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 master's 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 master's 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 program's 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 master's 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 America's schools.

Gary R. Galluzzo is 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 The Rise and Stall of Teacher Education Reform.

Foreword
Sharon Robinson
Preface

Part I. Tenets of Program Design
Chapter 1: The Tenets of a New Kind Master's Degree in Education
Chapter 2: Reconfiguring Programs in the University Context
Chapter 3: Dilemmas with Program Design
Chapter 4: Addressing Dilemmas and Sustained Challenges-Implementing the Big Ideas

Part II. Evidence of Effectiveness
Chapter 5: Evidence of Course Effectiveness
Chapter 6: Evidence of Program Effectiveness
Chapter 7: Evidence of Effectiveness: Portfolio of Program Pedagogy

Part III. New Discourses
Chapter 8: New Dimensions of Accountability
Chapter 9: New Roles for Education Faculty
Chapter 10: Looking Back and Looking Ahead

Appendix A: ASTL Framework of Outcomes, Courses, Performance-Based Assessments, and NBPTS-Related Assessment Activities
Appendix B: Rubric for Multigenre Assignment
Appendix C: Rubric for Integrative Case Study
Appendix D: ASTL Core Self-Assessment Questionnaire
Appendix E: Rubric for Culturally Focused Action Research Study
Appendix F: The ASTL Professional Portfolio
References
Index
About the Authors