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