The research reported in this paper attempted to determine what constitutes superior teaching, and what manipulable extrinsic incentives exist in education to motivate teachers to become superior teachers. The project additionally tried to determine the degree of consensus among teachers and administrators on these issues. Finally, equity, or fairness, was considered in relation to accountability, that is, whether teachers felt it was fair to be rewarded for exemplary teaching performance. A sample of 184 teachers and 18 building administrators from 18 New York state public schools were asked to respond to a nine-page questionnaire. The questionnaires were returned by 75 percent of the teachers and 89 percent of the administrators. Nearly half the teachers in the study responded that it is fair to award teachers salary increments on a performance contingency basis. With the equity notion applied, pay-related items and recognition seem to hold the most promise for implementation. (Author/MLF)