This case examines a number of key issues pertaining to teacher quality and parental involvement in schools, particularly schools that serve culturally distinct areas. It explores the support given to beginning teachers by administrators, colleagues and community, and the role of teacher evaluation. It also considers the perception of teacher demeanor within a community, the public ideal of what a teacher should represent and embody. This case can be used to examine positive and negative aspects of parental involvement in schools, the correlation between teacher quality and student learning and beginning teacher support.
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