Traditional teacher documentation procedures pit the administrator against the teacher. The process is adversarial and erodes the quality of the intervention. Teachers who are unsuccessful in meeting campus/school district expectations can be successfully acclimatized to the campus culture through a documentation process that combines affective traits with technical necessities. The quality of the intervention is a function of the administrator's skill and support team collaboration. The result is a documentation process that assists both the administrator and the teacher in forming a curative plan for teacher development.