Vision & Mission of Program
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Peer Assistance and Review (PAR) is a collaborative effort of the San Francisco Unified School District, the United Educators of San Francisco, and the United Administrators of San Francisco. The purpose of the PAR program is to support and renew quality teaching in every classroom. In PAR, Teacher Coaches provide peer support for veteran teachers who have received Unsatisfactory, or Needs Improvement evaluations. The UESF, UASF, and SFUSD all support PAR's strong, collaborative approach to teacher growth and accountability.
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All members of the PAR community strive to be collaborative, reflective, strength-based, life-long learners who work towards transformational experiences through high quality, evidence and standards-based coaching which empowers each and every teacher to provide high quality, evidence and standards-based instruction that results in equitable access to quality education for each and every student to thrive in the 21st century.
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Peer Coaches work with teachers in a collaborative and adaptive way to grow their reflection and teaching practices to center and support each and every student. We use strength-based and adaptive coaching grounded in the California Standards for the Teaching Profession (CSTP) and the SFUSD rubric to be a sounding board and a mirror for teachers and their practice.
Now in its twenty fifth year, PAR uses SFUSD's California Standards for the Teaching Profession to work intensively with individual teachers to help them meet and exceed standards in their classroom practice.
Opportunities for Transformative Growth
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Teachers Supporting Teachers
An opportunity to dialogue with an experienced teacher who understands the demands of the classroom and the power of teachers learning from one another.
Personalized Teaching
An opportunity for transformational, standards and evidence-based professional development.
Reflective Inquiry
An opportunity to ask open-ended questions, set goals, implement action steps, and reflect upon your learning as you work to meet your students' needs.
Coaching Supports
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Affirmative Support
“...This knowledge coupled with their desire to support their peers makes for a powerful combination that ultimately builds adult confidence and the capacity to yield better outcomes for our students.”
- Panelist
Positive Intervention
"If I had known that the PAR Program coaching would be such a valuable asset to my teaching in terms of professional development and a spectacular addition to my personal teaching portfolio, I would have voluntarily placed myself as a candidate.” - Participating Teacher
Proactive Feedback
“I just want to appreciate the last few meetings we’ve had with Coach and Principal. [It] just felt that they were productive and positive and we have been able to see some of those results in the student work we’ve seen.” - Participating Teacher
Testimonials
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“In round four of the PAR process I witnessed my students and myself excel in the last two months. My students are more independent thinkers, highly motivated, and are able to control their emotions and focus in class. This has been extremely evident in all areas but my focus this round was to improve on supporting my students to become better writers…”
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"By planning the unit, I was able to understand first grade writing curriculum a lot better and set up writer’s workshop so students can be successful. I have been overly satisfied with my students writing and really excited that they are truly having a love for writing. My students are engaged and are not afraid to be independent when writing... Students are taking more ownership and are completing all of the writing. Overall, I have grown and learned a lot this round which I am very happy"
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"I will continue to work with my principal and bilingual team to build on the practices I’ve learned in PAR to support the academic success of my students. I will also work with the SPED team to continue to learn how to support my students with IEPs."
Quote from Participating Teacher
Dates to Remember Link to this section
October 23, 2024: Panel Day 1
January 8, 2025: Panel Day 2
February 19, 2025: Panel Day 3
April 24, 2025: Panel Day 4
May 6, 2025: Appeals
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This page was last updated on November 7, 2024