Three themes in educational practice and policy create a need for consideration of ethics to frame practices of teachers serving in the evaluation of colleagues. First is a reoccurring series of evaluation designs that directly involve teachers in formative and/or summative peer evaluation (e.g., NBPTS, 2002: Peterson, 2000). The second basis is a call for increased teacher professionalism, which includes some form of peer review or evaluation (Cooperm 1998; Darling-Hammond, 1989). Finally, ethical codes to guide professional behavior have been established for a variety of educational applications (NEA, 1975; Sparks, 2000).