Intern Intervention Evaluation

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The Toledo Plan

A professio.nal
develo

for ClasPment plan

. sroom
performance.


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The Toledo Public School system has
achieved national recognition for its Intern-
Intervention Program. The Toledo
Plan is an effective teacher performance
tool based on peer coaching and evaluation.
Boldly different from traditional
evaluation procedures in use by other
school systems, intern-intervention has
generated considerable national and international
attention for Toledo. This
recognition has resulted in over 3000
requests for information from school systems
and others interested in peer review
and higher classroom performance
standards.

This pacesetting program, which was
started in 1981, provides a formula for
professional development ofbeginning
teachers and an evaluation system that
detects and screens out those who show
little aptitude for the classroom. Additionally,
experienced teachers who are severely
deficient in performance are given
intensive peer assistance to bring their
work to acceptable standards. This intensive
system of evaluation is aimed at
those most in need of professional help
-beginners in our system and those experienced
teachers in trouble. For these
individuals, intern-intervention delivers
the very finest professional help avail:able
-peers who are themselves excellent
teachers.

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AU teachers newly hired by Toledo Publie
Schools are subject to inclusion in the
Intern Program. Each new teacher's status
is determined by the co-chairs of the
Intern Board of Review. Those designated
as interns are assigned a consulting
teacher (mentor teacher) for the purpose
of professional development and evaluation.
The Intern Program allows the consulting
teacher the time to conduct a complete
evaluation of the intern's progress
and ultimate success (or lack thereof) in
meeting the performance standards of the
Toledo Public Schools.

The evaluation process is one of continuous
mutual goal-setting using classroom
observations and follow-up conferences
where the intern and consultant can analyze
and set practical goals for improvement
based on detailed evaluation criteria.
A consultant may use any of anumber
of methods to assist the intern in meeting
the goals set such as demonstration
lessons, video taping, observations of other
teachers.

The consulting teacher assigned to each

intern will have final responsibility for the

evaluation of the intern. Evaluation re


ports are filed by each consulting teacher

on or before December 20 and March 20.

Evaluations are based largely on the

intern's progress toward meeting specific

goals as determined by the consulting

teacher. At the last evaluation date, the

intern consulting teacher recommends to

the Intern Board of Review the future

employment status of the intern teacher.

This board. accepts or rejects the recom


mendation of the consulting teacher. The

nine member board is composed of five

teachers and four administrators. Six votes

are required to reverse a consulting

teacher's recommendation.

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The Intervention Program is designed
to assist non-probationary teachers who
have been identified as performing in a
way so unsatisfactory that improvement
or termination is imperative. A system
of checks and balances is used to avoid
abuse of intervention by either union or
management. Both the principal and the
union building committee must concur
that· a teacher should be assigned to intervention.


FollOwing are the procedures used:
» Principal and building representative
meet to discuss reasons for intervention.
» When probability of intervention is
evident, principals consult with the
Assistant Superintendent and building
representatives consult with the
Federation President. .
» Meeting held witlt the entire Federation
Building Committee at which a
fuller explanation is given ofthe need
for intervention.
» Both principal and building representative
meet with teacher to deliver official
notification that intevention is
to be considered.
» Teacher interviewed by the Federation
Building Committee and principal regarding
placement in intervention.
Following the interview, Federation
Building Commtt;tee conducts a vote

;

by secret ballot. If the vote affi :
placement, and the principal agl :
principal and building representa
complete Teacher Intervention Fe

»
Teacher has the right to file an
peal, within five days, to an iml
tial arbitrator whose decision is bi
ing.

»
Ifthe arbitrator authorizes inten
tion to proceed, a consulting teat
is assigned by the co-chairs of
Board of Review.

»
Consultant works with teacher \
the goal of bringing the teacher
satisfactory level of teaching per
mance.

»
There are no artificial time lil

impos~d.

»
The consultant decides when inten
tion ends.

»
At that time, a status report is f
with both school management and
union.

»
Representation and due process ri!
and procedures exist for interven'
teachers who are subject to termi
tion.


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>-Full-time mentors/evaluators who
are lhrtited to 3 years in the program
);> Receive an additional $5,000 in sal:...
ary ~.
>-Minimum of 5 years of outstanding

teaching service

>-Conduct new-teacher orientation

>-Provide workshops for interns on

current teaching procedures and
classroom management techniques

}>
Submit periodic reports to the Intern
Board of Revif(w regarding the status
of each intern

>-.Recommend future employment and
status to Intern Board of Review
>-Attend all meetings of the Intern

Board of Review


>-Governs Intern Program
>-Consists of 5 union representatives
and 4 management representatives
>-Chairmanship is rotated annually

-between the president of the Toledo
Federation of Teachers and an assistant
superintendent

>-Assigns con~ulting teachers
>-Approves applicable inservices
>-Manages the budget
>-Monitors and scrutinizes the work

of each consulting teacher

>-Accepts or rejects the evaluation
recommendations of the consulting
teachers

Resignations do not inclu(ie normal transfers out of district. Resignations are result of interns failing to meet standards.

STATUS REPORT OF INTERN TEACHERS
TEACHERS PLACED IN INTERN PROGRAM: NON-RENEWED TERMINATED RESIGNED %FAILuRI


>-Preliminary Conference is held between
the consulting teacher and
the intern teacher to discuss supervision,
evaluation and goal setting
process.

>-Goal-Setting Observation is made by
the consulting teacher to observe
and make assessment ofthe intern's
teaching performance.

>-Goal-Setting Conference between the
consulting teacher and the intern
teacher is held to establish specific
performance goals.

>-Growth Period is given to allow the
intern teacher time to follow
through on the performance goals
identified during the Goal-Setting
Conference.

>-Summary Evaluation is completed
using performance goals as a basis
for overall evaluation.

1981-82 19
1982-83 49
1983-84 71
1984-85 83
1985-86 92
1986-87 163
1987-88 202
1988-89 151
1989-90 141
1990-91 170
1991-92 109
1992-93 249
1993-94 170
1994-95 160
1995-96 NO PROGRAM
1996-97 175 .
TOTALS 2004

3
1
2
3

2
5
6
4
8

9

5
7
6

7
68

2

2
1
1

3
1
2

2
12

3
1
3
4
4
4
5
9
4

17
10
8

8
80

15.7

2.0

7.0

4.8

5.4

3.6

5.4

7.3

7.1

10.0

11.9

9.6

10.6

10.0

~

8.0


Summary Evaluation


for further information, please caU Toledo Public Schools (419) 729-8329 or
Toledo Federation of Teadters (419) 535-3013. ~1



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