This report summarizes findings of an elementary educator's dissertation research, which examined plans of assistance that were used to remediate three teachers deemed incompetent. The study focused on the reasons for placing the teachers on a plan of assistance, the remediation procedure actually implemented, and the plan's final outcome. Teacher motivation and active representation by the local education association (LEA) representative were identified as the main factors in teachers' improvement. A conclusion is that plans of assistance work best when the teacher, principal, and education association work together as a team. It is recommended that teacher-assistance plans focus more on teacher improvement and development and less on fear and recrimination. (LMI)