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Board discusses expanding 'aspiring leaders' pipeline to service personnel
Summary
Board members and staff described the district's Aspiring Leaders program (monthly cohorts, book studies, action-research projects) and discussed expanding the pipeline to include cafeteria staff, bus drivers and custodians, with possible college partnerships to support certification pathways.
Board members and staff used the work session to review the district’s Aspiring Leaders leadership pipeline and to discuss expanding it to include service personnel.
Staff described the program’s structure: monthly cohort meetings, book studies, leadership scenarios and an action-research project addressing a school-level problem. Staff and board members said the program has produced candidates for administrative and teacher-leader roles and provides a defined path for employees who want to grow into leadership positions.
Several board members urged extending the program to service personnel — bus drivers, cafeteria managers, custodians and mechanics — arguing these employees already perform leadership tasks and would benefit from structured development and recognition. "We have a gold mine if we capitalize on it," one board member said, urging the district to ‘‘grow our own’’ from existing staff.
Board members also asked whether the program can be tied to administrative certification or college credit. Staff said the district has pursued partnerships (the presentation referenced work with Marshall University on elementary-math credentialing) and will explore further opportunities so program coursework could count toward certification or college credit where possible.
Mr. Pence (who said he coordinates the Service Personnel Association committee) noted there is funding for service training and suggested the district use those funds to support professional development and recognition. Staff said they will present a proposed structure for expanding aspiring-leaders supports for service personnel in January 2026.
Board members emphasized alternative-certification pathways for long-term aides or staff who want to move into teaching or administrative roles and noted the value of local, hands-on credentialing. The conversation was framed as planning and direction; no formal board action was taken during the work session.
