• Posted Date: Feb 26, 2019 Deadline: Apr 1, 2019
  • New York United States

Job Details

(SUBJECT TO BUDGET AVAILABILITY)                                                              


Peer Collaborative Teacher (PCT)


Various locations


  • Must be a current, full-time NYCDOE educator (with at least one class of record; 40% of your time spent in the classroom)
  • Must be tenured as of the first day of the 2019-20 SY;
  • Must receive an Advance overall rating of "Highly Effective," "Effective," (or "Satisfactory," if applicable) for the 18-19SY


  • Exemplary Teaching Practice, Skills, and Knowledge
    • Demonstrate proficient knowledge of content, curriculum, and standards in teaching area
    • Plan rigorous instructional lessons for all students with a variety of needs using varied instructional methods
    • Actively and systematically assess student work to track progress and inform exemplary instruction
    • Apply effective classroom management techniques to engage students and make efficient use of time
  • Demonstration of model teaching practice
    • Articulation of connections between instructional choices and student outcomes
    • Setting clear, measurable goals for your professional growth related to increasing student achievement
    • Demonstrating a reflective attitude regarding your practice
    • Constructively adapting to changing and challenging environments, problem-solving, and persevering
  • Driving Teaching and Learning Initiatives
    • Set clear, measurable goals for your professional growth related to increasing student achievement
    • Demonstrate a reflective attitude regarding your practice
    • Constructively adapt to changing and challenging environment, problem-solve, and persevere
    • Use multiple school-wide or grade-wide data sources to identify school goals and make improvements
    • Able to build consensus when setting shared goals among diverse adult learners
    • Ability to foster trust with colleagues and nurture a professional learning community
    • Desire to enhance the collaborative culture of your school by working with colleagues and school leaders
  • Desire to enhance the collaborative culture of your school by working with colleagues and school leaders
  • Excellent record of attendance and punctuality


  • Experience planning and executing professional learning for colleagues
  • Experience with one-on-one peer coaching
  • Experience leading teacher teams – by grade level or subject area
  • Prior experience making academic progress with a range of student populations and needs
  • Extensive knowledge of the Danielson’s Framework for Teaching and Common Core Learning Standards
  • Excellent written and verbal communication skills


In addition to their duties as classroom teachers, Peer Collaborative Teachers will have three (3) main responsibilities:

Support the professional learning of other teachers either by grade or subject area.  This may include but is not limited to:

  • Working collaboratively with colleagues to understand their individual skills and knowledge related to curriculum and instruction
  • Structuring, designing and facilitating ongoing professional learning sessions
  • Aligning the professional learning agenda with skills and knowledge most needed to enhance student learning
  • Facilitate the development of individual teachers through focused coaching via classroom visits, debriefing, and designing meaningful growth opportunities.This may include but is not limited to:

    • Providing one-on-one peer coaching
    • Modeling best practices
    • Pre- and de-briefs when visiting colleague’s classrooms in order to identify and clearly explain their strengths and opportunities for professional growth
    • Organizing the work of teacher teams – either by grade level or subject area
    • Creating and supporting ongoing opportunities for shared leadership regarding protocols, team member roles, and collaborative strategies
  • Impact learning initiatives and school-wide decision-making by working with school leadership and incorporating the knowledge-base and work of colleagues. This may include but is not limited to:

    • Meeting with leadership on a regular basis to discuss school goals and plans
    • Developing leadership strategies to influence decision-making within the school community
    • Aligning schedule, resources, and expertise of colleagues to advance teaching and learning school-wide
    • Cultivating and developing partnerships among members of the school community
    • Experimenting with instructional and socio-emotional supports for students
    • Planning and managing ongoing professional learning initiatives


Peer Collaborative Teachers receive additional compensation of $12,500 over and above applicable contracted annual salary for one year, contingent upon the selected candidate remaining in the position at the school through the 2019-2020SY.


 As per NYC DOE/UFT agreement,in addition to normal school hours, the PCT will:

Conduct PCT responsibilities (listed above) for a minimum of five (5) hours per month outside the contractual workday, according to a schedule created by the Model Teacher and approved by the principal;

  • Work an additional five (5) days during the summer break, scheduled during the week preceding Labor Day, according to a schedule and plan set and approved by the superintendent. This includes both workdays at the PCT’s school and participation in the Teacher Career Pathways Symposium (held during the week prior to Labor Day for teachers taking on the role prior to the first day of school and during the fall for teachers taking on the role after the first day of school);
  • Approximately 6 hours of training during the mandatory annual Teacher Career Pathways Symposium; and
  • Participate in approximately 10 hours of development activities periodically throughout the school year to support development in role as a PCT.
  • The PCT will be relieved from a minimum of one teaching period per day and will use this time as well as their professional periods to perform responsibilities associated with their position.The PCT’s duties will also take the place of all other out-of-classroom “professional responsibilities” during the contractual professional period.


  • Eligible applicants complete this application in its entirety by

    April 1, 2019.

  • A DOE-UFT committee screens applications and, based on application review scores, applicant may be invited to an in-person interview. Interviews will take place between March 25 and May 17, 2019. Interviews are facilitated and scored by a DOE-UFT committee to establish a pool of qualified teacher leaders.

  • Principals will make hiring selections of PCTs from the pool of qualified candidates (from their school, or externally hired, if done before the Open Market deadline) during Summer 2019.
  • Individuals in the pool selected by a principal are not obligated to accept an offer for a PCT position.
  • Hired PCTs will take on the role for a term of one year, renewable for a second year, at the discretion of the principal.
  • After the second year of qualification, Peer Collaborative Teachers who have been selected and served in the role for at least one year will be invited to complete a requalification process to continue the Peer Collaborative Teacher qualification for an additional two years.

If you have any questions concerning the application process, please email us at teacherleadership@schools.nyc.gov.


Office of Field & Information Services  Division of Human Resources



It is the policy of the Department of Education of the City of New York to provide equal employment opportunities without regard to actual or perceived race, color, religion, creed, ethnicity, national origin, alienage, citizenship status, age, marital status, partnership status, disability, sexual orientation, gender (sex), military status, unemployment status, caregiver status, consumer credit history, prior record of arrest or conviction (except as permitted by law), predisposing genetic characteristics, or status as a victim of domestic violence, sexual offenses and stalking, and to maintain an environment free of harassment on any of the above-noted grounds, including sexual harassment or retaliation.  For more information, please refer to the DOE Non-Discrimination Policy.


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