Why schools need more than one career ladder – specialist vs. leadership roles
- Joel Abel
- 6 days ago
- 2 min read
Walk into almost any teacher training or staff meeting and you’ll hear the same phrase: “We do this for the love of teaching. For the students.”
And that’s true. But it’s not the whole truth.
Teachers are not a monolith. While many are deeply motivated by student relationships, others are driven by different “currencies” — values that shape how they work, grow, and thrive in schools.
Understanding these drivers is the key to keeping teachers engaged and unlocking their potential.
Teachers Have Different Currencies
Some teachers thrive on mastery — the joy of deepening their subject knowledge or perfecting a lesson plan. Others value influence — mentoring colleagues, shaping curriculum, or driving whole-school initiatives.
There are teachers motivated by innovation, always seeking new technology or fresh approaches. Some are drawn to leadership, eager to organize, guide, and make decisions. And yes, many are motivated by connection with students, the relational heartbeat of the profession.
The mistake schools often make is assuming there’s just one currency: love of teaching.
Why One Ladder Doesn’t Work
When schools only offer one path for advancement — usually into administration — they force teachers to trade away their currency.
The mastery-driven teacher has to give up teaching time to attend meetings.
The innovator loses classroom experimentation for budgeting spreadsheets.
The relational teacher is pulled out of student life into office logistics.
The result? Disengagement. Frustration. Turnover.
Multiple Ladders Unlock Potential
By building specialist roles alongside leadership roles, schools can harness these different currencies.
Mastery: Curriculum specialists, instructional coaches, assessment leads.
Influence: Mentors, professional learning leaders, department experts.
Innovation: Technology integration specialists, STEAM coordinators.
Connection: Pastoral leads, student engagement coordinators.
Each path recognizes that teachers bring different strengths — and that schools benefit most when those strengths are cultivated, not sidelined.
What This Looks Like in Practice
A career ladder system, like those outlined in IU13’s career ladder models, ensures teachers don’t have to choose between “stay the same” or “become an administrator.” Instead, schools formalize advancement through:
New responsibilities that align with a teacher’s currency.
Recognition and compensation for growth.
Opportunities to deepen impact while remaining in the classroom.
This doesn’t just serve teachers — it serves schools. When teachers are engaged at the level of their values, they’re more effective, more loyal, and more profitable for the organization.
Conclusion
The love of teaching is real. But it isn’t the only driver. Schools that recognize multiple currencies — and create multiple ladders for advancement — keep their best teachers thriving.
Because when you invest in what drives your teachers, you unlock what drives your school.
Teacher-first management means building structures that match the many ways teachers bring value.
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