Read about how each Teacher Career Pathways position uniquely allows teachers to expand their reach beyond their classroom.
Examine the eligibility and selection process to become a Teacher Career Pathways teacher leader, and the process for teacher leaders who want to continue in their role.
Model Teachers demonstrate strong instructional practice, a dedication to professional growth, and a strong understanding of their community’s needs. In addition to being relieved of all professional periods to help achieve these goals, Model Teachers are also relieved of at least one teaching period/week if teaching in a seven-period per day elementary schedule or two periods/week if in an eight-period per day elementary schedule. Additionally, Model Teachers work an additional two hours every month and two days during the summer. They receive a $7,500 salary addition.
Learn more about the Model Teacher role in this in-depth overview.
Peer Collaborative Teachers, also known as “PCTs,” support their colleagues through focused coaching, intervisitations, and designing meaningful opportunities for growth. This may come in many forms, including leading grade or content area teacher teams, and designing and facilitating other professional learning experiences. In addition to the skills noted of Model Teachers, PCTs also have a well-developed skill in data analysis as well as the ability to build consensus with teams. PCTs are relieved of at least one teacher period per day (20% release time) and all professional periods to execute their role responsibilities. Additionally, PCTs work an additional five hours per month and five days during the summer to carry out responsibilities related to their position. They receive a $12,500 salary addition.
Learn more about the PCT role in this in-depth overview.
Master Teachers are a select group of educators who work closely with their school and/or district leadership to promote excellent teaching through purposeful sharing of effective practices, peer coaching, and the creation of a collaborative learning culture that bolsters instruction. In addition to the skills demonstrated by Model Teachers and PCTs, Master Teachers have a wealth of experience facilitating professional learning for colleagues and leading school-wide initiatives. Master Teachers are relieved of at least one teacher period per day (20% release time) and all professional periods to execute their role responsibilities. Additionally, they work an additional eight hours each month and eight days over the summer to carry out responsibilities related to their role. They receive a $20,000 salary addition.
Learn more about the Master Teacher role in this in-depth overview.
The general application cycle for teacher leadership roles will open on February 26, 2018 and close on April 23, 2018. You can access the application here. To learn more about the qualification process before the application launches, join our mailing list. By joining our mailing list you will receive invitations to webinars, communications about teacher leadership, resources, and be connected with currently serving teacher leaders.
Interested and eligible candidates must successfully complete a rigorous, competency-based, multi-step process to qualify for a Teacher Career Pathways teacher leadership role.
(1) Eligibility and Qualification
To be eligible to apply for a Teacher Career Pathways teacher leader qualification, teachers must be:
• A current, full time NYCDOE educator (with at least one class of record, 40% of your time spent in the classroom).
• Tenured as of the first day of the school year
• Receive an Advance overall rating of “Highly Effective,” “Effective,” (or “Satisfactory,” if applicable) for the preceding school year
Qualifications are valid for two consecutive school years. After every second year, candidates who are interested in continuing to serve in the same role must renew their qualification to stay in the teacher leader candidate pool.
(2) Application and Selection
(3) Serving in Your Role
• Teacher leaders must be selected and staffed from the pool of eligible candidates by their school principal at the start of every school year to serve in their role.
• Teacher leaders develop a body of work products and engage in an on-going reflection process aligned to the NYCDOE Teacher Career Pathways teacher leader continuum.
• At the end of every school year, principals review teacher leader staffing for the next school year. After the principal takes into consideration the needs of their school community, the contributions of their teacher leaders, and available budget, they will make a decision on whether they will continue to staff teacher leaders at their school.
Every Two Consecutive Years:
• Teacher leader qualifications are valid for two consecutive school years.
• Every two consecutive school years, teacher leaders who want to continue in their role will go through a requalification process by submitting work products as evidence of their work and growth to the joint NYCDOE-UFT Committee for review.
Learning Partners Program schools: Teachers at LPP schools are encouraged to connect with their principal or firstname.lastname@example.org to learn more about the LPP Model Teacher role and application process
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