Many teachers are already keen observers and skilled in supporting and collaborating with their colleagues. Leveraging this rich talent among staff can be an efficient way to address capacity challenges and enrich teachers' evaluations with more targeted feedback. Teachers, however, require training to become systematic, reliable observers who can provide growth-oriented, actionable feedback to their peers. In a scan of states and districts, the Center on Great Teachers and Leaders found two distinct models for peer observation as part of educator evaluation: (1) Peer observers contribute to the performance evaluation for all teachers. Peer observers are trained on the evaluation process, observation protocols, and how to provide feedback to colleagues. Evidence from peer observations is used as part of the summative performance evaluation for educators, but an administrator determines the final evaluation ratings; and (2) Consulting teachers are part of an aligned peer assistance and review (PAR) program for novice and/or struggling teachers. Peer observers are trained to serve as consulting or mentor teachers. After conducting classroom observations and mentoring the teacher, the consulting teacher presents midyear and end-of-year recommendations for dismissal, retention, or continuation in the PAR program for an additional year. In this edition of "Ask the Team," author Catherine Jacques offers considerations and examples as a starting point for thinking about this important topic.