Date of Original Version
Peer assistance and review (PAR) programs are prominent and controversial mechanism within the education reform movement. Undertaken as a joint initiative between unions and school districts, they are new systems of teacher professional development and evaluation. This paper examines the theoretical framework against which peer assistance and review programs should be designed. Using literature on standards, professional development, teacher knowledge, motivation, and behavioral change, guidelines for the creation of PAR programs are developed. Implications of the creation of peer review systems are discussed, including increased accountability and responsibility for teachers and enhanced professionalism for educators in general. A theoretical examination of peer assistance and review programs: The case for change.