Revision with unchanged content. Despite attention to a more "personalized" learning experience for students, the small high school reform movement is curiously silent about the possibilities and challenges of instructional improvement. This book, however, provides data on a different approach to high school teachers' professional learning that centers on content- and context-specific instructional expertise, and does so in settings that are simultaneously concerned with structural reforms. Readers will obtain a deeper understanding of how an external coaching organization constructs what they believe to be high quality professional learning opportunities for high school teachers, specifically in service of deepening content knowledge, increasing standards for student performance, and enhancing the belief that all students have the intellectual capacity for challenging academic work. Of particular interest to scholars and school/district leaders, this book offers a new paradigm for high school teachers' professional development and draws conclusions on how such opportunities can influence classroom practices.