Teacher education is under more scrutiny than ever as standards-based education is becoming more and more the norm. Although much literature is available that addresses developing teacher education, no one addresses how to create and develop a masters level program. Gary R.Galluzzo, Joan PackerIsenberg, C. StephenWhite, and Rebecca K. Fox, professors at the highly regarded Graduate School of Education at George Mason University, present a text to help deans and other professionals develop a masters level degree program that meets the standards of the National Board for Professional Teaching Standards. The various sections explain in depth the facets of the programs design, including how to qualify future students answering the call by the National Board, provide researched evidence around Advanced Studies in Teaching and Learning, and lastly, explore what will become the new standards of accountability for teacher education. Using their own experience as they reconceived their own program for a masters degree for practicing teachers, the authors provide first-hand accounts of their own expectations, outcomes, and continual dilemmas to inspire more discussion how teacher education can improve the quality of teaching in Americas schools.

Gary R. Galluzzois professor of education at George Mason University. He is a former dean of the then-Graduate School of Education and formerly the executive vice-president of the National Board for Professional Teaching Standards. He is coauthor of TheRise and Stall of Teacher Education Reform.Joan Packer Isenberg is professor emerita of education at George Mason University, where she also served as an associate dean in the College of Education and Human Development. She served as founding director of the Advanced Studies in Teaching and Learning Program from 1999-2003. She has authored or coauthored 17 books and more than 50 journal articles.C. Stephen White is professor of education at George Mason University, where he currently serves as associate dean for Academic Program Development in the College of Education and Human Development. He was director and co-director of ASTL from 2004-2011. His current research focuses on assessing advanced teachers growth and development.Rebecca K. Fox is associate professor of education at George Mason University, where she has served as co-director of ASTL from 2004-2011 and is the current academic program coordinator. Her research focuses on advanced teacher professional learning, particularly in the areas of portfolio assessment, critical reflection, and the development of teachers cultural competence.

ForewordSharon RobinsonPrefacePart I. Tenets of Program DesignChapter 1: The Tenets of a New Kind Masters Degree in EducationChapter 2: Reconfiguring Programs in the University ContextChapter 3: Dilemmas with Program DesignChapter 4: Addressing Dilemmas and Sustained ChallengesImplementing the Big IdeasPart II. Evidence of EffectivenessChapter 5: Evidence of Course EffectivenessChapter 6: Evidence of Program EffectivenessChapter 7: Evidence of Effectiveness: Portfolio of Program PedagogyPart III. New DiscoursesChapter 8: New Dimensions of AccountabilityChapter 9: New Roles for Education FacultyChapter 10: Looking Back and Looking AheadAppendix A: ASTL Framework of Outcomes, Courses, Performance-Based Assessments, and NBPTS-Related Assessment ActivitiesAppendix B: Rubric for Multigenre AssignmentAppendix C: Rubric for Integrative Case StudyAppendix D: ASTL Core Self-Assessment QuestionnaireAppendix E: Rubric for Culturally Focused Action Research StudyAppendix F: The ASTL Professional PortfolioReferencesIndexAbout the Authors