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IBB debates salary-lane movement and AP leadership definitions; no contract change adopted
Summary
The IBB group discussed limits on salary-lane movement, whether to offer financial incentives to reach the advanced-professional rung, and how to define leadership for AP qualification, but did not adopt contract changes.
Members of the Moscow School District IBB group spent substantial time discussing how teachers move on the salary schedule ("lanes" or "columns") after graduate credits, and whether the district should limit year-to-year movement or reshape incentives tied to the advanced-professional (AP) rung.
Options considered included: a maximum of one lane movement per year, a maximum of two lanes per year, keeping the current unlimited movement, redefining leadership positions that count for AP eligibility, encouraging (rather than financially "incentivizing") teachers to pursue AP distinctions, and a planning option asking teachers to state their intention to submit credits to aid budgeting.
No option was adopted as an immediate contract change. Participants repeatedly returned to a core question the group identified as missing: objective criteria for what counts as leadership and for evaluating the quality or rigor of accelerated degree pathways. One participant said of the term "incentivize": "Incentivize to me means monetary."
Why it matters: lane movement affects salary calculations and district payroll planning; the AP rung can carry significant extra compensation when teachers qualify. IBB members were concerned that rapid lane movement might outpace budget projections and that the district and union lack shared criteria for judging whether a quick degree pathway should be treated the same as a traditional, longer program.
Discussion vs. decision: this item was framed as discussion and problem-definition rather than a decision. Directions were set: the district will convene administrators to draft a clearer district list of positions/activities that count as leadership for AP purposes; the union and district agreed to explore mentoring and communication strategies to help teachers understand the AP pathway; the parties committed to continue the conversation rather than impose a lane limit without shared criteria.
Next steps: district administrators will compile examples of leadership activities that could count toward AP leadership at the district level and share them with IBB; the union and district will explore mentoring, evaluation feedback, and communication to help teachers pursue distinguished/AP status; the group did not set a final timeline for potential contractual change.
