The volume is organized around three aspects of professional development for international teaching assistants: Part 1: Grounding Practice in Research and Researching Practice; Part 2: Beginnings, Challenges, and Growth; and Part 3: Collaborative Practices and Partnerships Across Disciplines. Change, progress, and commitment are themes that are interwoven through all the case studies. Many of the programs began through the efforts of a few dedicated individuals who have raised awareness of the seriousness of the issue and have crafted solutions that planted the seeds for a diversity of programs that include: Partnerships among units throughout a university, University-wide commitment through mentoring activities, Technology-enhanced classroom learning, self-assessment, and professional development, and, Professional standards across disciplines. The case studies in this volume are useful for pre- and in-service teacher education. Because the context of each case is described in detail, readers can easily evaluate cases in light of their own circumstances. The cases have been selected from EFL, ESL, and bilingual education settings around the world to represent the wide range of language environments in which TESOL functions. Following Acknowledgments, Series Editor's Preface and Chapter 1: Collaborative Paradigms and Future Directions in International Teaching Assistant Professional Development (Dorit Kaufman and Barbara Brownworth), this book is divided into three parts. Part I, Grounding Practices in Research and Researching Practice, presents: (2) A Research-Informed Approach to International Teaching Assistant Preparation (Gordon J. Tapper and Kathryn L. Kidder); (3) Situated Support in the First Year of Teaching (Wayne Jacobson, Margy Lawrence, and Karen Freisem); (4) Students Teaching Students: Cultural Awareness as a Two-Way Process (Marilyn Miller and Sandy Matsuda); and, (5) Classic Challenges in International Teaching Assistant Assessment (Greta Gorsuch). Part II, Beginnings, Challenges, and Growth, continues with: (6) The Evolution of an International Teaching Assistant Program (Carol Pineiro); (7) From Complaints to Communication: The Development of an International Teaching Assistant Program (Catherine Ross); (8) The International Teaching Assistant Program at the University of Utah (Diane Cotsonas); and, (9) An Intensive Workshop for International Teaching Assistant Preparation (Thomas J. Schroeder and Dennis M. Kohler). Part III, Collaborative Practices and Partnerships Across Disciplines, concludes with: (10) Orientation for International Teaching Assistants: Integrating Drama for Communication (Dean Papajohn); (11) Addressing the Cultural and Linguistic Needs of Students (Allison N. Petro); and (12) Creating Partnerships: International Teaching Assistant Links in a Campus-Wide Chain--The Carnegie Mellon Experience (Peggy Allen Heidish).