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.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 Master’s Degree in EducationChapter 2: Reconfiguring Programs in the University ContextChapter 3: Dilemmas with Program DesignChapter 4: Addressing Dilemmas and Sustained Challenges—Implementing 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 PortfolioReferencesIndex About the Authors

Galluzzo, Isenberg, Fox, and White have provided teacher educators with a window into the process of changing master’s degree education. It isn’t often that teacher educators get so clear a picture of the process of change over time. What makes this book unique is the honesty with which the authors address their work over time and the clear model of thoughtful collaboration they provide.

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.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 Master’s Degree in EducationChapter 2: Reconfiguring Programs in the University ContextChapter 3: Dilemmas with Program DesignChapter 4: Addressing Dilemmas and Sustained Challenges—Implementing 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 PortfolioReferencesIndex About the Authors

Galluzzo, Isenberg, Fox, and White have provided teacher educators with a window into the process of changing master’s degree education. It isn’t often that teacher educators get so clear a picture of the process of change over time. What makes this book unique is the honesty with which the authors address their work over time and the clear model of thoughtful collaboration they provide.

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.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 Master’s Degree in EducationChapter 2: Reconfiguring Programs in the University ContextChapter 3: Dilemmas with Program DesignChapter 4: Addressing Dilemmas and Sustained Challenges—Implementing 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 PortfolioReferencesIndex About the Authors

Galluzzo, Isenberg, Fox, and White have provided teacher educators with a window into the process of changing master’s degree education. It isn’t often that teacher educators get so clear a picture of the process of change over time. What makes this book unique is the honesty with which the authors address their work over time and the clear model of thoughtful collaboration they provide.