The Master's Degree in Education as Teacher Professional Development Re-envisioning the Role of the Academy in the Development of Practicing Teachers

by Galluzzo, Gary; Isenberg, Joan P.; White, Stephen C.; Fox, Rebecca K.

• ISBN13: 9781442207226
• ISBN10: 1442207221
• Edition: 1st
• Format: Hardcover
• Copyright: 2012-03-15
• Publisher: Rowman & Littlefield Publishers

Summary

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 Packer Isenberg, C. Stephen Fox, and Rebecca K. Fox White, 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.

Author Biography

Gary R. Galluzzo is professor of education at George Mason University. Joan P. Isenberg is professor emerita of education at George Mason University. C. Stephen White is professor of education at George Mason University. Rebecca K. Fox is associate professor of education at George Mason University.

Table of Contents

Foreword	p. vii
Preface	p. ix
Tenets of Program Design	p. 1
The Tenets of a New Kind of Master's Degree in Education	p. 3
Reconfiguring Programs in the University Context	p. 21
Dilemmas with Program Design	p. 33
Addressing Dilemmas and Sustained Challenges-Implementing the Big Ideas	p. 49
Evidence of Effectiveness	p. 63
Evidence of Course Effectiveness	p. 65
Evidence of Program Effectiveness	p. 85
Evidence of Effectiveness: Portfolio as Program Pedagogy	p. 105
New Discourses	p. 119
New Dimensions of Accountability	p. 121
New Roles for Education Faculty	p. 135
Looking Back and Looking Ahead	p. 149
ASTL Framework of Outcomes, Courses, Performance-Based Assessments, and NBPTS-Related Assessment Activities	p. 159
Rubric for Multigenre Assignment	p. 165
Rubric for Integrative Case Study	p. 171
ASTL Core Self-Assessment Questionnaire	p. 177
Rubric for Culturally Focused Action Research Study	p. 181
The ASTL Professional Portfolio	p. 189
References	p. 195
Index	p. 207
About the Authors	p. 219
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