• Posted Date: Nov 5, 2019 Deadline: Dec 5, 2019
  • New York United States

Job Details



NYC Teaching AcademyPeer Collaborative Teacher (TA-PCT)


Various NYC Teaching Academy 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


  • Program Commitment:
    • Commitment to Teaching Academy (TA) model and goals
    • Commitment to the success of up to 6 Teacher Development Facilitators (TDFs) and Pre-service Teachers (PSTs)* assigned at TA

      *Pre-service Teachers (PT) can include, but are not limited to, teaching candidates from:

      Teachers in training from Alternative Certification Programs such as NYC Teaching Fellows, NYC Teaching Collaborative, etc.

  • 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
  • Leading 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


  • Facilitate the development of TDFs by facilitating weekly TDF professional development sessions, as well as through focused TDF 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
  • Already qualified as PCT, model teacher or master teacher, but was not selected to serve in the role this school year.
  • Experience with 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


The TA-PCT role is a half-year position that runs from January to May. Hence, in addition to their duties as classroom teachers, TA-Peer Collaborative Teachers responsibilities will also include:

  • Support the professional learning of Teacher Development Facilitators (TDFs). This may include but is not limited to:

    • Working collaboratively with colleagues to understand their individual skills and knowledge related to curriculum, instruction, coaching and feedback
    • Structuring, designing and facilitating ongoing professional learning sessions provided by Central Office.
    • Aligning the professional learning agenda with skills and knowledge most needed to enhance pre-service teacher and student learning
  • Support pre-service teachers’ growth by conducting formative and summative assessment of PSTs’ teaching practice and progress, including the processes for reflecting on and adjusting their own practices to improve student learning. Supportive activities may include

    • Assessing pre-service teacher performance by collecting observational, low-inference notes to develop goals and actionable next steps that foster pre-service teacher growth
    • Demonstrating and articulating effective teaching practices, including instructional strategies, assessments, tools, and decisions
  • Impact learning initiatives and school-wide decision-making by supporting the implementation of clinically-rich Teacher Preparation Programs

    • Supporting TDFs in the gradual release of lead-teaching responsibilities to Pre-Service teachers as outlined in the Teaching Academy Scope and Sequence.
    • Develop and issue PST performance improvement plans with TDFs regarding pre-service teachers performance issues, concerns and/or effectiveness
    • Serve as a program liaison with the Teaching Academy and central office program staff to communicate pre-service teacher progress and performance
  • When needed, facilitating individual practice sessions, outside of regularly scheduled teaching periods, to support teaching candidates’ acquisition and improvement of key instructional skills
  • Fostering trusting and collaborative relationships with pre-service teacher(s) in order to encourage reflection, growth and risk-taking


TA - PCTs receive additional compensation of $6,250 over and above applicable contracted annual salary for one semester 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 PCT and approved by the principal
  • For TA-PCTs, the “minimum five (5) per month outside of the contractual workday” will be used to prep and facilitate weekly TDF meetings
  • TA-PCTs assuming the role in January will work an additional 2.5 days in January, according to a schedule and plan set and approved by the superintendent, central office and UFT.
  • Participate in approximately 10 hours of development activities throughout the semester to support development in role as a TA- PCT January through May.
  • The TA-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 TA-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

    December 15, 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 November 1 and December 15, 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.
  • Individuals in the pool selected by a principal are not obligated to accept an offer for a PCT position.
  • Hired TA-PCTs will take on the role for a term of one semester, renewable for another term during the following school year, at the discretion of the principal and pending availability and program needs.
  • 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.

Office of Field & Information Services  Division of Human Resources

An Equal Opportunity Employer M/F/D

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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