This policy advocacy paper, the third part of a series on professional development (PD) in the charter management organization KIPP NYC, argues for the development and implementation of a Teacher Career Pathways structure. The recommended policy change would recognize senior and master teachers who plan to remain in the classroom for the longevity of their careers. This structure allows teachers to design their own professional development plans, provides them with a stipend to participate in high-quality PD, and expands their reach to other teachers who will in turn benefit from the former’s instructional leadership. This advocacy document analyzes the educational, economic, social, political, moral, and ethical need for such a change. After describing the policy, it examines the challenges that may result from its implementation. Implementation and assessment plans are also described.
","abstract_html":"<p>This policy advocacy paper, the third part of a series on professional development (PD) in the charter management organization KIPP NYC, argues for the development and implementation of a Teacher Career Pathways structure. The recommended policy change would recognize senior and master teachers who plan to remain in the classroom for the longevity of their careers. This structure allows teachers to design their own professional development plans, provides them with a stipend to participate in high-quality PD, and expands their reach to other teachers who will in turn benefit from the former’s instructional leadership. This advocacy document analyzes the educational, economic, social, political, moral, and ethical need for such a change. After describing the policy, it examines the challenges that may result from its implementation. Implementation and assessment plans are also described.</p>","abstract_has_math":false,"creators":["Field, Amber"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Mark Larson","Tema Okun","Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-06-01T07:00:00Z","date_published":"2015-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:25Z","subjects":["Professional Development","teacher collaboration","educational leadership","career pathways","policy advocacy","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/117","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mark Larson","Tema Okun","Harrington Gibson"]},{"key":"dc:creator","label":"Author","values":["Field, Amber"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-06-02T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Professional Development","teacher collaboration","educational leadership","career pathways","policy advocacy","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/117"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This policy advocacy paper, the third part of a series on professional development (PD) in the charter management organization KIPP NYC, argues for the development and implementation of a Teacher Career Pathways structure. The recommended policy change would recognize senior and master teachers who plan to remain in the classroom for the longevity of their careers. This structure allows teachers to design their own professional development plans, provides them with a stipend to participate in high-quality PD, and expands their reach to other teachers who will in turn benefit from the former’s instructional leadership. This advocacy document analyzes the educational, economic, social, political, moral, and ethical need for such a change. After describing the policy, it examines the challenges that may result from its implementation. Implementation and assessment plans are also described.
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