Teachers Not Making the Grade: How to Set up a Peer Assistance Program

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THIS PROGRAM GIVES TEACHERS A
CHANCE TO BEGIN TO TAKE
CHARGE OFTHEIR OWN
PROFESSIONAL STANDARDS AND
ADDRESS INSTRUCTIONAL ISSUES TO
DEMONSTRATE THAT WHAT
TEACHERS ARE REALLY ABOUT IS
PROVIDING THE BEST POSSIBLE
EDUCATION FOR THE KIDS OF
NEW YORK CITY


PIP is a collaborative effort of the United Federation of Teachers and the New York City Board of Educ~ti~n

.._._____ •• __.••.... _ .. _i •••. _~.___ . _____ •...,, __ ...... _"._.._.~ ,_ •..-.'-.•..-•. , ..


CONTENTS

Acknowledgements ...............................................................................................................................1
Preface....................................................................................................................................................2
Introduction .........................................................................................................................................3
Chapter 1: Premise of the Program ..................................................................................................4
Appendix I: Article 2tG of Collective Bargaining Agreement .............................................6
Chapter 2: Governing Panel ...............................................................................................................8
Chapter 3: Staffing and Key Personnel ...........................................................................................9
Appendix II: PIP Vacancy Circu.1ar: Coordinator .......:...........................................................12
.Appendix III: PIP Vacancy Circular: Intervenor.....................................................................14
Appendix IV: PIP Vacancy Circular: Alternative Careers Liaison ......................................16
Appendix V: Staff Development for Peer Intervenors ...........................................................17
Appendix VI: Role Play -Intervenor .........................................................................................19
In-Basket Test -Intervenor
Final Interview -Intervenor
Appendix VII: Role Play -Alternative Careers Liaison ........................................................23
In-Basket Test -Alternative Careers Liaison
Chapter 4: Costs.................................................................................................................................25
Chapter 5: Accepting Participants into the Intervention Process ..........................................27
Appendix VIII: PIP Announcement of Program Start... .......................................................31
PIP Announcement to Teachers
PIP Announcement to School Officials
Appendix IX: Teacher's Application Form...............................................................................36
Appendix X: Telephone Screening Questionnaire ........................................:........................38
Appendix XI: Letter Acknowledging Receipt of Teacher's Application ............................39
Appendix XII: PIP's Wait-List Letter.........................................................................................40
Appendix XIII: A Sample PIP Rejection Letter .............................................................~........41



Chapter 6: Scheduling .............................................................................................. : ..................... 42
Chapter 7: Starting: The First Days ............................................................................................. 44
Chapter 8: Day·to·Day Functions ................................................................................................. 46
Chapter 9: Documentation ........................................................................................................... 50
Appendix XN: PIP's Acceptance Letter ............................................................................. .52
Appendix XV: PIP's Letter to the Principal -and Superintendent ................................ .53
Chapter 10: Building Bridges in the School Site .................................................................... .54
Chapter 11: What Else Do We Need to Know? ........................................................................ .55
Chapter 12: Evaluating the Program ........................................................................................ :.57
Suggestions for Further Reading ................................................................................................ 58


ACKNOWLEDGEMENTS

The New York City Peer Intervention Program could not exist without the network of extra·
ordinary people who reach out every day to help teachers in need:

PEER INTERVENTION PANEL:
UFT Representatives: Robert Kleppel (Chair), George Fesko, Howard Gollub, Joan Goodman,


Carol Keefe, Maria Neira
Board of Educatlon Representatives: Anthony Alvarado, Margaret Harrington, C. Gail Woodruff
Coordinator: Clare Cohen
Assistant Coordinator: Alfred Weiss
Peer Intervenors: Olivia Bereal, Judith Bernstein, Vincent Bono, Maxene Kupperman·Cuifials,

Irene Metviner, Marcee Morris, CYnthia Muhammad, Gail Seiden, Joan Shrednick
Alternate Careers Liaison: Renee Rosenberg

~~~~

For their unflagging support, PIP gratefully thanks:

Marie DeCanio, Deputy Executive Director, Division of Human Resources, New York City Board
of Education
Sandra Feldman, President, United Federation of Teachers
Neill Rosenfeld, Deputy Director, UFT Communications Department
Ellen Sax!, Senior Research Associate at Teachers College, Columbia University"
David Sherman, Vice President·at·Large, United Federation of Teachers

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Randi Weingarten, Assistant Secretary, United Federation of Teachers

In the creation of this manual, Vincent Bono, Cynthia Muhammad, and Joan Shrednick
researched the information.


Maxene Kupperman·Guifials motivated all her colleagues to generously provide their input
and assist her as editor·in-chief of this manual. She was responsible for revising, rewriting, orga·
nizing, expanding and, ultimately, enhancing the staff's efforts.

~~~~

Art Director: Christine Mathews, UFT Communications Department
Inputting: Linda Cotton, Peer Intervention Program
Proofreading: Charlotte Brenneis

RINTERVENTION PROGRAM MANUAL


PREFACE

T
T
he New York City Board of Education and the United Federation of Teachers created the
,-Peer Intervention Program (PIP) on the premise that, with the assistance of strong fellow
teachers, deficient and struggling tenured teachers can learn to improve their classroom
instruction.

A PIP intervenor provides one-to-one collegial assistance, piquing learning with researchbased
techniques geared to the learning styles and needs of the professionals we serve.

The program is voluntary and confidential. Participants apply because they themselves recogrjze
the need for help. The intervenor is precluded from sharing iriformation and findings
with others besides the participant, The intervenor is trained to work nonjudgmentally and does
not evaluate the participant for purposes of keeping his/her job.

Furthermore, when participants clearly remain ill-suited to the job of teaching, PIP helps
them explore and enter other career avenues in a compassionate and dignified manner.

The staff of the New York City Peer Intervention Program wishes you well in your endeavor
to create a peer assistance program in order to further teacher professionalism.

INTRODUCTION

P
P
IP has received numerous inquiries from around the nation about our program. As a
result of support by an Innovations in State and Local Government award from the Ford
Foundation and Harvard University's John F. Kennedy School of Government, the Peer
Intervention Pr~gram (PIP) has developed this manual to help other districts replicate our program
of teacher-to-teacher classroom assistance_

The manual includes contributions from all current PIP staff; research findings from an outside
evaluator, Dr. Ellen Sax!, senior research associate at Teachers College, Columbia
University; and participating teachers.

The appendices following various sections include examples of instruments and suggestions
that PIP has developed and/9r found useful in day-to-day operations for the past seven years.

This question-and-answer guide takes you from the initial steps of setting up a program to
documentation and involvement of support personnel.

PIP encourages your individually tailored decision-making process, and we hope you
will make appropriate changes to match your needs and the unique characteristics of your
participants."

We believe that if you replicate our program, you will find that it enhances the struggling
teacher's classroom competence and that a successful peer assistance program will help to restore
the public's faith in its schookAny contribution that you make on behalf of this endeavor, of
course, will be met with gratitude by the teacher who is having classroom difficulties.

It is up to you to make your program reflect your vision. If you-would like further help or
information, please call us at (212) 598-9210 Monday through Friday between 8:30 and 4:30 ET.

Your succ,s is our success, too.

PEER INTERVENTION PROGRAM MANUAL

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PREfACE

T
T
he New York.cJty Board of Education and the United Federation of Teachers created the
Peer InterVention Program (PIP) on the premise that, with the assistance of strong fellow
teachers, deficient and struggling tenured teachers can learn to improve their classroom
instruction.

A PIP intervenor provides one-to-one collegial assistance, piquing learning with researchbased
techniques geared to the learning styles and needs of the professionals we serve.

The prograIl! is voluntary and confidential. Participants apply because they themselves rec·
ogr.ize the need for help. The intervenor is precluded from sharing iriformation and findings
with others besides the participant. The intervenor is trained to work nonjudgmentally and does
not evaluate the participant for purposes of keeping his/her job.

Furthermore, when participants clearly remain ill-suited to the job of teaching, PIP helps
them explore and enter other career avenues in a compassionate and dignified manner.

The staff of the New York City Peer Intervention Program wishes you well in your endeavor
to create a peer assistance program in order to further teacher professionalism.

INTRODUCTION

P
P
IP has received numerous inquiries from around the nation about our program. As a
result of support by an Innovations in State and Local Government award from the Ford
Foundation and Harvard University's John F. Kennedy School of Government, the Peer
Intervention Program (PIP) has developed this manual to help other districts replicate our program
of teacher-to-teacher classroom assistance.

The manual includes contributions from all current PIP staff; research findings from an outside
evaluator, Dr. Ellen Sax!, senior research associate at Teachers College, Columbia
University; and participating teachers.

The appendices following various sections include examples of instruments and suggestions
that PIP has developed and/or found useful in day-to-<lay operations for the past seven years.

This question-and-answer guide takes you from the initial steps of setting up a program to
documentation and invoivement of support personnel.

PIP encourages your individually tailored decision-making process, and we hope you
will make appropriate changes to match your needs and the unique characteristics of your
participants.

We believe that ifyou replicate our program, you will find that it enhances the struggling
teacher's classroom competence and that a successful peer assistance program will help to restore
the public's faith in its schools. Any contribution that you make on behalf of this endeavor, of
course, will be met with gratitude by the teacher who is having classroom difficulties.

It is up to you to make your program reflect your vision. Ifyou·would like further help or
information, please call us at (212) 598-9210 Monday through Friday between 8:30 and 4:30 ET.

Your succ~s is our success, too.

T

PEER INTERVENTION PROGRAM MANUAL


4/ Chapter One


WHAT PROBLEMS DOES THIS TYPE
OF PROGRAM ADDRESS?

In every scho:>l district, there are teachers
who are excellent and teachers who are
struggling. For some, classroom management,
fascinating lessons, student involvement,
and adapting the curriculum are second
nature. These teachers almost seem
born to the art of teaching.

On the opposite end, there are-teachers
who know they need to improve but are virtually
helpless to do so._They stand in front of
the classroom every day and don't understand
why their students are riot engaged.
They may be brand new, fresh out of college
people who aren't secure with the myriad
skills of teaching; they may be tenured professionals
who have somehow slipped through
the cracks and are aware that they do not get
the help they need from the standard
sources. The traditional hierarchy has failed
them, and they are paralyzed in terms of
seeking new and successful methodologies.

In a peer assistance program, expert colleagues
support these struggling teachers,
passing on their professional abilities and
classroom techniques. The cornerstone of
this program is helping students succeed by
helping colleagues succeed.

WHAT PRECEPTS AND PROVISIONS

SHOULD BE INCLUDED IN YOUR

PROGRAM POLICY?

A planning team of negotiators, which
may include those who eventually serve on
the program's governing panel, will determine
the mission, vision, ang goals of the


PEER INTERVENTION PROGRAM MANUAL

program. Either the panel or your planning
team draws up a program policy to which all
members agree. Try to have your program
policy included in your bargaining agreement
(contract) because this formalizes its
principles and processes.

The planning team or panel will want to
determine the qualifications and composition
of the intervention staff, their length of
service, who will be served by your program,
whether your program will be confidential
and voluntary and/or evaluative, and the
inclusion of support staff (the alternative
careers liaison). Parameters of length of
time for intervention may include a period
of administrative nonevalua+.ion. Acopy of
the collective bargaining agreement covering
New York City's Peer Intervention
Program appears in Appendix I at the end of
this chapter.

HOW DID THE NYC TEAM DECIDE

THESE ISSUES?

Three aspects form the cornerstone of
the success of NYC's program. First, when
people volunteer to participate, they are
acknowledging their need. That is a given in
most self-help programs.

Second, confidentiality establishes a
firm basis for a participant's trust and risktaking.
Progress is smoother when a parti~ipating
teacher knows that the works and discussions
with the intervenor and/or the
alternative careers liaison will not appear in
any school record and that ne outsider
(administrator or colleague) is privy to it
Participants who, from the start, may feel
shame in admitting defects and drficits know

their struggles go no further than the intervenor,
a caring colleague devoted to addressing
issues in private.

Third, PIP's program is nonevaluative
and nonpunitive. Intervenors are nonjudg.
mental. Their belief in the participants' ability
to improve their teaching skills is virtually
the only judgment they express. In the end,
the intervenor's role is not to determine
whether the principal should get rid of the
participants or whether they are "good" or
"bad." The program helps them with what
they determined themselves: that their teaching
can be improved.

When these provisions become district
policy, conditions are more likely to be constant
for everyone affected.


·6/ Appendix I

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he Board and Union recognize that
instructional services should be delivered
by a highly qualified and motivat


ed staff, accorded the respect and profession,
al treatment to which they are entitled.

Toward that end the Board and the
Union have agreed to seek resources and to
provide peer assistance on a voluntary confidential
basis to staff who have completed
probation and who believe that their teaching
competence will benefit from that assistance
in the manner provided below:

1. The Peer Intervention Panel shall be
composed of nine members, six of
whom shall be selected by the Union
and three of whom shall be administrators
selected by the Board..
2. This Panel will set qualifications and
procedures for the selection of intervenors,
an alternative careers liaison
and a coordinator of the program.
The Panel shall advertise, as needed,
,
the intervenor, coordinator and alternative
careers liaison positions on a
citywide basis, posting the qualifications
and procedures previously
developed. The program's professional
staff shall be selected in accordance
with the posted procedure.

3. The Panel will also design and continually
monitor a professional development
program that enables the selected
staff to meet the goals set forth
above.
4. The intervenors shall serve for a fouryear
term.
5. Any teacher who has a reasonable
basis for needing such assistance
and/or receives a U-rating or formal
warning may request assistance from
PEER INTERVENTION PROGRAM MANUAL

the peer intervention program, in

writing on a form promulgated by the

Panel. The Panel will .review requests

and promptly notify the teacher of its

determination as to whether assis


tance will be provided in that case.

Such communications will be kept

completely confidential.

6. The intervenor will develop a plan to
assist the participating teacher tailored
to the specific needs of that
teacher and will work with the
teacher directly for not more than one
year.
7. For three months following the start
of the intervention period, supervisors
will not evaluate or observe the participating
teacher. However, supervisors
will otherwise continue to exercise
their responsibilities.
8. The Board, the Union, and the participating
teacher agree that for any disciplinary
action other than an appeal
of a previous U-rating, all time limitations
within which to bring such
actions will be tolled for the threemonth
period in which the supervisor
does not evaluate or observe the participating
teacher. For such U-rating
appeals, the parties agree that the
time limitations are tolled for the
entire period of intervention.
9. All communications between the
intervenor and the participating
teacher shall be completely confidential.
As a condition of involvement in
the program, all participants in the
program, including the intervenor
and the participating teacher, must
consent to the confidentiality provisions
set forth in this paragraph. The
Board and Union agree that the inter


venor, or any other person involved in

the peer intervention program shall

not be subpoenaed by the Board or

the Union or caIled,to testify, produce

documents or participate in any other

way concerning the intervention in

any proceeding involving the partici


pating teacher, including potential

subsequent proceedings under
Section 3020-a of the education law.
No arbitrator, in any proceeding
under the parties' control, shall
accept evidence regarding such communications.


10. Except as otherwise herein provided,
the Union, the Board or any participating
teacher may exercise any constitutional,
statutory, regulatory or
contractual right otherwise provided
'by law, regulation or contract
11. The Board agrees to make available
on a best efforts basis alternative
career opportunities for teachers who
decide to leave the teaching profession
in the course of or following
ihtervention.
12. AdmiIjlstrative procedures for effectuation
of these provisions will be formulated
by the Panel in consultation
with the Board and the Union and
thereafter distributed by the Panel.
13. These procedures relate solely to
issues of competency and no other
grounds of discipline.
14. The acts of the Panel, intervenor,
coordinator, Union and Board shall
be final.

8/ Chapter Two


WHAT'S THE PURPOSE OF A PANEL?

The panel, or policy board, plans and
oversees policy governing the workings of a
teacher-to-teacher assistance program. The
panel sets qualifications and procedures for
selecting program staff, advertising vacancies,
and selecting intervenors and other
staff. It is responsible for designing and monitoring
a continuous training program for
the program's professional staff. In addition,
the panel reviews and determines which
teachers will receive assistance through the
program. In New York City, the panel has
established the criteria for eligibility; it .has
delegated to the staff the task of selecting
participants who meet those parameters.

WHO SHOULD BE REPRESENTED ON
THE PANEL AND WHY?

To reflect the program's collaborative
nature, the panel should include representatives
of the local administrative hierarchy as
well as members of the community of teachers.
Because this type of program is defined
as an assistance program that empowers
teachers, the majority of representatives on
the panel should be certified, teaching pedagogues.
Teachers may include classroom
practitioners, curriculum specialists, or other
school-based personneL Administrative representatives
may include school board officials,
superintendent(s), principal(s), and/or
district-level staff.

Although individual members of the
panel should have a proven record of flexibility
and interpersonal skills, they also should
reflect a diversity of experience and expertise.
Panelists must make a strong commit-

PEER INTERVENTION P.ROGRAM MANUAL

ment of time and energy to create and govern
the program.

WHAT'S THE MIX ON tHE NEW YORK
CITY PANEL?

The NYC PIP panel is composed of six
teachers appointed by the president of the
United Federation of Teachers (the local bargaining
agent) and three administrative representatives
chosen by the chancellor of the
New York City Board of Education.

Chapter Three

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WHAT SHOULD WE LOOK FOR WHEN
HIRING OUR COORDINATOR?

Once a policy panel is in place to determine
and oversee the basic principles and
governance of the program, its main task will
be to select and hire the coordinator, intervenors,
and the alternative careers liaison.
Successful candidates must be pedagogically
skilled and sensitive to the precarious status
of the participating teachers.

The first step should be choosing an
effective coordinator who can aid in developing
desirable qualifications and job profiles
of potential intervenors and the alternative
careers liaison.

Because this is a program driven by the
principles of peer support, the coordinator
should also be a teacher.he/she should have
extensive outstanding experience as a
teacher, a staff developer and a team-builder.
Since the coordinator serves as liaison
between the professional association, the
local board of education, and the
panel,he/she should be knowledgeable of
the system at J;rge and the formal and informal
networks in place. The coordinator
should be conversant with the precepts of
adult learning, peer coaching, and staff
development strategies. In addition, since the
coordinator negotiates situations outside the
participant/inter-venor relationship,he/she
must come to the job with strong interpersonal
skills. (See Appendix 11.) .

WHAT SHOULD WE LOOK FOR IN

INTERVENORS?

Intervenors share many of the qualities
of the coordinator. extensive successful
teaching experience in a variety of grade levels
and subjects, a strong knowledge base,
effective interpersonal skills, and an ability to
be reflective. Since intervenors design individualized
plans for the participants' success,
the successful applicant has experience with
adult learners and an array of coaching techniques
from which he/she can draw. (See
Appendix III.)

DO INTERVENORS NEED SPECIAL

TRAINING?

Yes. The need for continual in-house
and consultative special training is two-fold.
Adults have years of habits and experiences
that must be honored, and a peer assistance
program must also senSitively acknowledge
that adults learn differently from children.
Intervenors need to learn how to build trusting
relationships with participants so that
they will be open to taking risks and experimenting
with strategies they've never used
before.

In order to facilitate the adult learning
process, intervenors need to be trained in
coaching methods, observing, and conferencing
techniques. They also must be able to
build rapport, trust, and self-esteem with and
in their teacher clients. Recognizing the variety
of learning styles particular to adults .
allows the intervenor to direct strategies to
the participants in ways they can adopt easily.
Intervenors also must have access to the current
research to share with teacher clients.


10/ Chapter Three

In addition, intervenors sometimes work
with teachers in many different grades or disciplines
and in schools that require particular
or specialized teaching strategies_
Working in a school that emphasizes cooperative
learning or portfolio assessment
requires the intervenor be familiar with the
strategies that make these work. Whole language,
multiple intelligences, Open Courtintervenors
must be knowledgeable of their
procedures and their philosophies to assure
classroom success_

A list of significant training experiences
in which NYC intervenors have participated
follows in Appendix V_

WHAT IS THE JOB OF THE ALTERNA


TIVE CAREERS LIAISON?

Despite the best efforts of both the peer
intervenor and the participating teacher,
sometimes it becomes evident that the participant
is not able to improve his/her teaching
skills_ When both intervenor and participant
agree to consider a career change, the alternative
careers liaison (ACLl can determine if
a referral is appropriate. Then the ACL
should schedule appointments with the pa~ticipant
to help with a humane and dignified
exit from teaching. Unlike the intervenor,
whose main focus is to help the participant
become successful in the classroom, the ACL
focuses on the participant's dignified and
humane exit from a teaching career_

Participating teachers working with the
ACL have usually already made a decision to
look into working outside the classroom_
Often they are concerned about their continued
usefulness in the community and fearful
of the unknown possibilities something new
affords. Among the ways the ACL assuages
those concerns and fears may be to set up

PEER INTERVENTION PROGRAM MANUAL

on-going support groups which may meet
regularly to address common issues_

If a participant is looking toward retirement,
the ACL will arrange for appointments
with a pension advisor so the participant
may have the most up-to-date information on
his/her own funds and how to initiate access
to them. For more on the ACL, read on.

WHAT SHOULD WE LOOK FOR IN
HIRING AN ACL?

The ACL should have previous career
counseling experience, including the use and
scoring of interest inventories_ He/she must
know the school system's personnel and
labor relations procedures as well as the
employment needs of the community at
large. The ACL will work within the public
and private sectors of the job market to create
informational interviews and job development


The ACL follows the career counseling
process, including assessment, career exploration,
resume writing, interviewing skills
and strategies, development of job-seeking
skills, resource identification skills and marketing
strategies_ He/she may decide to ask
participants to form support groups as welL
(See Appendix IV-l

HOW DOES THE NYC PIP SELEa ITS

STAFF?

The selection process for coordinator,
intervenors, and alternative careers liaison
uses a four-step elimination process:

• Submission of a resume with letters of
reference from colleagues, the school
union representative, and the current
supervisor_
• An interview that includes a role-play
and reflection.
• A written "in-basket"-type test
• Aformal interview with the whole
panel, asking the same questions of
each applicant
For sample selection process materials
for Intervenor and Alternative Careers
Liaison, see Appendix VI and Appendix VII.



POSITION: Teacher Assigned or Guidance Counselor Assigned as Coordinator of the Peer
Intervention Program

The recent agreement between the United Federation of Teachers and the Board of
Education established a Peer Intervention Panel composed of six teachers and three administrators.
This Panel is responsible for developing the Peer Intervention Program which will provide
peer assistance on a voluntary confidential basis to staff who believe that their teaching competence
will benefit from such assistance. The Coordinator of the Peer Intervention Program will
report to this Panel and implement the policies it develops.

MINIMUM ELIGIBILITY REQUIREMENT:

New York City licensed, tenured teacher.

SELECTION CRITERIA:

1. Minimum of ten years experience in the New York City school system.
2. Minimum of five years of classroom teaching experience.
3. Familiarity with instructional ·programs including special education, bilingual education,
kindergarten through 12th grade.
4. Demonstrated leadership skills.
5. Demonstrated ability in human relations, interpersonal skills, and oral and written
communication skills.
6. Ability to plan and implement staff development programs.
7. Knowledge of Board of Education personnel procedures.
8. Broad knowledge of available resources such as curriculum materials, staff development
programs, personnel and labor relations information.
9. Knowledge of organizational practices:
DUTIES AND RESPONSIBILITIES:
1. Coordinate the activities of the Peer Intervention Program.
2. III!plement the policies established by the Peer Intervention Panel.
3. Implement and facilitate the professional development plan for program staff.
4. Serve as liaison between Peer Intervention Panel and intervenors, i.e., staff who will be
assigned to provide peer assistance.
5. Coordinate the activities of the intervenors.
6. Develop and disseminate information concerning the program and its goals.
PEER INTERVENTION PROGRAM MANUAL

7. Serve as the public spokesperson for the program in order to publicize the positive
impact of peer assistance.
8. Serve as liaison to the Peer Intervention Panel, central staff, the United Federation of
Teachers and the Council of Supervisors and Administrators.
9. Monitor the intervention process.
10. Make recommendations to the Panel concerning the assessment of the intervention
process.
11. Coordinate the needs of the intervenors with required resources.
SALARY: Teacher salary commensurate with collective bargaining plus salary differential of
$10,000 per annum for duration of assignment

WORK YEAR: September 1 to August 31, with 31 days vacation. Note: Candidate selected
must be available to commence service almost immediately after selection.

APPLICATION:
Send application form and current resume to:
Robert Kleppel, Chair
Peer Intervention Panel
J.~.S. 72Q
13-S-25 Guy R Brewer Boulevard
Rochdale Village, N.Y. 11434

An application form is attached and may be duplicated. Additional application forms· are
available from each UFT Chapter Leader or you may call the UFT at (212) 598-9253 or the
Board of Education at (718) 935-2791 for additional applications.

Appiications must be postmarked no later than April 25, 1988.


14/ Appendix III

POSITION:

Teacher Assigned, "A"· as Intervenor in the Peer Intervention Program: 9' Positions.

The Peer Intervention Program (Article 21.G, ·1990-91 Agreement) provides peer assistance
on a voluntary, corifidential basis t6 staff who believe that their teaching competence will benefit'
from such assistance. Intervenors work individually on an ongoing basis for up to one year with
participating teachers, in and out of the classroom, to improve teaching skills and effectiveness

.in the classroom. . .

MINIMUM ELIGIBILITY REQUIREMENT:

New York City licensed, tenured teacher.

SELECTION CRITERIA:

• Minimum of ten years expe;rience under regular appointment in the New York City school
system, including at least five years of classroom teaching. (Experience in more than one
division or level, i.e., junior and senior high schools; or special education and,regular edu·
cation will be viewed as a significant asset)----.--. . _. --.
• Dem9nstrated outstanding classroom teaching ability,
• Demonstrated knowledge of, and successful experience with, adult learners.
• Exemplary knowledge and evidence of creativity and initiative with respect to curriculum
content, materials, and methods. .
• Knowledge of current research in educational methodology and the clJange process.
• Demonstrated ability in oral and written communication.
• Background demonstrating ongoing use of effective interpersonal skills.
NOTE: The following documents must be submitted with the letter of application and
resume:

1. A letter of reference from the current building principal or site supervisor,
2. A letter of referenCe from.the current UF!'. chapter leader (or district representative).
3. Letters of reference·from two other current staff members who are knowledgeable about
the applicant's teaching skills. .
DUTIES AND RESPONSIBILITIES:

• Intervene with selected teachers to. diagnose their needs and problems and to orchestrate
the improvement process.
• Use a variety of instructional strategies to .enhance teaching skills of other colleag~es.
;; '. Create a supportive, collegial climate for the intervention process.
• Participate in extensive staff development activities, some of which might take plac~
evenings and/or weekends. .'
• .Employ written narrative as a significant part of dia@lOsing and plannin'ithe int~rvention
process. '
SALARY:' Teacher salary commensurate with·collective baJrl<ainiJll<c-···-·-·....----..----,--·--~

PEER INTERVENTION PROGRAM MANUAL

WORK YEAR: Teacher Assigned'A' (Article llD.l) , Position, based at UF1' Headquarters,
operates citywide with extensive daily travel between worksites (schools).

HOU RS: Seven hours per day, exclusive of lunch.

APPLICATION: Send cover letter, together with current resume (including home and work
phone numbers) and letters of recommendation to:

Robert Kleppel, Chair, Peer Intervention PaJnel

260 Park Avenue South ,'3rd Floor

New York, NY 10010

(212) 598-9210
LETTEROE APPLICATION WITH ACCOMPANYING RESUME AND DOCUMENTS MUST BE.
POSTMARKED NO LATER THAN MAY 12, 1992.

EQUAL OPPORTUNITY EMPLOYER M/F/H/

APPROVED: ____________~


THOMAS P. RYAN, Executive Director


POSITION:

Teacher Assigned «A" as Intervenor in the Peer Intervention Program: 9 Positions.

The Peer Intervention Program (Article 21.G, 1990·91 Agreement) provides peer assistance
on a voluntary, confidential basis to staff who believe that their teaching competence will benefit
from such assistance. Intervenors work individually on an ongoing basis for up to one year with
participating teachers, in and out of the classroom, to improve teaching skills and effectiveness

in the classroom.

MINIMUM ELIGIBILITY REQUIREMENT:

New York City licensed, tenured teacher.

SELECTION CRITERIA:

• Minimum of ten years experience under regular appointment in the New York City school
system, including at least five years of classroom teaching. (Experience in more than one
division or level, i.e., junior and senior high schools; or special education and regular education
will be viewed as a significant asset)
• Demonstrated outstanding classroom teaching ability.
• Demonstrated knowledge of, and successful experience with, adult learners.
• Exemplary knowledge and evidence of creativity and initiative with respect to curriculum
content, materials, and methods.
• Knowledge of current research in educational methodology and the change process.
• Demonstrated ability in oral and written communication.
• Background demonstrating ongoing use of effective interpersonal skills.
NOTE: The following documents must be submitted with the letter of application and
resume:

1. A letter of reference from the current building principal or site supervisor.
2. A letter of reference from the current UFT chapter leader (or district representative).
3. Letters of reference from two other current staff members who are knowledgeable about
the applicant's teaching skills.
DUTIES AND RESPONSIBILITIES:

• Interverie with selected teachers to diagnose their needs and problems and to orchestrate
the improvement process. .
• Use a variety of instructional strategies to enhance teaching skills of other colleagues.
• Create a supportive, collegial climate for the intervention process.
• Participate in extensive staff development activities, some of which might take place
evenings and/or weekends. . .
• Employ written narrative as a significant part of diagnosing and planning the intervention
process.
SALARY: Teacher salary commensurate with collective bargaining.

!,

I: PEER INTERVENTION PROGRAM MANUAL
ii

II

I'!;

~

Appendix III (continued)

WORK YEAR: Teacher Assigned 'A' (Article llD.l)· Position, based at UF'! Headquarters,
operates citywide with extensive daily travel between worksltes (schools).

HOURS: Seven hours per day, exclusive oflunch.

APPLICATION: Send cover letter, together with current resuI?e (including home and work
phone numbers) and letters of recommendation to:

Robert Kleppel, Chair, Peer Intervention Panel

260 Park Avenue South -3rd Floor

New York, NY 10010

(212) 598-9210
LETTER OF APPLICATION WITH ACCOMPANYING RESUME AND DOCUMENTS MUST BE
POSTMARKED NO LATER THAN MAY 12, 1992.

EQUAL OPPORTUNITY EMPLOYER M/F/H/

APPROVED: ____________________________

THOMAS P. RYAN, Executive Director


POSITION: Teacher" Assigned as Alternative Careers Liaison -Peer Intervention Program.

,

,

LOCATION: .peer Intervention,Program ' '
260 Park Avenue South
New York, NY 10010


Some travel to p1:'blic and private sectgr sites inNew York City metropolitan'area.

ELIGIBILITY REQUIREMENTS:

New York City tenured Teacher or Guidance Counselor.

SELECTION CRITERIA:

o Prior experience in the private sector. , , ,
o Prior experiencewitl.1adUlE'fn employment searclijhinngjpiacemen:C'---'" .,
o· Broad knowledge of personnel and labor relations information, including Board of
Education organization;

o

Evident oral and written communication skills.

o

Demonstrated ability in human relations and interpersonal skills.

o Familiarity with interest inventories.
DUTIES AND RESPONSIBILITIES:

o Oversee and personally assist teachers' transition into alternative positions.
o
Train and assist teachers with job-seeking skills, including interviewing and resume
writing.' " "
o
Using initiative and personal contact, generate public and private sectoreIllployment
opportunities for teachers.
o Maintain current listings of job openings.
o Communicate with employment counselors of private employment agencies/services .
• Coordinate needs of clients with available employment resources, including job-
related training! continuing education. ' , ' .
o Administer, score, and offer feedback on various interest and skills inventories.
HOURS: 35'hours per week exclusive ~flunch, with occasional evenings/weekends as necessary.

WORK YEAR: Teacher Assigned or Counselor Assigned (4-year term) beginning February 1,
1994.

PEER INTERVENTION PROGRAM MANUAL

SALARY: Salary commensurate with COilective Bargaining Agreement

APPLICATION: Please send cover letter and current resume by ______~, to:
Clare Cohen, Coordinator
Peer Intervention Program
260 Park Avenue South -6th Floor
New York, NY 10010

(212) 598-9210
PLEASE INDICATE THIS CIRCULAR NUMBER ON THE APPLICATION AND RESUME
EQUAL OPPORTUNITY EMPLOYER M/F/H

APPROVED:~'__________~___

1

"


Appendix VI

M
M
suming you are.serving in the role of

Peer Intervenor. (A member of the

eer Intervention Panel will be playing
the part of the participating teacher,
John Smith.)

John Smith has recently returned to
teaching after several years of involvement in
a business venture which has failed. He
received an unsatisfactory rating for the last
school year, despite a record of six years of
satisfactory teaching prior to his leave. He is

a French teacher ..

In his application requesting assistance,
he indicated that his class is U chaotic," and .
his own family is increasing the pressure on
him. He fakes home a great deal of paper


work including his plan book (which he is
too tired to do) and is resentful since, by his
own admission; his plans don't materialize
anyway arid the curriculum is simply not getting
"covered." "Frankly," he wrote, "I'd
walk out of here tomorrow but I really need

the money. You're my only hope in getting

through the next 6 months arid 5 days 'til

the term ends." .

PleaSe prepare to role play your first
meeting with Mr_ Smith. Your goal is-to
begiri to establish a supportive working relationship.


1. General knowledge·we have acquired:
Topic

• The Adult Leamer
• Seven Habits of Highly Successful People
• Learning Styles
·4MAT
• Madeline Hunter's Essential·
Elements of Instruction
• Dimensions of Learning
• How the Brain Learns
• Multiple· Intelligences
2. Process skills training we;have had to facilitate changes in our PTs
(Participating Teachers): . ..
• Cognitive Coaching Dr. Robert Garmston
• Creative Peak Performing Teachers-Through-----------~----------. -------..Presenter/
Affiliation
Dr. Judy-Arin Knipp (deceased)
Stephen Covey Associates
Dr. Rita Dtmn
Professional Dynamics

Professional Dynamics
Dr. Guy Blackburn
Dr. Pat Wolf
PIP Staff

Observation and Conferencing Skills

• Conflict Mediation
• N.euro Linguistic Programming
• Improving Face-to-Face Commtmications· .
• Peer Collaboration for .. .
Instructional Effectiveness
• Career Transitions
• Teacher Expectations, Students Achievement
3. Technical (and other) skills trainirg:
. .,

• Photography and video-taping
• Script-taping
• Documenting
• Workshop presentation
.• Stress reduction
• Cooperative learning
4. Group training experiences offered.to our PTs:
• Assertive Discipline
• Building Self-Esteem
• Management Systems for Teachers
• Teacher Efficacy
Dr. Bill Blokker
Dr. Ellen Raider
NY Trng. Inst for N.LP.
Malcolm Gordon .


Performance Learning System
Right Associates .
PIP Staff

.Lee Canter & Associates.
.Jack Canfield Associates
Dr. James Nighswander
Dr. Donald DeMoulin

PEER INTERVENTION PROGRAM MANUAL


Y
Y
Ou're about to take.a sample test in'
which you assume. the intervenor's


role and do a .sample of his/her work.

You are Lee .Davis, recently accepted as
an Intervenor in the Peer InterVention '.
Program.

1. You havejust'received the attached letters
from two of your participating teachers
with whom you ha~e recently begun working.
1. For each letter, use the Goals and
Objectives sheet to:
a. state your short-range goals and
describe specific steps to reach those
goals: ~___.~__
b. identify larger issues involved .md'
describe long-range plans.·
PEER INTERVENTION PROGRAM MANUAL

2. For each letter, uSe the Instructional Plan
sheet to write a specific instructional plan
that addresses an aspect of each teacher's
concerns. Include examples of methods
and materials you would use.
II. Essay Question:
How does the Peer Ihtervention
Program relate to teacher professionalism?


~ ...____ ~~__ .____._.___.._. _.•..-._-------~--


--. ~-


letter #1

I'm embarrassed to even write this but I'm really in trouble. My classes always start out well .
behaved but by November they are "off the wall." They don'tfollow instructions, are often
absent or late, and talk back to me.

I know I need to keep control all year around. Where do I start? Where am I g0irlg wrong?

Sincerely;

'SELECT AGRADE LEVEL (K-12) AND SUBJECT AREA. INDICATE YOUR CHOICES ON
THE GOALS AND OBJECTIVE SHEET. .

letter #2

My Prin~pal/ChairlA.P. is on my case to cover the curriculum more quickly. I have a lot of
problems with that My students need time to really grasp the concepts. I don't believe in teaching
more, faster. They never remember it by the time tests come around.

Sincerely,

'SELECT AGRADE LEVEL (K-12) AND SUBJECT AREA. INDICATE YOUR CHOICES ON
THE GOALS AND OBJECTIVE SHEET.

1•


1. We know we've requested a lot of language-both oral and written-from you throughout
~~=. . .

So-a change 'of pace: please take a moment to desCribe yourself by using only five adjectives.
'.

2:We've also generated a lot ofianguage ourselves!

So-at the risk of being unoriginal, we're going to borrow a phrase from the 'Wide
World ofSportS," and ask you to describe briefly "the thrill ofvictory" and "the agony of
defeat:' in terms ofyourself '

3. In what ways would you like ~program to support your own continued professional
growth? .
J
J
ane Smith is not happy teaching and
does not feel she is doing a satisfactory
job (she had been rated "U" in 3 of the
last 5 years). Jane is 51 years old and has
.completed 24 years of teaching grades 2, 3,
and 4.

Jane states that her spouse isn't crazy
about her leaving teaching, but "is willing to
deal with anything if it will make Jane smile

Assume that you are Lee Winston, the
Alternative Careers Liaison. A Peer
Intervenor asks you to interview this Partici-.
pating Teacher who has been in intervention

x

"

. for six riiimths, has problems both managing
a class and motivating the youngsters, and
does not want to write lesson plans. Jane has
agreed that it might be best to consider leav


. ing teaching, but states "I have no idea'what
else I,can do -this is all rknow."

Please prepare to role play your first .
meeting with Ms. Smith (played by' a member
of the Peer Intervention Program staff. Your
goals are to establish a supportive working
relationship'and to assist Ms. Smith's movement
toward an alternative career ...


24./ Appendix VII


Directions: Respond in writing to both' I!. In response to a Board of Education
parts (1 and 2). Please be aware that written

vacancy circular for a nonclassroom
English, spelling and legibility are important

position, you call the specifie~ con: .

Y<iu will have one (1) hour to complete the
tact person, (formerly a Principal,
now a Deputy Executive Director at

task.

65 Court Street) to inform her that

You're about to assume the role o(Lee

you, Lee Winston, the ACL for the

Winston, the Alternative Careers Liaison for

Peer Intervention Program, have sev


the Peer Intervention Program. One of your

eral teachers who would be interested

functions is to develop employment opportu


in this position,and would like fur-'
nities for unsuccessful teachers who would

ther information.

like to leave teaching and begin a new

How would you respond when the con


career.

tact person replies. 'why on earth would I

I. Select any company or corporation in want to hire unsatisfactory teachers when
the private sector, and prepare a letter, there is an ab~ndance of interested, excellent
stating who you are and what you are teachers?" (Please write out the actual diaseeking;
------"------:---~·--16guewhiclifnlghfeilsii~,paymfrparticular-'---.Your
'goal is to develop resources attention to your statements:)
which will lead til alternative employment
opportunities for New YorkCity
teachers.


PEER INTERVENTION'PROGRAM MANUAL

Chapter Four

Chapter 4: COSTS
WHAT DOES A PEER ASSISTANCE PROGRAM

COST?

T
T
hat obviously depends on the salary,. TO HELP US GET A BETTER HANDLE
, : rental and utility costs in your area, as ON COSTS, HOW MANY TEACHERS.
, well as the size of the program. Here CAN AN INTERVENOR WORK WITH
are the items you should include when trying

AT ONETIME?

to rough out your costs:

. If an intervenor is a full'time staff mem


1. Salaries of intervenors, coordinator,
ber, the optimum number of participants is
clerical staff, alternative careers liaison.,

four. This allows the intervenor to observe a
participant on roughly a daily basis in a variety
of activities and time frames (after lunch,

2. 'Rent for your headquarters, includiIig
office supplies and basic office equip


for example, or in quiet reading groups).

_ ment, printing costs.of literature and .
applications, postage, telephone lines,
and computer online time. COULP WE INCREASE THE INTER


VENOR/PARTICIPANT RATIO TO GET
vided by consultants, attendance at MORE FOR OUR MONEY?
professional conferences (both local

3. Ongoing training for intervenors proCertainly,
but there's a price to pay. The

and out-of-town); and subscriptions to

teachers with whom intervenors work tend

keep up with the latest research and

to require intensive help. Ifintervenors have

literature.

more than four participants, they will have

4. Carfare for intervenors for travel from less time on·task with each participant,
site to site as they assist their partici~ reducing their effectiveness. This increases
pating,teachers. stress on the intervenor because he/she

7'

T
doesn't have time to help find solutions,

5. Professional resource library, with
therefore isn't as helpful to the participant,

material both for intervenors and for

therefore doesn't feel personal satisfaction.

participants.

Your peer assistance program becomes less

6. Tape recorders, camcorders, cameras cost-effective, rather than more so, and there
(including Polaroid) for developing is less success for participants.
classroom techniques with participants.


WHERE SHOULD PROGRAM HEADQUARTERS
BE?

"_... ...


Three factors should determine the loca:-'--'
tion of your headguarters: the extent to
which teachers will feel relief from adminis


--------------------..------------. 'trative (and administrators') pressures, the


Chapter Five

26 / Chapter Four

proximity of support servkes and resources,

Chapter 5: ACCEPTING PARTICIPANTS INTO THE

and convenience of the location.

INTERVENTION PROCESS

TeaChers who are experiencing difficulty
need to feel that they are in a supportive,


WHY DO TEACHERS APPLY TO A • Sometimes have significant personal

nonthreatening environment free from
supervisory constraints. 'Where possible, the'


PEER ASSISTANCE PROGRAM? . orfamily problems.

• Sometimes disliked by their collocation
should'be a site of teacher advocacy,

Some teachers are searching for a way

leagues_

or at least a neutral setting (not, for example, .

to change what they.recognize as inappropri


the basement of your district's central office).

ate classroom methods. Some teachers need Because PIP addresses the issues of
Headquarters should be centrally locat


a colleague to show them in a nonpunitive, instruction, such as curriculum, classroom

nonjudgmental way how to adapt new management and lesson planning, partici


ed to allow partiCipants easy access to pro


research and techniques to their own pracpants
are teachers who identify these as their

gram services such as the ACL, professional
libraries, and retirement consultations.


tices. Some teachers are at their wits' end concerns. A teacher may not be strong in
trying to cope! questioning skills or may be a poor manager
The NYC PIP is housed at the headquar


of time on task. Perhaps in a school where
ters of the United Federation of Teachers, .

Whatever their individual reasons,

interdisciplinary teaching is important, the

which is easliy~eached by pu61fctransp6rta:"--, ._ .. -_....-.-..C.

. -.--.-------•

... potential participants should be reminded to

.teacher struggles with interpersonal relationtion
and meets all the other criteria for

recognize their courage in asking for help.

ships. Students may not respondappropri


teacher advocacy_

ately to the teacher's lessons, or supervisors
IS THERE A GENERAL PROFILE OF may have distinctly different goals from
. THE TEACHERS WHO SEEK those of the applicant The applicant may
INTERVENTION?

need help with the latest instructional material
because he/she hasn't taken classes in

Although every participant is unique,

many years. He/she recognizes deficiencies

many will exhibit at least some of the follow


and seeks help in overcoming them, and

ing features:

supervisors neretofore may have failed to
address the need.

• Difficulty .controlling their classes.
."

• Often.,teaching the least desirable
These teachers exist in virfually every

classls.


school. A peer assistance program objective


• Self-esteem is extremely low.
ly delineates their concerns and the teaching

• Isolated from most or all of the rest of
community.'s desire to assist them.

the staff.

• Generally disrespected by their students.
. WHAT ARE THE ELIGIBILITY CRITERIA

• Often despised by their supervisors. FOR PARTICIPANTS?
• Unable to adapt to their classes and
. the curriculum. .
.. -.• Often fearful; secretive, and resistant
~ Able to understand only hierarChical
supervision, not peer assistance or self-

PEER INTERVENTION PROGRAM MANUAL 'g'
1

,



28/ Chapter Five

that they have nowhere else.t6 tum for prO: • Hold an open house (with light
fessional support To be eligible, an applirefreshments).
,
cant's request for assistance must be focused • Be sure official notices and posters
on instructional issues, not personal ones. displayed on teacher bulletin boards
Priority is given to applicants whose end-of-. include tear-offs for mailings to
year performance appraisal rating has been . request information. (See Appendix
'unsatisfactory,' or who have received formal VIII.)
warning indicating that such a rating is

THE APPLICATiON PROCESS: SHOULD

pending.

WE HAVE AN APPLICATION FORM?

HOW DO YOU ATTRACT PARTICIPANTS Yes. A simple standard application form
AND "PUT OUT THE WORD"? includes name, home address, home and
school phone numbers; tenure status, num


To attract participants, everyone in your

ber of years teaching, location of current

district should know about this program. school; license/certification, present grade
There are many possibilities for making your . and subject assignment, employee identificaprogram
known, and some suggested strate---·-tion-number, -and·supervisor's name. Ask If

gies are: the applicant has been rated unsatisfactory

• Send a mailing to every tenured and why he/she feel~ he/she would benefit
teacher clfuer through the posta! serfrom
assistance. This application is used to
vice (if cost effective) or personal determine whether the teacher meets the
school mailboxes, or both. . requirements for participation. (See

• Create an eye-catching brochure. Appendix IX.) In New York City, applications
Place this literature everywhere that are mailed to the home address to preserve
teachers gather: faculty rooms, teach-confidentiality.
ers' centers, and central offices. Have
a distinctive logo on all material so
that teachers identify theprogram WHAT'S THE NEXT STEP?
immediately.
Follow the application with telephone

• Send speakers to union meetings, proscreening
in which ari intervenor calls to

fessional association gatherings,

clarify the applicant's needs. Since the pro


teachers' standing committee meet


gram is pedagogical, you will want to deter


ings, and faculty meetings.

mine that the applicant's issues are related

• Include articles and advertisements' in
to curriculum, planning, classroom manage


teacher newsletters and even the local

ment, and/or conflict management in the

newspaper.

school.

• If your district has an online service,
post notices explaining the program.
• Create a 24-hour hotline on a tele-' WHY PO YOU RECOMMEND A
phone answering machine both to PHONE CALL?
explain the program and to record The screening phone call is actually the
names and addres.ses .of the u:achers~~-first·personal·contacncpotentialparticipan,rt--,-~-,-"",:~~,,:,
hO want an application and mforma-has with the program. A phone call is prefer-


tion. '

PEER INTERVENTION PROGRAM MANUAL

able to a personal visit for several reasons: it
preserves anonymity and personal distance;
the screener is not swayed by the personal
appearance of the applicant; and external factors
will not influence acceptance or rejection
by the program;

. WHAT SORTS OF QUESTIONS
SHOULD WE ASK ON THE PHONE?

The intervenor should strucfure ques-.
tions so that the applicant does most of the
explaining. Find out about the relationships
the applicant has with others in the school,

. especially administration, students, colleagues,
and parents. Is there a new principal
who is imposing new criteria in the school?'· .
Has the community recently had a dramatic
change in population? How imminent is
retirement?

Get a sense of whether the strUggle is
.ongoing or relatively recent; for example, a
teacher who has always been weak may have
different needs from. a teacher who has
recently suffered a traumatic loss or serious
health problem. Outside factors often have an
important impact on a professional sifuation.

_0 ____ --..1-_.. --" --


HOW SHOutD WE TAKE NOTES ON
THE CONVERSATION?


Use a screening form that includes
space for the intervenor's comments.
Thoughts and reactions immediately following
the phone call are helpful in determining
how an applicant will respond to intervention.


New Yark: qty Peer Intervention
Program's telephone screening form Can be
seen in Appendix X.

1

"

WHEN SHOULD THE APPLICANT
HEAR FROM YOU?


Acknowledge receipt of the application
immediately with a brief form letter. Place
the screening call as promptly as possible.


By mail, let the applicant know his/her
status in each step of the process. If an applicant
is on a waiting list for the next appropriate
intervenor, keep the applicant informed
so he/she knows he/she is not forgotten. If


. an applicant is not eligible, suggest some
alternatives in a (regretful) rejection letter.

The program's courteous and prompt
acknowledgement of an appliCant's status
has both immediate and far-reaching implica


. tions. Not orily will the person be assured of
ongoing interest and commitment, but the
program, too, will gain a reputation for
respectful professionalism.

.Some sample letters appear in Appendix
XI and Appendix XII. See page 11.


DO YOU WORK WITH TEACHERS
WHO ARE FACING DISMISSAL FOR
INCOMPETENCE?


In New York City, teachers who have
been brought up on charges of incompetence
are' removed from their classrooms to
await hearings. PIP works oniy with teachers
in their classrooms.· , ,


However, some teachers who have been
threatened with charges do apply to the pro


,gram. If the prospective charges of incompetence
reflect poor classroom practices, a peer
assistance program would be an appropriate

way to help them. . . .. ..... -.---.--..


Appendix VIII

30 / Chapter Five

DO YOU REJECT APPLICANTS?

Yes. During ~escreening process, it
might become apRarent that the applicant's ,
problems are not related to pedagogical "
issues. Some'of the people who would not be
eligible might include those whose main: .
problems include lateness, chronic absenteeism
accusations of racism and/or sexism;
having beentumed down for the job they
preferred, or retaliation for a school-related
romance gone sour.


Some applicants may simply be marking
time before their imminent retirement A few
teachers do not fit your criteria-nontenured
personnel, for example. People who have
been coerced into application' by threats··· ....... .
from supervisors also may not be eligible.


, Lastly, in the first few meetings a
teacher may show problems that were not
apparent initially, such as alcohol or substance
abuse. Since the program is designed
to address pedagogical issues, such teachers
may have to seek more appropriate assistance.
(See AppendiX XIIL)


.. .-----.........~-~--..------------._i


PEER INTERVENTION PROGRAM MANUAL

PLEASE

1"1'

~~
~~
PEER INTERVENTION PROGRAM

260 Park Avenue South· New York, N.Y. 10010. (212) 598-9210

Clare Cohen

Coordinator

The New york City Board of Education

Alfred Weiss and the

Asst. Coordinator

United Federation of Teachers cordially invite

tenured teachers to request assistance from the

PEER INTERVENTION PROGRAM

The PEER INTERVENTION PROGRAM is a beginning effort to enable New York City
teachers to take collective responsibility for maintaining high standards and strengthening
performance.

The program helps tenured teachers who are in trouble in the classroom and who volunteer
to participate. Teachers who meet these criteria get help from experienced and specially
selected colleagues.

All assistance is given on a voluntary, confidential basis. And it'~ tailored to the partic.
ipating teacher's strengths and weaknesses in the classroom.-· .

The goal is ttl'help the teacher become more effective or to cotiosel him or her, confidentially~
to leave teaching. '

If you participate, you .and your assigned intervenor (a veteran!classroom teacher
with demonstrated teaching, interpersonal, and peer assistance skills) will reach this goal


~ ,

o Planning an individualized professional development program.
o Carrying out the plan.
o Refining and redefining your professional goals.
For further information or an application for assistance see your UFT Chapter Leader
or call the PEER INTERVENTION PROGRAM at (212) 598-9210. .. . .......... .

j•



32/Appendix VIII

PEER INTERVENTION PROGRAM

260 Park Avenue South· New York, N.Y. 10010· (212) 598·9210

Clare Cohen

Coordinator

MEMORANDUM

Alfred Weiss

Asst. Coordinator.

June 1, 1988

TO: ALL TENURED NEW YORK CITY TEACHERS

FROM: Peer Intervention PaneC .~ ~-

SuBJECT: Request for ASsistance Through the Peer Intervention Program

The Peer Intervention Program is designed to provide peer assistance on a voluntary,
confldentiaIbasis to teachers who have completed'probation and who believe that
their teaching competence will benefit from such assistance.

WHAT IS THE INTERVENTION PROCESS? The Intervenor will develop a plan tailored
to the specific needs of the participating teacher and will work with the teacher
directly. The teacher willbe involved in a program designed to improve classroom competency.
Working in a secure environment, the teacher will be helped to make positive
changes in habits, skills and patterns. '.,

WHO IS ELIGI BLE? Any tenured teacher who has a reaso~able basis for needing
assistance or who receives a "U" Rating or formal warning may request such assistance
through the Peer Intervention Program. The problem must relate solely to issues of
classroom competence. .

HOW CAN A TEACHER APPLY? An application for assistance is attached to this

letter. . . .

The application should be completed by July 11, 1988 and returned to:

Robert Kleppel, Chair, Peer Intervention Panel
UFT 260 Park Avenue South -6th Floor .
New York, NY 10010

PEER INTERVENTION PROGRAM MANUAL

Appendix VIII (continued)


All requests for assistance will be treated on a confidential basis: The panel will
review the requests and promptly notify the teachers of its determination as to whether
assistance will be provided. For those accepted; the program will begin in September,
1988 for a period of up to one year. For those teacliers not selected for participation,
information as to other resources to assist the teacher will be provided upon request

The Peer Intervention Panel, composed of six members selected by the UFT and
three members selected by the Chancellor, was established during the fall 1987 school
term. This panel is responsible for developing the'Peer Intervention Program in accordance
with Article 21.F of the Agreement between the Board of Education and the United
Federation of Teachers.

For further information, please call the Peer Intervention Program at (212)
598-9210. .

",1


PEER INTERVENTION PROGRAM

260 ParkA"enue South· New York, N.Y. 1001.0· (212) 598-9210

Clare Cohen

Coordinator

Alfred Weiss

Asst. Coordinator

MEMORANDUM

June 15, 1988

TO: Community School.Board Presidents, Executive Directors, All Superintendents,
Directors Heads of Offices and Principals of All Day Schools, UFT Borough and
District Representatives, All UFT Chapter Leaders, C.S.A. District Representatives

FROM: Peer Intervention Panel

RE: Teacher Requests for Peer Intervention

During the 1987-88 school year, a Peer 'Intervention Panel was established, composed
of nine members, six of whom are teachers selected by the UFT and thr.ee. of w~om
are administrators named by the Board of Education. The Panel developed qualifications
and procedures for the selection of intervenors, and h~s adver?s~d those positions citywide.
The process of seleqrng the intervenors is ongomg. Begmrnng September; 1988 ~e
New York City Board of Education will fully implement the Peer Intervention Program 10
accordance with the agreement between the Board of Education and the United .
Federation of Teachers, Article 21.F.

The Peer Intervention Panel is designing (and will continually monitor) a professional
develoPIll:ent program that enables.staff to improve instructional competence.

. This program allows tenured teachers who believe their teaching competence will
benefit from the assistance of a Peer Intervenor,to voluntarily request such assistance.


TEACHERS ELI'GIBLE TO P~RTICIPATE: Any tea~her who h~ completed probation
and who believes that his/her teaching competence will benefit from peer assistance, or
who has received a U-rating or form\al warning, may request assistance.

PROCEDURES: These procedures relate solely to issues ofinstructio_nl'L~.Q.IEP~t~nce._._._ .____

PEER INTERVENTION PROGRAM MANUAL

Appendix VIII (continued)

A. Initial requests for assistance from eligible staff made in writing on the form pro-.
vided by the Peer Intervention Panel [see Appendix IX] by July 11, 1988.
B. The Panel will review requests and will notify the teachers of its determination as
to whether assistance will be provided. Such communications will be kept completely
confidential. .

C. The PeerIntervention Program Coordinator and Intervenor, in collaboration with
the participating teacher, will develop and implement a plan of assistance designed
to respond directly to the particular needs of participating teachers.
D. The Intervenor and participating teachers will continue to work together directly
for not more than one year, during which time their interactions, as formally set
forth in the agreement, shall remain strictly confidential.
E. For three months following the start of the intervention period, supervisors will
notevaluate or observe the participating teachers. Supervisors will otherwise continue
to exercise their responsibilities.
FOR QUESTIONS RELATED TO THE ABOVE, CONTACT:

Clare Cohen

Coordinator

Peer Intervention Program

260 Park Ave. South, 6th Floor

New York, NY 10010 • (212) 598-9210


Appendix IX (continued)

PEER INTERVENTION PROGRAM

260 "Park Avenue South· New York, N.Y. 10010· (212)598-9210

Clare Cohen

Coordinator

Alfred Weiss

Asst. Coordinator

REQUEST FOR ASSISTANCE
THROUGH THE PEER INTERVENTION PROGRAM


Name: _.._....._....................._..........._.___.__._..___. File 'if: ____________.___________._____.
Home Address: ____._______.__.;__._______.____. S,S. 'if: ___________________._________:._


Phone 'if:(Home) _........._...._............_...._................ Phone''if:(School) _............._.._............_....


Number of Years Teaching: ..............................
Current License Area: .....................:.._.............. Tenured: Yes..__._............No ...._............
Current School/W ork Assignment _.............. District .................._._........._........,....._.. ..
Current School/WofK Address:..._...................


Name and Title of Current Supervisor: ..........


Please feel free to attached an additional sheet with your answers to the following
questions.

IF YOU WERE RATED UNSATISFACTORY LAST JUNE, OR IN PREVIOUS YEARS,
PLEASE SPECIFY THE DATE(S) AND SCHOOL(S)/SITE(S). (THIS REFERS TO THE
ANNUAL RATING, NOT ~PECIF1C;_()13~EgV~I!0l'iS/L~ERS.) ~________.

.___._.

WHY DO YOU FEEL YOUR CLASSROOM COMPETENCE WOULD BENEFIT FROM
PEER INTERVENTION? IS YOUR DECISION BASED ON YOUR HAVING RECEIVED
AN UNSATISFACTORY RATING OR FORMAL WARNING? IF SO, WHAT REASONS

'. WERE GIVEN FOR THIS RATING OR WARNING? PLEASE EXPLAIN.

Signature Date

THIS APPLICATION MUST BE RETU~EDTO:
Clare Cohen, Coordinator
Peer Intervention Program
United Federation of Teachers
260 Park Avenue South -6th Floor
New York, NY 10010



. I,

"

PEER INTERVENTION PROGRAM MANUAL l'


Clare Cohen·
Coordinator
Alfred Weiss
Asst. Coordinator Applicant's Name _______
Screening Questions
(AlllTIllg_b~ asked asa minimum!)

1. Tell me more about why you are requesting assistance from PIP. (Request specifics.)
Probe if applicable: Are any of these issues the subject of grievances? (i.e., "letter in
the file").
2. What do you know about how PIP works? (WE FILL iN THE GAPS.)
3. How would you describe your relationship with principal/AP/peers/parents/students?
*Would you apply to PIP if your current supervision left? (were different?)


. f_-..

4. What specific changes would you like to see happen with our help? ,
If applicable, requestJocus on classroom changes.
5. What do you like about teaching? What are your strengths?
6. Are there any outside factors that may have an impact on your teachirig?
7. Is there anything else you'd like us to know?
8. Other comments? (Filled in by staff member doing screening.)
Screened by;:_________

Today's
Date:

PEER INTERVENTION PROGRAM MANUAL

Appendix XI

PEER INTERVENTION PROGRAM

260 Park Avenue South· New York, N.Y. 10010' (212) 598-9210

Clare Cohen

Coordinator

Alfred Weiss

Asst. Coordinator

, Dear Colleague,

Your request for assistance from the Peer Intervention Program has been received.
The Panel is currently 'reviewing your request, and a decision concerning acceptance into
the Program will be made as soon as possible. Should further information be needed to
facilitate the Panel's process, you will be contacted by telephone.

Sincerely yours;


Clare Cohen
Coordinator

CC:ic
1

"


PEER INTERVENTION PROGRAM

1°1

260 Park Avenue South. New York, N.Y. 10010· (212) 598-9210

Clare Cohen

Coordinator

Alfred Weiss

Asst. Coordinator

Dear___:

The Peer Intervention Program has carefully reviewed your request for assistance
and has accepted you as afutunipartlcipant.lJnfoi-hinatelY, we are preseiitlywoi-Irillgwith
teachers up to the limits of our Program personneL For this reason, although we
truly appreciate -the urgency of your concerns, we are unable to include you in the
Program at this particular time. We are maintaining your request in our active file on a priority
wait list basis. An opening may arise at any time, and when this occurs we will
immediately contact you.


Ifyou have any questions, p.\ease feel free to call me. _

Sincerely yours,

Clare Cohen
Coordinator


CC:ic
------------------·--·---------------1---·
Appendix XIII

PEER INTERVENTION PROGRAM

260 Park Avenue South· New York, N.Y. 10010. (212) 598-9210

Clare Cohen

Coordinafor

Alfred Weiss

Asst. Coordinator

Dear___:

'your request for assistance has been reviewed with care by the Peer Intervention
PaneL The situation you describe is one th~i: merits consideration; however, it is not one
that we can address with validity or bring to resolution at this time.

The Peer Intervel).tion Program focuses solely on matters of instructional competence
rather than on other, more personal issues or matters such as those you have raised,
including your request for a "special" (medical) transfer, your desire to teach in a different
license area and your indication that ifeither of the above were achieved you woUld no .
longer be interested in participating in the Peer Intervention Proil-am. Your application
and the ensuing conversation with a member of our staff did not indicate that the need to
improve your instructional competence is a primary concern fllr you. Therefore, we feel
that at this time the support you need may better be provided under some other aegis and
hope that the sugg~stions offered by our staff member are of help. Please feel free to noti-_
fy us if yoyr plans should change.

r

We hope the balance of the year will be a gratifying and productive one for you and
your students. -


Sincerely,

Clare Cohen

Coordinator

CC:ic
--------~~--------.----~----~---------


-'-,

PEER INTERVENTION PROGRAM MANUAL

.. ~


42 / Chapter Six

Chapter 6: SCHEDUUNG

HOW ARE PARTICIPANTS ASSIGNED'
TO INTERVENORS?

Once the participant is accepted into the
program, the structured telephone screening:
interview determines the prospective client's
needs, interests, and fundamental agenda
Extrinsic areas of concern (health or family
matters) also affect how the participant will
work with an intervenor.

The guidelines to determine a match
with an interVenor include the area of certification
and expertise, grade level,.and geo--graphicallocation.
Such a match ensures the
effectiveness of the program, and every effort
should be made to coordinate these particulars.
When they cannot be matched ideally,
collegial consultations are needed.

Since most issues are related to classroom
management, however, intervenors are
usually adept at coaching needy teachers,
.regardless of differing subject areas. But
your program sh(:lUld try to maintain constancy
in grade levels whenever possible.

HOW SHOULD INTERVENORS

SCHEDULE THEIR TIME? .

Intervenors' schedules reflect whether
they are full: or part-time, available for full
days, and how much time each may spend
with a participant


Since most of the intervention process

occurs during the school workday, with addi


.tional time spent before andlor after class,

'scheduling too many participants'for not

in addition, time must be aIlotted for the
peer assistance staff to write documentation,
attend regular staff conferences and meetings,
and participate in professional development
conferences.

Sufficient time for planning, observing,
and conferrirlg must be included for each participant
.

HQW DOES NYC PIP SCHEDULE ITS

INTERVENORS?

.... New York City intervenors are full-time

staff members, each of whom works with
.four participants at a time. Because inter


venors are teachers modeling empowerment,

they schedule themselves with the teachers

they serve as they see fit

However, the program allows.the equivalent
of one full day for each participant,'
although the time may be split into, for
example, participant A in the morning of one
day, and participant B in the afternoon, and
then "flipping" the schedule on a subsequent
day. This allows intenienors to work with a
participant on more than one occasion in a
given week, and considers 'the differing
needs and responses of teachers and students
resulting from differing daily programming.


SO Tl-IAT'5 FOUR DAYS. WHAT'S ON

TH E FIFTH DAY?

The.fifth day of the week is used for con-
s~ltation, conferences, staff development for

They need time to discuss and consult about.
the issues raised by their clients. They also
need time to plan workshops and events during
which the participating teachers are invited
to meet in a large group, sometimes with
outside consultants. In New York City, presentation
topics include time management
and various approaches to discipline, concerns
common to most, if not all, participants.
Since the program staff is often asked
to deliver presentations at forums sponsored
by local or national professional organiza:
tions, the time is utilized for collaboration on
such projects as welL .

enough time does both intervenor all.dparti~_~ intervenors, and casework. (See Appendix

ipant a.disservice.
IV.) Iiiterveiiorsneedtirkeepulfto-datein--:----.-.-. ~ ...--.-.----.---~------.-.
pe~ogical and adult-learning research.

PEER INTERVENTION PROGRAM MANUAL


----------.----.-~-intervenonnay-need to-consult·---------~


i

PEER INTERVENTION PROGRAM MANUAL

II
II


44 / Chapter Seven

Chapter 7: STARTING: THE FIRST DAYS

WHERE SHOULD THE FIRST MEETING'
BETWEEN ·INTERVENOR AND

PARTICIPATING TEACHER TAKE

PLACE? .

The first face.to-face encounter usually.
takes place outside the participant's school.
Neutral surroundings-your headquarters, a

coffee shop, the public library, or a park (in
the .spring or the fall)-provide an environ·
ment that allows the two colleagues to speak
freely and privately about their goals,

~engths ~dconc:rns. At this off·site. m~et'program g~idelines. The interve~or estab


mg, a p~rticlpant IDlgh~ "opt-out" of making --.a
commitment to the difficult work ahead
prior to the site supervisor being informed.

WHAT HAPPENS IN THE OFF·SITE
MEETING?


The off-site visit should provide the
intervenor with an initial view of the
teacher's problems. The intervenor starts to
consider a tentative improvement plan. The
process of bonding and bwlding trust begins
here, as the two colleagues anticipate their
first day together in the participant's classroom.


. The intervenor shares the focus and
. vision of the program as it pertains to the

participant Together they will collaborate on
deciding the date of the intervenor's first
visit to .the classroom and how the inter.
venor will be introduced to the cl~s and colleagues.
(In a small district where everybody
knows everyone else's job and title, stress
the confidentiality of your relationship. In a
larger district, what often works is, "Ms.__

is working on a project with me about how
teachers teach and how students learn.")

WHAT HAPPENS WHEN THE INTER·

VENOR FIRST ENTERS THE SCHOOL
BUILDING?

The first stop is the principal's office.
The intervenor presents the confidential let·
ter of introduction (see Appendix XV) and .
explains the goals and values of the interven·
tioh model the intervenor's role and the

-lisnes thecoi.niilon-ground between the goals
of the program and those of the school, dis·
pelling fears that the program might be a
protection for incompetent teachers. Rather,
it is a program to support teachers in their
delivery of effective.instruction. This clarification
usually allays any concerns the principal
may have.

If the program policy precludes evalua~
tion or observation of the participant by a
supervisor at the beginning of intervention,
the principal continues to be responsible for
all other supervisory obligations, such as
monitoring lateness, patrols, student and
school safety. Any <;langerous situation continues
to require the principal's prompt
action.

The principal can help the intervenor
obtain access to .such resources as a tele·
phone for a dally call to headquarters, photocopier,
coat closet, bathroom key, and park·
. ing space. With the· agreement of the partici
·pating teacher, he/she also can identify key
personnel in the building with whom the

WHAT DOES A TYPICAL DAY LOOK
LIKE?


Following the interview with the principal,
the intervenor meets with the participating
teacher. Ideally, he/she will have an .
unassigned period; if not, the intervenor will
observe classroom interaction, teaching and
learning styles, and the work atmosphere.

During the unassigned period, the intervenor
should respond to any questions that
arise. He/she will use this time to continue


_
the trust-building begun at the off-site meet·
ing, reinforcing the positive choice the
teacher has made to participate in the intervention
process.

The intervenor spends the first day
"shadowing" t4e participating teacher,
becoming familiar with other staff members, .
the schedule, the students, and the culture of
the school.

The focus of the firSt day is familiarization
and data collection. The intervenor
begins to leary the perspectives of the partie-.
ipant, adminis'trators, and the classroom stu·
dents.. The intervenor models professional_
collegiality and appropriate attitudes as an
additional resource to both the teacher and
the school.

1,.


46/ Chapter Eight

Chapter 8: 'DAY-TO'-DAY FUNCTIONS

WHAT ARE SOME STRATEGIES

INTERVENORS USE TO HELP

TEACHERS IMPROVE?

Meaningful professional development.
includes an extensive sample of strategies
that address the instruction ofstudents. The
intervenor employs varied learning
approaches to help a participant acquire
these strategies. Some suggestions are:

• Modeling demonstration lessons.
• Observing and providing objective
feedback.
• Photographing, videotapi~i; and
'audiotaping.
• Providing'practice opportunities.
• Introducing motivational techniques.
for students.
• Improving the appearance of the
classroom;
• Developing lesson plans ahd classroom
management systems.
• Role-playing activities.
• Researching and pt;!cticing new tech
· niques for effective teaching.
.' Attending after-school·tr.aining workshops
ahd seminars together.

• Viewing and listening to professional
.video and audio tapes.
• Facilitating and participating in inter.
school or interclass visitations.
• Attending professional conferences
outside of school.
Following each activity shoula be a

"debriefing" during which the participating
teacher is encouraged to discuss what
worked and what could be changed. This
ongoing effort is most critical to the iilterven-

HOW DO INTERVENORS BUILD
RELATIONSHIPS WITH PARTICIPANTS?

Since much of the work participants
must do requires them to make profound
changes in: perspective and performance,
intervenors continually want to bolster their
confidence. This is often the first opportunity
participants have ever had to discuss their
perceptions of their own deficiencies with
someone who believes they can improve.
Therefore, time must be devoted to expan·
sion of trust

Often participating teachers exhibit fear
of letting go of their destructive practices,
and correcting these practices may conjure
negative behaviors in them. To reduce their
discomfort, intervenors model behavioral
and attitudinal changes one or two at a time
and applaud them .each step of the way.

It is not always easy to identify positive
behaviors and. attitudes in participants..
However, intervenors should make everY
effort at the beginning of each conference to
inform them of some improvement or positive
action. Then they may suggest ways in
which to build on this improvement.
Nonjudgmental approaches help participants
feel safe so that ultimately they can take .
risks on their own.

HOW CAN INTERVENORS DO THAT?

To help a participant feel the success

toward which he/she is working, intervenors
use techniques that strive to reduce isolation
and bolster confid~nce. These are some ideas

tion process in which instructioilal'cliange _._~that.have.worked.m.the.NYC model:. .. ---------must
be made. • Celebrate successes through small

rewards-token gifts or a shared meal.

• Provide emotional support for the
participant's whole life experience.
• Clarify limits and the significance of
confidentiality pertaining to the program.
• Maintain the participant's motivation
even after the supervisor returns to
observe and evaluate.
• Use conflict mediation and negotiation.
skills.
• Interact with the supervisor on a participant's
behalf when there is a violation
of the program policy.
• Explore the participant's values. '
• Develop a network of support among.
faculty in the school.
• Listen to "seek to understand," not·
merely to respond by telling "what
worked for you."
DOES THE INTERVENOR ALWAYS

WORK ALONE?

As the relationship between intervenor
'and participant grows, key persons are invited
to participate in the pr()cess. Sometimes
participants become willing to accept technical'guidanc~
from their supervisorsafier the
intervenor stts down with the supervisor and'
participant and shows them how to talk to
each other to solve problems. Others may
work with a buddy teacher in the same
school or with a coaching circle in which several
teachers support each other. These
would have been inconceivable prior to intervention!


YOU MAKE IT SOUND SO EASY.
It isn't

the complex nature of a participant's problems
may sometimes interfere with addressing
the compound problems in a participant's
classroom.

HOW DO INTERVENORS ENCOURAGE
PARTICIPANTS TO REFLECT ON THEIR
PRACTICE?

Another goal of the intervention program
is to help 'teachers become reflective of
their practices-to think about their thinking
and activities in the classroom. Many people
act without consideration and deliberation; a
peer assistance program should teach participating
teachers to think about the "why" of
what they may do. This helps them to
become more aware of the problems they
create, identify areas of improvement, and
celebrate their successes. The process of
reflection allows participants to "own" both
the Cause and the effect and allows them the
power to foster change ..

Some methods to engage participants in
reflection ar~:

• Observing, collecting and providing
hard data and feedback.
• Engaging in pre-and post-observation
conferences.
• Reviewing video and audio tapes of
the intervenor's and the participant's
work. _ ..'

•
Keeping a journal and discussing written
reflections.
• Identifying methods of assessment
and examination of the participant's
agenda.
IT SOUNDS LIKE AN EVOLUTIONARY
PROCESS FOR THE PARTICIPANT.

-.. _.....--.. -----------.Sometimes the intervenor may become-' .... -·· -' ....
frustrated and experience a reduction in zest ' It is. Although. participants r~ceive ~s~sand
enthusiasm. The daily challenges and tance through the mtervenor, ultimately It IS


1•

PEER INTERVENTION PROGRAM MANUAL


48 / Chapter Eight

. their own consistent efforts that show them
that they, themselves, have produced positive
results.

By the endofa typical intervention day,
the participant arid intervenor have collaborated
in many activities to meet their goals.
The success of the process requires regularly
structured and meaningful plans to yield
both commitment and perinanent change.
Application of intervention skills, a solid
research base, and a motivation to nurture
the process undergirds the intervenors' conviction
that teachers can change, adults can
learn, and teachers can help teachers facilitate
classroom effectiveness.

WHAT.DO INTERVENORS DO WHEN

THEY ARE STUMPED?

With the participant's perinission, of
course, they often ask another intervenor to
accompany them to the participant's classroom
to provide a fresh look. The second
intervenor can observe the interaction
between the intervenor and the teacher as
well as collect data about the participant's
classroom atmosphere and practices. This
practice helps the intervenor choose a different
course of action, if necessary.

Intervenors consult over the phone with
the coordinator. Regular assessment of goals
and achievements with the coordinator'S
honest feedback helps to clarify objectives,
identify successes, and provide reminders
that the intervention process is continually
productive. The coordinator, whose job it is
to maintain an overview, also is able to help
the intervenor see another dimension or
seek another direction: InterVenors also may
"bring to the table" during staff meetings
those baffling cases or Issues, inviting a·

. PEER INTERVENTION PROGRAM MANUAL

brainstorniing of ideas from all their col


leagues.

.
WHAT IF THE PARTICIPANT AND
INTERVENOR DON'T GET ALONG?

This will probably be the rare exception,

rather than the rule. If it happens; inter


venors review the causes to deterniine if the

reasons are personal or professional.

Because program staff has traiIling in strate·
.gies of building collegial relationships and

negotiation skills, the intervenonhould clar-,

ify with the participant the reasons· for apply


ing for the program and negotiate some

ground rules based on achieving common
-goals. Another intervenor 6i thecoordiilator-


may visit the teacher to consider fresh

approaches.

Ifthe mismatch .continues, you may
want to change intervenors. Sometimes a different
intervenor will work more effectively.
But this determination should come after
other deliberate strategies are tried arid
exhausted. (See next question.)


Another clear possibility is that the par.
ticipant suddenly exhibits a distinctly different
agenda from the one he/she came in·
with, and this agenda has no place in the
program. For example, a. participant is selected
based on a request for help with class-'
room management. AftEir a few sessions
together, the intervenor discovers :that the
request is a cloaked request to affirm use of
corporal punishment, which is against the
law in New York·and many other jurisdictions.
Unfortunately, -intervention may have
to end in this case.

BUT SUPPOSE THE PARTICIPANT
STILL REMAINS RESISTANT TO
IMPROVEMENT?

There are strategies intervenors can use
to examine cause and effect, including: .

• Continue to discuss why he/she
applied for intervention. Sometimes
the reasons change, and the intervenor
should be open to his/her
assessments along the way. Provide
reality checks, however.
• Sometimes a participant isn't ready to
make the quantum leap that the int-ervenor
perceives as a small step. All
changes for us adults are mai.or, espe-
cially if they affect the way we operate
or think. .
• Be sure that the. goals are realistic.
For example, a teacher working in
many classrooms may not be able to
decorate a small comer of even one of
.them. Ifa participant knows no student's
name (anq. it's March!), telling
him/her to know them by next week
may not be achievable.

• If the participant is being asked to
make bJSic life chimges, this can be
very lliteatening, even when it is
about personal hygiene and neatness.
An extremely unkempt teacher needs
to lie approached carefully, because .
this poor physical appearance may
reflect a deeper issue, such as mental
health or medical concerns.
• Review if the participant understands
what is being asked of him/her. A
suggestion that is premature or out of
reach may not be taken in the proper
spirit.
.-..--------------~--.----~---..-...-----.---.-.--


1,

HOW LONG DOES THE AVERAGE

INTERVENTION LAST?

A peer assistance program takes time to
encourage change and success, and one calendar
year works well. This includes time
over a summer so the participant may take
courses or do research, andallows the intervenor
to help reInforce good habits of teaching.
Most participants will take the full year,
although some require only five or six
months .

SHOULD A PARTICIPANT HAVE AN

INTERVENOR'S HOME PHONE
NUMBER?

Sometimes intervenors may give out their
numbers for reasons such as absence from
work or emergencies that crop 1.!p, or if they
need information and the participants must
return the call. But it's best to set and inaintain
guidelines ("Don't call me before 6:00 a.m.
or after 9:30 p.m.").

DOES THE ACL HELP THE PARTICIPANT
IN OTHER WAYS?

The most crucial aspect of the ACL's
role is to offer supportive counseling~
Sometimes that may be a phone call to
remind a participant of an appointment.or.an
assignment; sometimes it may be a personal
meeting at the participant's school or the
ACL'soffice.



50 / Chapter Nine

-,

Chapter 9: DOCUMENTATION

IF THE PROGRAM IS CONFIDENTIAL, the superintendent of the school district
WHY DO YOU NOTIFY PEOPLE Both letters are confidential.
THAT THE TEACHER IS GETTING

This letter serves several purposes.
INTERVENTION? Because the principal is ultimately responsible
for the security of the school, the letter

Only the principal should know the

identifies the intervenor in a professional

intervenor's professional role, although cer·

capacity to the principal and the superinten


taiilly others eventually will notice a stranger

dent and explains in detail the terms of the

in the building. Remember, "confidential"

program. Included might be the duration of

does not mean anonymous.

the intervention process, guidelines govern


Ideally, the participating teacher should ing the responsibilities of the principal while
introduce his/her intervenor to others. the participant is in intervention, and clarifi-
Some courageous teachers willacknow ledge--
cation of the voluntary, confidential nature
the intervenor as a colleague who {s helping of the program. (See Appendix XV.)
hini/her strengthen skills. Most, however,
will identify the intervenor as a fellow

WHAT RECORDS SHOULD BE KEPT

teacher working on a project The details of .

ABOUT YOUR PROGRAM STAFF?

intervention must remain confidential uilless
the participating teacher chooses to explain. Here are a few essential records.


Timekeeping and attendance records

WHAT DOCUMENTATION PRECEDES

utilized in the district also devolve upon the
ENTRY INTO A SCHOOL BUILDING? intervention staff. Intervenors may not be
assigned to one school, but .they are subject

As soon as the participating teacher is

to the work schedule and work year specified

accepted into the program, send a congratu


in their district .

latory letter welcoming him/her and introducing
the assigned intervenor by name. For Intervenors' weekly schedules, filed the
a teacher who is insecure about this admisprevious
week, should be available at pro-'
sion of "trouble," the letter 'helps to recog-gram headquarters. .


. nize the magnitude of this first step t6 taking


If money is budgeted for travel expenses

charge of his/her own professional life. (See

from school to school, maintain accurate

Appendix XIV.) .

records of these expenditures as well.. .

WHAT DOCUMENTATION

WHAT RECORDS SHOULD BE KEPT

ACCOMPANIES ENTRY INTO THE

ABOUT PARTICIPATING TEACHERS?

SCHOOL?

. . Aside from these examples of program

The mtervenor sh~u1~ present an m~?----staff's"ooUsekeepirig" docUmentation, tliere
ductory letter to the .pnnClpal o~ the ~artiCl-also should be data available concerning par


pating teacher's school. AcOPY.ls mailed to .

PEER INTERVENTION PROGRAM MANUAL

1

--,

,

"f.:

-Luc_·

ticipating teachers. For example, demographic
information is helpful in evaluation and
objective determination of the effectiveness of
the program.

For reference purposes, keep careful
rillnutes of regular staff and panel meetings
in which planning is considered and decisions
are made.·

Of utmost importance are the confidential
written records of work with participants.
This documentation includes demographic •
data, reflection of practices that worked (and
did not), what intervenors hope to accomplish,
hard data such as copies of lessons
planned together and observations of classroom
behaviors and structures. There should
be personal reflections of intervenors' own
work, as well as that of participants, to help
them plan future work, to share with other
program staff for needed input and feedback,
and to plan the focus of their collaborative
agenda.

---------~..---..-----:::J-


HOW SHOU-LD THE INTERVENORS

STRUCTURETHEIR RECORDS?

Documentation should be individualized
to serve the intervenor. Some forms include
structured logs, narrative reflections, learning
contracts, matrices, annotated charts,
and case studies. Documentation might also
include copies of participant's own writing
and planning.

Intervenors should write their documen


tation to reflect the perspectives and needs

of the participant, themselves, and the sys.
tern aifarge. The net effect iillows for the
opportunity to analyze, diagnose, and pre


scribe. The participants also can grow doing

their own writing, thereby.giving them input

into, and responsibility for, their own learn


ing.

..


52 / Appendix XIV

Appendix XV

PEER INTERVENTION PROGRAM

260 Park Avenue South· New¥ork, N.Y. 10010· (212) 598-9210

Clare Cohen

Coordinator

Alfred Weiss

Asst. Coordinator

Dear Colleague,

Your application for assistance has-been carefully reviewed by the Peer Intervention
PaneL I am pleased to inform yoill:!iatyoullave been selected for'inclusion intlle .....
Program:

We are in the process of choosing an appropriate Intervenor to work with you.
He/she will contact you to schedule a mutually convenient meeting prior to visiting you
at your school.

Ifyou have any questions or comments,' please feel fre~ to call me or my associate, AI
Weiss, at (212) 598-9210.

Again, our congratulations at being seJectedfor the Program and our best wishes for
success.

Yours truly,

Clare Cohen

Coordinator

CC:le

PEER INTERVENTION PROGRAM MANUAL

PEER INTERVENTION PROGRAM

260 Park Avenue South· New York, N.Y. 10010· (212) 598·9210

Clare Cohen

Coordinator

Mr. John Smith, Community Superintendent, Community School District # 00
Alfred Weiss Ms. Jane Jones, Principal, Public School'"' 000

Asst. Coofdinator

Dear___:

We are pleased to inform you that [Pr's name], has been accepted as a participant in the Peer
Intervention Program in response to hisjher request for assistance. .


[Intervenor's name], Peer Intervenor, has been selected to work directly with [PT's name] in
his/her classroom for a period of up to one year. They will be involved in developing a program tai·
lored to [PT's name] specific needs and designed to improve his/her classroom competence. Toward
this end, [intervenor's name] may utilize many formats including working with [PT's name] in his/her
classroom, during preparation periods, or in any numberof other ways. He/she will be helped to
make changes which will impact positively on classroom effectiveness, and thereby on student
achievement

As you may recall, Article 21.G of the current Board of Education/United Federation ofTeachers

Bargaining Agreement provides that this assistance "shall be completely confidential," and that "for
. three months following the start of the intervention period, [date], supervisors will not evaluate or

observe the participating teacher." Because the success of this Program depends, in large measure, on

the relationships established between the Peer Intervenor and Participating Teacher -and especially

on the confillential nature of those relationships -the policy is not to disclose the contents ofthis le~

ter except to appropriate rating officers on an as-needed basiS. Of course, all other supervisory respon


sibilities are unaffected. For your convenience, we have attached Article 21.G of the Contract, and .

would call your attention to paragraph 9, which sets forth the confidimtiality provisions.

Upon the initial visit to [school], [intervenor's name] will hnmediately introduce him/herself to'
[principal]. .


. We are looking forward to this Program being a productive, rewarding professional development
experience which will ultimately benefit the entire school community. We know you will

share our enthusiasm and excitement

.Ifyou have any questions regarding the Peer Intervention Program, please feel free to call

(212) 59S:9210.· . . . .
Yours truly,
Clare Cohen, Coordinator



54/ Chapter Ten
Chapter Eleven

Chapter 10: BUILDING BRIDGES IN THE Chapter 11: WHAT ELSE DO WE NEED TO KNOW?
SCHOOLSllE

Pension and welfare consultants can
WHERE DOES THE BUILDING OR SUPPOSE THE PROBLEM IS THE PARTICIPANTS' GOALS? assist with possible retirement and leave-ofDEPARTMENT
SUPERVISOR FIT IN?-SUPERVISOR HIM-OR HERSELF? absence information.

ARE THERE WAYS TO SUPPORT

Membership in content-based profesWork
with a participant is confidential, If the participant is having difficulty sional organizations such as National


and to that end, the supervisor must not be with observations by the supervisor, the
Council of Teachers of English, Association WHAT ABOUT PARTICIPANTS WHO

privy to revealed information. Exposing intervenor might negotiate' and attend prefor
Supervision and Curriculum HAVE HEALTH PROBLEMS? .

issues the participant has shared-without and post-observation conferences ill which
Development, and National Council of

Since some participants have health

explicit permission-results in a loss of trust, the supervisor spells out clearly what is
Teachers of Mathematics enhance both your

care concerns, contact should be maintained

which severely hampers the collaboration, expected so that the teacher can add~ess the
program and participants' professional and

with the local employee assistance organiza


and may end it altogether. agenda
personal self-esteem. Attendance at work


tion. Network with community-based self


shops and conferences broadens everyone's

But often the participating teacher's Other options include asking the super-
help programs, such as AA or multiple scle


knowledge base.

problems concern interaction with the super,. ___ . visor. to model a lesson for. the participant _.. _. rosis support groups, for example. The ACL
visor, and the intervenor's job is to help cre-and intervenor, asking the supervisor to Both personal and computer links with should be very familiar with the Americans
ate a satisfactory working relationship share insights with the participant in a high-the state department of labor provide a with Disabilities Act
between the two of thein. Through training . Iy structured conference, or asking the wealth of alternative employment opportuniand
knowledge,the intervenor models for supervisor to develop lessons'with the partic-ties when this need arises.

WHAT ABOUT PARTICIPANTS WHO

them ways to interact and negotiate with ipant that they might bofu teach...

Since a criti~l principle of intervention -ARE INELIGIBLE FOR A PENSION AND

each other. They may need strategies and

When fue personalities of the two are
is collaboration, the program should enlist WISH TO LEAVE ANYWAY?

techniques for establishing and achieving

incompatible, the intervenor strives to keep
·the support of the local board of education

common goals. .
There are other options available to a

all insights and issues limited to that which
as well as members of the teachers' organiza


participating teacher wishing to leave, and

may be substantiated by hard data. The
tion. Outreach to community, state, and fed


the ACL can counsel them on successful

HOW CAN A SUPERVISOR HELP? teacher learns to keep all conversation with
eral programs will increase your effective


~

.
.
departure .

the supervisor on aprofessional level
ness as well. For both convenience and expe


Particularly sympathetic supervisors can

through role play and discussion with the
dience, get tojknow a contact person in each Work with participants involves setting

help participating teachers address their

intervenor. . agency and department
up conferences and meetings to assess their

agenda by providing outlets and circum


strengths through interest inventories and

stances for success. For example, if a teacher

other assessment tools. Participants will also

hopes to interact better with colleagues, a
WHO CAN HELP WITH ALL THE

meet with the ACL during a typical day' to' .

supervisor might be able to establish a com


RULES AND REGULATIONS?

prepare re~umes, role-play interviewing

mittee of two or three teachers (including

Within a board of education, a personstrategies;
share information, and research

the participant) who may work 'on a common

issue of the department or grade.
nel officer should be conne~.d with the proemployment
possibilities on the computer
gram. This person knows procedures involvlink.


A sensitive supervisor may iriitiate a

ing ratings, hiring, appeals, and budgetary

Sometimes the ACL may visit the library

more egalitarian form of teacher assessment,

considerations. A counterpart affiliated 'with

or specific job sites with a participant (ora


called clinical supervision, that bullds upon a

the teachers' bargaining agent could be

group) to research career opportunities.

teacher's accomplishments and abilities.

enlisted in matters of 1;ransfer, recertification,

.. ?.!ate departments of labor conduct work


---~-and retirement----··--·--.~.

PEER INTERVENTION PROGRAM MANUAL


56 / Chapter Eleven Chapter Twelve

shops that partiCipants may attend with the'
ACL,aswell. .

The ACL also spends part'of the day
researching avail~bfe jobs for participants.
He!she will build a network of contacts for
leads, and call them to obtain information.
Scanning the local newspapers and professional
journals daily for new openings is also
invaluable in building a jobs base.
Attendance at various career organization
meetings pro~ides assistance,' as well.

Chapter 12: EVALUATING THE PROGRAM

HOW CAN WE TELL IF WE ARE .have been addressed by the end of intervenMEETING
THE NEEDS OF THE tion. Unsolicited letters from participantsPARTICIPANTS?
and supervisors-will tell you how ~ou have

met professional needs. If others ha've

The ideal way for a program to' assess

applied from the ~chools in which the interthe
intervention model and its impact on

venor has been working, the participant has

teachers is to contact independent

spread the word and the program is viewed
researchers to design and cariy out an eval~


as valuable.

ation process on a regular, perhaps annual,
basis. This provides an unbiased view and

Staff minutes may provide insights into
identifies areas·in which the program is suc'

the effectiveness of collaboration. Records
cessful and those areas in which changes

indicating intervenors' use of time, "turncould
be.made.

over" data, and demographics also reveal
~uccess -as well as need for ehange.

SHORTOF THAT/MOW CAN A Results of after-school workshops and
PROGRAM EVALUATE ITSELF? informal meetings with former participants
yield evidence, too. Past participants,
There is a wealth of informal resources elJ-cduraged by intervenors to apply for (and

to determine whether the program is meetwin!)
both academic and professional awards
ing both its goals and those of individual paror
participate in special programs (NEH fel:
ticipants. .

lowship seminars and workshops, for example),
reflect a 19vel of accomplishment for

"Found data" includes participants' per


the program.

sonnel records in which previous complaints

. .

-------------------------_._------------------------_.---------------------------_._.__._---------_.

1

PEER INTERVENTION PROGRAM MANUAL "


58

59

SUGGESTIONS FOR FURTHER READIN~:

Anderson, Robert H; and Karolyn J. Snyder, " .Joyce, Bruce, Marsha Weil,and Beverly
ed. Clinical Supervision: Coaching for Higher Showers. Models of Teaching. Boston: Allyn'
Performance. Lancaster, P k Technomic and Bacon, Inc., 1992. '
Publishing Co., Inc., 1993.


Krupp, Judy·Arin. Adult Development
Butler, Kathleen A. Learning and Teaching Implications for SMDevelopment
Style in Theory and Practice. Columbia, CT: Colchester, CT: Project RISE, 1981.
The Learner's Dimension, 1987.


Krupp, JudY-Arin. The Adult Learner: A
Caldwell, Sarah D., ed. SMDevelopment A Unique Entity. Colchester, CT: Project RISE,
Handbook ofEffective Practices. Oxford, OH: 1982.
Na~onal Staff Development Council; 1989.


Levine, Sarah L. Promoting Adult Growth In
Costa, Arthur and Robert J. Garmston. . , . SChools. Boston~Allyn-and Baconjnc:,---···


, Cogriitive Coaching: A Foundation for 1989.
Renaissance Schools. Norwood, MA:
Christopher-Gordon Publishers, Inc., 1994.


Covey, Stephen R The Seven Habits of
Highly Effective People. New York: Fireside,
1990.


Hams, Ben M. In-Service Education for SM
Development Boston: Allyn and,J3acon, Inc:,
1989. '


Hasenstab, Joseph K. and Connie Corcoran
Wilson. Training The Teacher as aChampion.
Nevada City, Ck Performance
Learning Systell)s, Inc., 1989.


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1

.PEER INTERVENTION PROGRAM MANUAL

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