Market-based reforms of public education do more than shape policy and curriculum; they also influence educators' understanding of themselves as professionals, driving at the very core of what it means to be a teacher or leader. This article explores the effects of neoliberal policies and New Public Management practices on teachers and principals and the ways they result in a "new professionalism." The authors provide a framework for studying how these new policies and practices might be resisted, as well as a description of characteristics of the new professional and what professionalism might look like if it were grounded in community and advocacy.