Chandler Unified to convert some media and tech roles into career-literacy teachers; pilots expand to 13 schools
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Summary
District leaders said 13 schools currently teach career-literacy standards and recommended combining certified media and technology teacher roles at elementary schools into a single career-literacy teacher position to preserve project-based instruction while reducing certified staffing in some media centers.
District instructional leaders described a programmatic shift that would combine elementary certified media specialists and technology teachers into a single "career literacy teacher" position at many campuses as part of staffing- and cost-reduction measures.
Dr. Ecker said the career-literacy standards come from the Arizona Department of Education and that the district expanded implementation from a three-school proof-of-concept to 13 schools this year. She described career literacy as a K–12 pathway for work-readiness skills embedded in a specials rotation that keeps 40 minutes per specials block and supports project-based, design-thinking learning. "In 2025, 2026, which is this year, we have 13 schools that are teaching career literacy standards," Dr. Ecker said.
The recommendation would change some junior-high media staffing (increasing classified media-assistant hours and reducing certified media specialist roles) and create one career-literacy certified role at elementaries. Dr. Ecker said the job is intended to integrate media, technology and career-literacy standards rather than remove library resources: "That is not the intent" regarding concerns that collections or robotics resources would be unused.
District leaders acknowledged that implementing this shift will require training, planning time and campus-wide commitment. They said they will provide release days, coaching and a job description the board can review. Miss Berry and others stressed the district’s intent to preserve teacher planning time and to avoid reducing student-facing instructional staff where possible.
Board members said they wanted assurances that reading interventions and other student supports would be preserved and that innovation in reimagined media spaces would not falter without dedicated certified staff. District staff said Title-funded reading specialists for Title schools would continue and that campuses implementing career literacy will need collaborative planning to sustain program quality.
The district will present the career-literacy job description to the board and continue to consult media specialists as the model is refined.
