To overcome teacher isolation and help make teaching a more attractive profession, educators might consider a peer support system based on the Stanford Collegial Evaluation Program. This paper describes the program's background, functioning, barriers to successful implementation, and how to neutralize them. The Stanford program uses a peer evaluation process and emphasizes formative, not summative, evaluations. Linked in reciprocal relationships, teachers collect information on their performance from collegial observations, student questionnaires, and self-assessment. They analyze strengths and weaknesses and prepare a plan for improvement. The program's effectiveness lies in use of first-hand observations and stress on factors that teachers consider important. The program has seven interdependent steps leading to an improvement plan. Major barriers to collegial evaluation such as teacher attitudes, lack of criteria validity and reliability, problems with administrator involvement, lack of teacher candor, and insufficient released time for observation may be overcome in a supportive school context by the right mixture of determination, good will, and humor. The key is wholehearted commitment to professional development. Included are 18 references and information on obtaining the implementation manual. (MLH)