Career Ladder Reform: A Multi-Level Analysis of Initial Efforts

Abstract

Empirical studies of career ladder policymaking at the state, district, and site levels in Utah provide the basis for analyzing the initial impact of this reform on teacher work roles, relationships, and reward structures. The article describes the manner in which the career ladder concept has been interpreted, assimilated, and adjusted at each level of the system and assesses the extent to which these responses reflect fundamental changes in the structure of teacher work. The findings reveal that the distinctive features of a career ladder (promotional positions and differentiated salaries) are being compromised at all levels of the system. With few exceptions, the reform is being converted into familiar practice. Conditions that may have contributed to this conversion to familiar practice are identified and discussed.