/plhandbook.htm





http://schools.nyc.gov/NR/rdonlyres/69F61FF7-68F8-4D9C-847C-B7D7DD6A1343/0/IntervisitationToolkit.pdf




21

Step 5: Improve Funding and Sustainability

LEAs should consider all factors associated with the development of career ladder pathways. This

includes costs such as compensation for educator leaders, release time coverage, and professional

development. The costs and strategies below are used to sustain the sample career ladder pathways.

In the sample career ladder pathways, positions are included in their respective teacher and principal

contracts. Central programs and personnel related to career ladder pathways are sustained through the

standard budgetary process using a variety of sources, including:

Federal funds: Title IIA, Transition to Teaching, Teacher Quality Partnership Grants, etc.

State funds: Teacher Opportunity Corps, Teachers of Tomorrow, etc.

Strategic allocation of local funds: (e.g. re-purposed professional development funds, etc.)

A council is tasked with planning for sustainability and is comprised of the following:

Superintendent

Deputy Superintendent

Assistant Superintendent for Finance

Assistant Superintendent for Human

Resources

Assistant Superintendent for Curriculum

and Instruction

1 Teacher Leader

1 Principal Leader

Education association representatives

PTA member

The council reviews evidence of effectiveness and costs to estimate the Return on Investment (ROI) of

program activities and strategies. The team meets regularly to complete the following activities:

Conduct budget trade-off modeling and ROI analysis.

Seek and apply for grant funds.

Analyze use of time, space, and technological support systems.

Teacher Career Ladder Pathway Incentives

Resident Teachers Novice Teachers Professional

Teachers*

Mentor Teacher* Teacher Leader*

$5,000 early

signing bonus for

promising

candidates who

make a 4-year

commitment.

Contractual rate Contractual rate $5,000 stipend

May be

nominated for

external

leadership

opportunities.

$7,000 stipend

May be

nominated for

external

leadership

opportunities.

Principal Career Ladder Pathway Incentives

Resident Principals Novice Principals Professional

Principals*

Mentor Principals* Principal Leader*

$5,000 early

signing bonus for

promising

candidates who

make a 4-year

commitment.

Contractual rate Contractual rate $5,000 stipend

May be

nominated for

external

leadership

opportunities.

$7,000 stipend

May be

nominated for

external

leadership

opportunities.

* Promising candidates who consistently demonstrate effectiveness and instructional leadership may be eligible

for up to $5,000 in transfer awards with a commitment to work in hard-to-staff specialty areas and high-need or

low performing schools. Those who commit to serve for a minimum of four years after graduation from approved

programs may be eligible to receive district incentives such as tuition reimbursement for additional certifications.

Note: All figures included are samples. LEAs should develop compensation models based on their local context.

Check out the Federal

Programs for Pre K–12

Teachers in the toolkit for a

list of possible federal

funds that can be used to

improve the quality of

teachers in PreK-12

classrooms. Some of these

programs aim to attract

prospective teachers to

high-need subjects and

schools, while others are

designed to improve

teacher recruitment,

training, retention, and

compensation.

Check out the Professional

Growth and Support

Spending Calculator or the

Teacher Turnover Cost

Calculator in the toolkit to

help facilitate more

informed conversations

around the associated costs

and benefits of your model.

Check out the STLE

Interactive Map and Career

Ladder Pathways Profiles

in the toolkit to see what

compensation other LEAs

provide their educator

leaders.

The School Budget

Hold’em Exercise provides

an engaging, interactive

way for school leaders

alongside diverse

stakeholders, such as the

council referenced in this

example, to step outside of

the constraints of day-to-

day decision-making to

explore possible ways to

improve LEA performance

while still meeting budget

reduction goals.


http://febp.newamerica.net/background-analysis/federal-programs-k-12-teachers



http://www.erstrategies.org/library/pgs_spending_calculator



http://nctaf.org/teacher-turnover-cost-calculator/

http://nctaf.org/teacher-turnover-cost-calculator/





http://www.erstrategies.org/hold-em

http://www.erstrategies.org/hold-em

22

Step 6: Continuously Evaluate the Program

LEAs should have systems and structures in place to monitor progress and program impact on

measurable goals and outcomes in order to inform refinements as needed. The indicators, processes, and

protocols outlined below are used to assess the impact the sample career ladder pathways have on

teaching and learning over the course of the year the year.

The continuous improvement processes and protocols measure the extent to which the implemented

system functions as designed; intended outcomes are achieved; key stakeholder groups understand and

are involved in the work; and the system is cost-effective and sustainable.

The same areas and their respective indicators used to conduct a needs gap analysis (see Step 1) are

assessed during program evaluation to measure progress.

In addition, the following sources of information are consulted to evaluate the sample:

Data obtained from formal observations and informal Focus Walks and peer observations.

Surveys provided to stakeholder groups to assess program effectiveness and communication

efforts (e.g. educator leaders, teachers, administrators, central office staff, board of education

members, parents, students, community and Institutes of Higher Education (IHEs) partners,

among others).

Budget trade-off modeling and Return on Investment (ROI) analysis.

Feedback and evaluation data for educator leaders.

Individual professional development plans and educator leaders’ self-assessments.

Timeline

The following chart provides a timeline for executing the program evaluation process. It is important to

note that some phases of the process occurred in advance of, or concurrently with, system

implementation to ensure that the appropriate structures were in place to execute a successful evaluation.

The list of data sources is not exhaustive. For more information, please see the Department’s Key

Indicators for Talent Management Systems (See Appendix A in the State’s equity plan) and the Sample

Career Ladder Program Evaluation Process in the toolkit.

Beginning of the Year Mid-Year End –of-Year (EOY)

Phase I: Establish Program

Evaluation Scope and

Framework

Phase II: Data Collection and

Analysis

Phase III: System Assessment

and Phase IV:

Recommendations

Data Collection

Prior year data: rosters,

educator evaluation data,

student outcomes, etc.

Key Indicators for Talent

Management Systems

Budget and ROI analysis

Recruitment surveys

Budget data from schools

and the LEA

Educator surveys

Teacher evaluation data

Student achievement data

Educator surveys

Teacher evaluation data

Student achievement data

Key Indicators for Talent

Management Systems

Budget and ROI analysis

Recommended Steps for Career Ladder Pathways Implementation

The Department’s recommended steps are seen as cyclical. Refinements to any one of the “steps”

are made as needed. Collectively, they are also used as an evaluation tool at a systems-level to

assess implementation as a whole. The rubric provided in the appendix is used to evaluate career

ladder pathways implementation based on the recommended steps. It is used as a discussion tool to

inform improvements.

The LEA recognizes the

importance of ensuring that

key groups within the LEA

understand and are

supportive of the work for

long-term sustainability

(e.g., teachers, principals,

LEA and union leadership,

etc.). For example, check

out the Principal Support

Self-Assessment and

Planning Tool to assess the

extent to which principals

are supported as

instructional leaders.

Career ladder pathways and

supports should be

continuously monitored and

refined for effectiveness

and impact. Check out the

Sample Career Ladder

Program Evaluation

Process in the toolkit. It

includes a sample timeline,

guiding questions,

suggested types of data to

collect, and more.

Program evaluation occurs

regularly, not just at the end

of the year. This allows

staff to make refinements

as needed to ensure

measurable goals and

outcomes are met.

The indicators, guiding

questions, and data sources,

in the Department’s Key

Indicators for Talent

Management Systems(See

Appendix A in the State’s

equity plan), used to

conduct a needs gap

analysis are also used to

measure progress and

summative evaluation of

efforts.




https://www.engageny.org/file/101126/download/sample_career_ladder_program_evaluation_process.pdf


http://info.k-12leadership.org/hs-fs/hub/381270/file-1037950880-pdf/documents/PSF-planning-template-10-2-12.pdf?t=1432655968974









23

Appendix: Rubric to Assess Career Ladder Pathways Implementation

This rubric can be used as a discussion tool to assess career ladder pathways implementation based on the Department’s recommended steps.

Recommended Steps Transforming Functioning Emerging Under-developed

Conduct a Needs Gap Analysis

1. Identified student

achievement needs

2. Identified talent management

needs

3. Makes clear connection

between student

achievement and talent

management needs

The LEA has thoroughly

reviewed a variety of LEA-wide

and disaggregated student

achievement and talent

management data to understand

their needs comprehensively,

making clear connections

between student achievement and

talent management needs.

The LEA has reviewed a variety

of LEA-wide and disaggregated

student achievement and talent

management data to understand

their needs.

The LEA has reviewed some

LEA-wide and/or disaggregated

student achievement and talent

management data to leading to an

incomplete understanding of

their needs.

It is not clear that the LEA has

conducted a complete needs

assessment. The LEA is only

able to provide anecdotal or very

limited student achievement and

talent management data.

Create Design Principles

1. Roles and responsibilities for

career ladder pathway

positions align to identified

student and talent

management needs

2. Articulates a comprehensive

career pathway that includes

progressive responsibility

from novice to leader, rather

than “one-off positions” that

are limited in reach and

designed without intentions

of sustainability

3. Evidence of intentionality;

career ladder pathways fit

into the LEA’s overarching

vision, mission, and strategic

plan

The LEA can articulate and

provide strong evidence of

design principles for their career

ladder pathways that are aligned

to clear, progressive roles and

responsibilities that will help

address identified needs. It is

evident that the career ladder

pathways model is intentionally

designed to create leadership

opportunities for educators

throughout their career that

expand the reach of the most

effective educators. There is

direct alignment between career

ladder pathways and the LEA’s

overarching vision, mission, and

strategic plan.

There are clear roles and

responsibilities that align with

identified needs. The career

ladder pathways model provides

progressive leadership

opportunities for educators

throughout their career. There is

some direct alignment between

career ladder pathways and the

LEA’s overarching vision,

mission, and strategic plan.

There are roles and

responsibilities outlined, but

some may be unclear or not

aligned with identified needs,

and may not be differentiated on

the career ladder pathway. The

career ladder pathways model

seems to be based upon

positions, rather than a pathway

of leadership opportunities for

educators throughout their career.

The career ladder pathways

model seems to conflict with the

LEA’s mission, vision, or goals;

evidence does not support a

direct connection.

Roles and responsibilities are not

clearly defined and are not based

on selective criteria. The LEA

has listed a variety of roles and

responsibilities but has not

developed a framework of

leadership opportunities. The

career ladder pathways model

does not align with the LEA’s

mission, vision, or goals.

24

Develop Communication &

Engagement Strategies

1. Stakeholders engage in the

design of career ladder pathway

model.

2. Stakeholders engage

throughout implementation of

career ladder pathways.

3. Ongoing communication

relaying progress, impact, and

outcomes that fosters a sense of

buy-in from all stakeholders.

The LEA has engaged a variety

of stakeholders meaningfully in

career ladder pathway design and

implementation. The LEA uses a

variety of effective tools and

strategies to engage stakeholders

in one and two-way

communication that is analyzed

and considered by the LEA for

continuous improvement. There

is clear evidence that stakeholder

engagement has been maintained

beyond initial design phases.

The LEA has engaged some

stakeholders in career ladder

pathway design and

implementation. The LEA uses

some tools and strategies to

engage stakeholders in one and

two-way communication, but

does not necessarily monitor for

effectiveness. There is some

evidence that stakeholder



The LEA has engaged some


pathway design. There is some

communication with

stakeholders, but it is

inconsistent and not monitored

for effectiveness. There is little to

no evidence that stakeholder



The LEA did not engage


pathway design or

implementation. There is little to

no communication with

stakeholders about ongoing

work.

Provide On-going Training &

Support

1. Those serving in leadership

positions are provided targeted

training and support in

preparation of their roles.


positions are provided one-on-

one monitoring, support, and

coaching while serving in the

roles.


positions are able to build a

network of professionals,

participating in a community of

teacher or principal leaders.

The LEA has robust training,

orientation, and onboarding for

teacher and principal leaders as

well as their supervisors. As

applicable, central office

staff/those managing career

ladder pathways have received

adequate training and support to

build capacity for career ladder

pathways implementation in the

LEA. Training is provided in

preparation for implementation,

one-on-one, as well as in

communities for educator leaders

to support one another. Support

is embedded and ongoing.

The LEA has training,


teacher and principal leaders.

Support and training is provided

in preparation for

implementation, one-on-one, as

well as in communities for

educator leaders to support one

another. Support is embedded

and ongoing.

The LEA has some training,


teacher and principal leaders, but

it is not comprehensive. Some

support/training is provided in

preparation for implementation,

but it is focused more on

communities than it is

individualized and differentiated.

Some ongoing support is present,

but it is inconsistent and not

systematic.

The LEA has little to no training,

orientation, or onboarding for

teacher and principal leaders.

Training does not appear

comprehensive and does not

reach all career ladder pathway

participants. Little to no

support/training is provided in

preparation for implementation.

Little to no ongoing support is

present.

Improve Funding &

Sustainability

1. Career ladder pathway

positions are established as roles

that have been collectively

bargained.

2. Positions are supported

through the LEA’s general

budget.

3. LEA articulates a plan for

continued partnerships.

Career ladder pathway positions

are established as roles that have

been collectively bargained and

will be sustained. The LEA has

identified sustainable funding

streams for career ladder

pathways from consistent sources

(i.e., not contingent upon grants).

The LEA is able to articulate a

well thought-out plan for

continued partnerships.

Some career ladder pathway

positions are established as roles

that have been collectively

bargained and will be sustained.

The LEA has identified

sustainable funding streams for

career ladder pathways which

includes a mixture of district-

level and grant funding sources.

The LEA is able to articulate a

plan for continued partnerships

that could use further

development.

The LEA has committed to

continuing some career ladder

positions but they are not

collectively bargained and may

be contingent upon grant

funding. The LEA has identified

some possible funding streams

for career ladder pathways which

rely more heavily on external

sources of funding. The LEA has

some plans for continued

partnerships, but they are not

well articulated.

The LEA is unsure of which

positions will continue, if any. If

the LEA has identified some

possible funding streams for

career ladder pathways, they are

solely external. The LEA has not

articulated plans for continued

partnerships.

25

Continuously Evaluate the

Program

1. Measureable goals and

outcomes align to identified

student, talent management,

and programmatic needs.

2. Systems, structures, and

processes are in place to

assess needs, monitor

progress, and measure

impact.

3. Synthesize and codify data

collected to inform

continuous improvements.

Rigorous, yet realistic

measureable goals and outcomes

align to identified student, talent

management, and programmatic

needs. Multiple systems,

structures, and processes are in

place to assess needs, monitor

progress, and measure impact.

The LEA regularly synthesizes

and codifies data collected to

inform continuous

improvements.

Measureable goals and outcomes

align to identified student, talent


needs. Systems, structures, and

processes are in place to assess

needs, monitor progress, and

measure impact. The LEA

synthesizes and codifies data

effectively, however, at

intermittent times only (i.e.

beginning and end of

year/program).

The LEA has identified goals,

however, the outcomes may not

be measurable and there may not

be a direct alignment to

identified student, talent


needs. There are very limited

systems, structures, and

processes in place to assess needs

and measure impact. The LEA

does not have a system to

monitor progress, and/or they are

not effectively using the data

collected.

The LEA has not identified goals

or measureable outcomes. There

are no systems, structures, or

processes in place to assess needs

and measure impact.