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Teacher evaluation has continued to be problematic in its approach, implementation, and overall usefulness. These problems are due to lack of understanding, championing, controversy and perceived threat. This study will examine a model of peer coaching to evaluate teachers in an elementary school district as an alternative to the traditional evaluation method administered by a Certified Supervisor. The general purpose of teacher evaluation is to safeguard and improve the quality of instruction received by students (Kremer, 1988) so boards must provide a process that allows and encourages supervisors and teachers to work together to improve and enhance classroom instructional practices.