| Foreword | p. xi |
| Acknowledgments | p. xiii |
| Introduction: Becoming a Teacher, 1993 | p. 1 |
| Organization of the Book | p. 5 |
| Available Online: Methodological Appendixes | p. 8 |
| Setting the Stage | |
| Professional Accountability | p. 13 |
| The Challenges to Teaching Quality | p. 14 |
| Competing Reform Goals: Professionalism Versus Accountability | p. 18 |
| Why PAR? | p. 21 |
| Redesigning Teaching for Professional Accountability | p. 22 |
| Conclusion | p. 30 |
| Peer Assistance and Review: A Teachers Union-School District Partnership | p. 32 |
| Professional Unionism | p. 33 |
| Peer Assistance and Review in California | p. 35 |
| Conclusion | p. 42 |
| Understanding How Par Works | |
| The Work of the PAR Coaches: Supporting and Assessing Classroom Teaching | p. 47 |
| Logistics | p. 48 |
| The Critical Role of Time | p. 50 |
| Formative and Summative Assessment with PAR | p. 54 |
| Retaining New Teachers | p. 70 |
| Intervening with Veteran Teachers | p. 72 |
| Professional Development Across the Career Continuum | p. 74 |
| Conclusion | p. 76 |
| The Work of the PAR Panel: Supporting and Assessing Teacher Evaluation | p. 78 |
| Working Together | p. 79 |
| Creating Teams of Colleagues | p. 81 |
| Supporting the PAR Coaches | p. 86 |
| Holding the PAR Coaches Accountable | p. 92 |
| Conclusion | p. 96 |
| Two Cases of PAR in Action | p. 97 |
| Teacher Leader as Buffer? The Case of Kim | p. 97 |
| Teacher Leader as Gatekeeper: The Case of Timothy | p. 102 |
| Conclusion | p. 108 |
| Interrupting Education's Norms | |
| Interrupting Norms of "Being Nice": PAR as a Combination of Formative and Summative Assessment | p. 111 |
| An Age-Old Debate | p. 112 |
| The Trust Question in PAR | p. 113 |
| Conclusion | p. 121 |
| Interrupting Norms of Hierarchy: PAR as a Distribution of Leadership Responsibility for Teacher Evaluation | p. 124 |
| Making Sense of Teacher Leadership in an Ambiguous Policy Context | p. 125 |
| Teacher Jurisdiction for Teacher Evaluation | p. 134 |
| A Shift Toward Coach-Principal Collaboration | p. 142 |
| Conclusion | p. 146 |
| Interrupting Norms of Isolation: PAR as a Site for Professional Learning Community | p. 148 |
| Creating Transparency and Professional Learning Community | p. 149 |
| Collective Decision Making About Professional Standards | p. 154 |
| Building Social Capital | p. 156 |
| Conclusion | p. 157 |
| Interrupting Norms of Negligence: PAR as an Accountability Mechanism | p. 159 |
| More Confident Decisions | p. 160 |
| Summarizing the Design Elements of PAR | p. 162 |
| PAR's Distributed System of Accountability | p. 163 |
| Creating a Quality Standard | p. 166 |
| Falling Through the Cracks, Still | p. 170 |
| Conclusion | p. 174 |
| Developing Teacher Leadership for Teaching Quality | |
| Implementing PAR | p. 177 |
| Establishing Program Quality | p. 177 |
| Paying for PAR | p. 179 |
| Building Bridges to Mentoring Programs | p. 180 |
| Reframing Labor Relations | p. 182 |
| Reframing Instructional Leadership | p. 185 |
| Conclusion | p. 186 |
| Teachers at the Professional Threshold | p. 187 |
| Developing a Shared Knowledge Base for Teaching | p. 187 |
| Possessing Concern for Client Welfare | p. 188 |
| Enacting Collective Responsibility for Professional Standards | p. 189 |
| Teacher Professionalization in Rosemont | p. 191 |
| Afterword | p. 195 |
| Available Online: Methodological Appendixes | p. 197 |
| Notes | p. 199 |
| References | p. 205 |
| Index | p. 217 |
| About the Author | p. 226 |
| Table of Contents provided by Ingram. All Rights Reserved. |
