Federal initiatives, such as the Teacher Incentive Fund (TIF), encourage school districts to develop teacher leadership (TL) roles and use funds to provide incentives for teachers to fill them. Before starting a teacher leader program, school districts should assess whether their current conditions are favorable to implementing teacher leader roles. The TL readiness surveys that this document describes provide a tool for school districts to examine whether the conditions that research and practice suggest are supportive of successful TL are in place. Using the surveys, school districts can begin their own investigation of school and district conditions that support or inhibit TL programs. The surveys include a teacher, principal, and district administrator survey to assess schools' and districts' conditions that will support TL. The surveys assess teachers' and administrators' perceptions of school culture, work appropriate for teacher leaders (referred to as TL work), work that schools could benefit from teacher leaders performing (referred to as TL demand), and the extent that willing and qualified teachers are available to perform specific duties (referred to as TL supply). The district-level administrator survey also assesses the districts' fiscal conditions and potential state or local policies and regulations that may interfere with implementation of a TL program. School districts that administer the surveys will have data to inform the development and implementation of a role-based TL program. Administering the surveys can provide beneficial information to school districts. This document provides an overview of the surveys, including some guidelines for customizing them, administering them, and examining their findings. The following are appended: (1) Teacher leadership readiness survey: Teacher version; (2) Teacher leadership readiness survey: Principal version; and (3) Teacher leadership readiness survey: District administrator version.