Peer-observation of teaching where the perception of the person observed is that a report may be sent to a line manager tends to produce "showcasing" of good practice rather than a genuine search for advice on improvement. The model used at University College Dublin equalizes the power relationship between observer and observed by vesting control of the data flow in the latter. The perceived possibility of a threat to career prospects inherent in a system where such control is lacking thus disappears - and along with it, the temptation to merely showcase existing strengths. The imperative is switched to one where teachers perceive a genuine opportunity to seek the help of colleagues in improving the learning experience of students. The primary purpose of the process is to improve teaching and learning. It can, however, still capture evidence of good practice for quality assurance purposes should those observed choose to present extracts of the evidence generated.