What's new in the Peer Intervention Program
The Peer Intervention Program celebrates its 30th anniversary
You may not think of the Peer Intervention Program as a union benefit, but, in fact, that’s exactly what it is.
The program, which has helped more than 2,000 UFT members improve their teaching skills or make career decisions that better align with their interests and lives, is now in its 30th year. This collaborative DOE and UFT program, established in the 1987 collective-bargaining agreement, was considered a major win for UFT members and has repeatedly proved its worth for tenured teachers. Most recently, the program expanded its mission to help all members improve teaching practices, even those who are rated Effective but seek a rating of Highly Effective.
Recent surveys show that members who participate in PIP report an improvement in their skill sets, a better learning environment for their students and an increase in their observation ratings. It’s not surprising, really. The program uses research-based, data-driven techniques and provides participants with individualized, one-on-one coaching with an experienced educator for up to a year.
Holistic career change for educators
I’ve worked for almost 14 years at the Peer Intervention Program as an Alternative Careers Liaison and it has been an amazing experience.
The ACL role is to assist teachers who wish to make a career change within the Department of Education, pursue a new career or retire. These decisions require serious reflection and preparation.
How peer intervenors navigate the Danielson Framework
by Fred Anderson, Jonelle Carter, Christina Luzzi, Sitah Mahadeo
The goal of the Peer Intervention Program is to meet teachers’ needs. In recent years, pedagogical expectations have been embedded in the Danielson Framework. Assessing quality instruction through the lens of this rubric can be complicated. The PIP Program can help teachers translate the Danielson Framework into actionable steps. In fact, for the last 30 years, PIP has been successfully implementing its own framework to support teachers in their pedagogical practice — long before the Danielson Framework was used in our evaluation system.
Most recently, however, the emphasis of Danielson’s Framework has been on Domains 2 and 3. Based on the teacher development and evaluation system, teachers should be proficient in creating an organized and respectful classroom environment where there is a culture of learning. Teachers need to establish rules and procedures as early as possible in order to maximize student learning.