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District drafts 'leadership positions' memorandum to broaden how teachers qualify for career-ladder advancement
Summary
Superintendent presented a draft memorandum that would expand what the district counts as leadership for teacher career-ladder progress, potentially enabling more certified staff to reach Advanced Professional status; rollout and retroactivity remain under discussion.
Superintendent Sean presented a draft memorandum that lists district-recognized "leadership positions" teachers can record on the district career-ladder (CLDS) reporting form. The memo distinguishes roles required by state code (instructional specialist, mentor, curriculum assessment committee member, team/committee leadership, data coach) from district-designated duties (RTI coordinator, assessments lead, social media/ed-tech roles, department chairs, event-management lead, building leadership team member, district-level committee membership).
Why it matters: leadership designations contribute to a teacher's path toward Advanced Professional (AP) status, which can change salary placement; expanding the district's list affects who becomes eligible to move from Proficient (P) to AP over multi-year timelines.
Details and rollout: the superintendent said the memorandum is draft and that the district will communicate the list at the start of a school year so principals and staff know which duties qualify for a leadership checkbox on the CLDS report. He emphasized that the leadership designation is separate from any leadership premium (the district's pay differentials) and that designation itself does not automatically create immediate pay; AP movement also requires meeting distinguished evaluation markings over required years. The superintendent provided the board a spreadsheet of 59 certified staff currently at P5 who have not progressed beyond P5; he noted AP eligibility rules (years of service and distinguished markings) and said achieving AP normally requires meeting both leadership and evaluation standards over a multi-year window.
Next steps: the superintendent will finalize the memorandum after incorporating suggested edits and will provide principals with language to check the leadership box in the CLDS form for qualifying duties beginning with the next reporting cycle.
Ending: Board members thanked the superintendent for the draft and for clarifying the difference between designation and pay, and asked for a final memorandum and communication plan to send to schools.
