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 |
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