The Master's Degree in Education as Teacher Professional Development

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.

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