Teacher Leadership

Teacher Incentive Fund (TIF)

Overview of TIF Grant

The Teacher Incentive Fund (TIF) grant was awarded to the DOE in September 2012 by the U.S. Department of Education to implement and refine a teacher career pathway in select high-need middle schools (see participating schools list below). The grant provides additional resources over the next four years to pilot new teacher leadership roles with goals focused on:

1. Culture shift towards shared instructional leadership

2. Success of new teacher leadership roles

3. Progressive and accelerated movement towards highly effective teaching

4. Smart Retention

When high-performing teachers are provided opportunities to share best practices with other teachers, the instructional quality of the entire school improves. Middle schools are consistently our most challenging school level for staffing and teacher retention. We are not retaining our most highly effective teachers at our high-need schools; 55% of middle school teachers leave their school within three years, which is higher than in elementary and high schools. To this end, NYCDOE has focused efforts to improve access to talent through hiring policies and special programs.

Overview of Teacher Leadership Roles





Peer Instructional Coach (PIC)

School-based role in which the selected teacher will teach at least two periods per day and spend the remaining periods supporting colleagues to improve instruction and student learning aligned to Danielson’s Framework for Teaching.

This person will work with teachers within his/her school using formative classroom visits, debriefs, and other learning experiences to support a distributive leadership model. 20% classroom release time + professional period for PIC duties.

Receives $12,000 differential in addition to regular salary as well as ongoing targeted professional development.

Demonstration Teacher (DT)

School-based role in which the selected teacher will allow his/her classroom to serve as a laboratory/model classroom as a resource for colleagues.

This role has a regular teacher’s schedule, and responsibilities may include: modeling lessons; reflecting on and debriefing own lessons with colleagues; and demonstrating other strategies for modeling best practices. Professional period for DT duties.

Receives $6,000 differential in addition to regular salary as well as ongoing targeted professional development.

Teacher Effectiveness Ambassador (TEA)

Works across participating schools with principals, teachers, and network support staff to provide peer feedback and support teacher development.

Conducts non-evaluative rigorous and consistent observations aligned with the Danielson Framework. Offers school-based professional development in the Danielson Framework and Advance as a tool for professional growth.

Receives $15,000 differential in addition to regular salary.

*All applicants must be tenured within the NYC DOE and have received an Advance rating of effective or highly effective. A Demonstration Teacher applicant must be a current teacher at a participating TIF school. 

School-Based Support:

PICs and DTs receive targeted, on-site professional development and support from Teacher Team Leaders (TTLs) who each support a cohort of schools.

Selection and Development Process 

Spotlight on a Peer Instructional Coach

Perhaps now more than ever, as we begin to navigate the new evaluation system, we need to find ways to reflect on our practice with a critical eye and embrace a common framework for discussing our pedagogy.  I wanted to be that person who could make an impact on teachers by guiding them comfortably and purposefully through this process.   

What excites me about the work of the PIC is the vast support system being developed and nurtured by the DOE and UFT.  In their various roles, each of the people I am working with is strengthening my ability to be a successful teacher and coach.  Each time a teacher tells me that our work together was helpful, or brought them closer to making improvements, or just deepened their understanding the expectations of the Danielson Framework, I recognize the value of the position.   

I want to be at the top of my game as a classroom teacher and member of IS 364’s school community.  I love my school.  I get a great sense of satisfaction from my work with my students as well as my colleagues, and I strive to be a highly effective teacher, contributing and learning within a school of highly effective teachers.  –Alison Cerami, IS 364, Brooklyn

Program Resources:

Frequently Asked Questions

TIF Participating Schools

Contact:  TIF@schools.nyc.gov


U.S. Dept. of Education 

UFT Teacher Center