Peer Review and Teacher Leadership: Linking Professionalism and Accountability

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This book examines a policy that is one of the most powerful levers to improve teaching quality and advance teaching as a profession. Jennifer Goldstein presents the story of Rosemont, an urban district in California that created "professional accountability" with peer assistance and review (PAR), an alternative approach to teacher evaluation in which expert teachers evaluate their teacher peers. It challenges a number of long-held beliefs and practices in education-adversarial labor relations, "being nice," hierarchy, isolation, and negligence-to achieve very different teacher evaluation outcomes. This timely and accessible volume:

Chronicles a rare case of a teacher union and school district partnering to improve teacher quality and teacher evaluation.

Presents the most detailed study of PAR implementation, including its processes, challenges, and outcomes.

Summarizes the state of PAR implementation across the country in an afterword by Susan Moore Johnson.

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Product Details

  • ISBN-13: 9780807750490
  • Publisher: Teachers College Press
  • Publication date: 3/21/2010
  • Series: on school reform series , #61
  • Edition description: New Edition
  • Pages: 240
  • Product dimensions: 6.00 (w) x 8.90 (h) x 0.70 (d)

Table of Contents

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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