SCOTTSDALE SCHOOL DISTRICT CAREER LADDER PLAN
2008 - 2009

1. Introduction - Mission Statement
The mission of the Scottsdale Career Ladder Program is to increase student growth through teaching excellence. We are committed to realizing our mission by: attracting and retaining talented teachers, and recognizing and compensating them for their excellence; encouraging performance at increasingly higher and broader skill levels; providing leadership, support and standards for professional growth and development; fostering sharing and collaborating; challenging Scottsdale educators to be on the leading edge of teaching and learning; and supporting the District's goals.

2. Structure
The Scottsdale plan consists of four levels: Entry Level, Professional Level 1, Professional Level 2 and Professional Level 3, with three steps at each professional level. The plan has an entrance procedure, allows for vertical movement on the ladder, and has an appeal process.

3. Criteria for Placement and Advancement
A minimum of one year teaching experience in the District is required prior to being placed on Professional Level 1, 2, or 3. Specific and minimum criteria for teaching performance, evaluation of student progress, and higher level teaching responsibilities have been determined for placement and maintenance at each of the levels. To be placed or remain on Professional Level 1, 2, or 3, the participant must successfully meet these minimum requirements. In addition, the participant accumulates points to determine which step he/she will be placed on within the level. Points are earned by: a) score on the Career Ladder Instrument (CLI), b) score on the Student Progress Instrument (SPI), and c) Higher Level Teaching Responsibilities.

Movement on the Scottsdale Career Ladder shall be conditional and based on the evaluation requirements. A participant may:
a) Advance to a higher level on the ladder, once he/she meets the requirements of that level.
b) Remain on a given level of placement as long as the requirements for that level are maintained.
Participants who fail to meet the standards for their particular level of placement will be placed at the lower level for which they have qualified. A participant may initiate voluntary exit from the ladder. If a teacher leaves the ladder to return to the traditional salary schedule, reapplication may be made for participation in a future school year.

4. Teacher Evaluation System
Two assessment instruments, the Teacher Performance Assessment Instrument (TPAI) and the Career Ladder Instrument (CLI), are being utilized in evaluation of participants' teaching performance. The TPAI is the teacher evaluation system which is annually submitted to the state and is completed by a building administrator after a minimum of two observations, announced and unannounced. The CLI is the instrument that was developed for Career Ladder participants and is based on a differentiated criteria evaluation. It is completed by two peer evaluators after at least two announced observations and a series of pre- and post- conferences. Minimum point requirements for the CLI are as follows: Level 1 - 45, Level 2 - 51, and Level 3 - 55.5.

5. Pupil Progress Component
Evaluation of Teacher's Pupil Progress consists of Planning and Assessment. Evidence of student progress must be measurable and adhere to specific guidelines. Each participant must create an integrated course of study to be implemented within the teaching environment, and complete a Student Progress Assessment Report. The SPAR must include specific outcome(s), description of target group, explanation of activities for students, including remediation, enrichment, and differentiation, and sample(s)/descriptions of assessment(s) to be used to document student growth. Teachers must provide an analysis of their student growth data, and provide narrative on how the course of study impacted the students and contributed to the school improvement plan. They must also provide a reflection on how their course of study impacted their own professional growth as well as what revisions would be made for future use.

Student Progress Assessment Reports will be scored by teams of SPAR Readers using the Student Progress Instrument (SPI) after the end of the school year. Minimum point requirements for the SPI are as follows: Level 1 - 21.60, Level 2 - 24.48, and Level 3 - 27.36.

6. Instructional Responsibilities
As participants advance through the plan, they are required to complete increasingly higher levels of instructional responsibilities as follows: Level 1 - 16 hours (2 points), Level 2 - 24 hours (3 points), Level 3 - 32 hours (4 points). At least 6 of these hours must be in professional development activities. In order to meet the higher level teaching responsibilities (HLTR) requirement, activities must contribute to improvement of curriculum and/or instruction, student affective growth, teacher professional growth, and/or a collaborative environment.

7. Compensation System
Career Ladder salaries will be awarded based on participants' abilities to demonstrate advanced teaching skills, increased professional cooperation, documented student academic progress, and additional commitment to our district. When a participant successfully meets the minimum requirements within the appropriate level, he/she then qualifies for a step on that level based on accumulated points. Points are awarded for the participant's scores on the CLI and SPI, and higher level responsibilities.

A participant's salary amount may not exceed the amount called for by his/her level and step placement. Due to limited funding, the amount of salary increase will be capped. The figures shown on the Career Ladder Salary Schedule are "target" salaries and represent the maximum salary amount for each without application of caps. Caps are determined by adding a fixed baseline dollar figure and a variable percentage of the difference between the Career Ladder Salary and the District traditional salary amount.

8. Program Administration
Our Career Ladder Steering Committee, which includes teachers, administrators, governing board member, and parent, meets as needed. The committee's primary function is to advise Career Ladder personnel regarding the ongoing implementation of the program. A Career Ladder Specialist, Lead Peer Evaluator and secretary coordinate the day to day operations of managing the Career Ladder Plan, and eight peer evaluators administer the evaluation of participants' teaching performance.

9. Program Review and Evaluation
The Career Ladder Steering Committee is responsible for conducting periodic review and evaluation of the program. Participant surveys, along with input from the Peer Evaluator team and Career Ladder Communication Council, are used to develop recommendations for refinement of the program.

10. Professional Development/Leadership Opportunities
The Career Ladder Program is working in partnership with the District's curriculum specialists to enhance the overall program of the District by providing staff members opportunities to improve their teaching and leadership skills. In addition, courses/workshops which will assist teachers in meeting the requirements of the Career Ladder Plan are being offered, with emphasis on the Career Ladder Instrument (evaluation of teaching performance) and Student Progress components.

11. Communication Model
Good communication continues to be a top priority for the program. A Career Ladder Communication Council meets monthly to ensure that accurate and up to date information and materials are getting into each school. Orientations for participants were offered at the beginning of the school year, and a series of presentations, newsletters and workshops are being provided throughout the year.

12. Impact of the Program on Student Progress
Our District Evaluation and Assessment department has compiled a report of indicators of success for the Scottsdale School District which shows growth in a variety of ways. Information from this report is included in our annual reapproval application to the Department of Education.