Traditional professional development and school improvement initiatives are often top-down. Administrators set the agenda, external experts deliver sessions, and teachers are positioned as passive participants. The result? Low engagement, limited relevance, and wasted opportunities.

Promoting teachers solely on years of service is outdated and unfair. Drawing on the Peter Principle, research from Tanzania, and Mississippi First’s work, the post argues that schools need advancement systems based on impact, skills, and aspirations—not tenure. Multiple career ladders (specialist and leadership) keep teachers engaged, reduce turnover, and make schools stronger.

Most schools assume teachers are only motivated by a love of teaching and students. In reality, teachers have different “currencies” — mastery, influence, innovation, connection — that drive them in their work. Schools that recognize these drivers and build multiple career ladders (not just administration) can unlock teacher engagement, retention, and long-term profitability.