Based on the results of a needs analysis program, already conducted in a parallel study, a need-based teacher professional development program (TPDP) was designed and implemented, which was supported by peer coaching (as a follow-up strategy) and evaluation to address the current needs of Iranian English teachers serving at public junior high schools and to offer suggestions for policy and practice. The effectiveness of the program was evaluated through various data collection methods (i.e. focus group discussions, questionnaires, and semi-structured interviews) taking into account the perspectives of teachers, supervisors, and teacher educators. Besides, the possible effects of the program on students’ foreign language achievement were investigated. The results of evaluations indicated that although needs-based peer-coached TPDPs were more likely to consolidate English teachers’ knowledge
