This PAR process proves effective because there is a system of checks and balances. If a principal believes that a tenured teacher is underperforming, the principal can collect data and evaluate the teacher as such. At this point, a "consulting teacher" would be summoned to collect independent data. Consulting teachers are identified "master teachers" who leave the classroom for three years to observe, coach and evaluate underperforming and novice teachers. If the consulting teacher agrees with the principal's assessment, the teacher will be placed in the peer assistance and review program, where that teacher will receive intensive support for at least one school year. After a year of intensive support, the PAR panel will decide if that teacher has improved enough to continue employment. If the consulting teacher disagrees with the principal, the PAR panel will have to decide whether the teacher should be identified as an underperformer.