ABSTRACT
This chapter describes an attempt to sustain an innovative, 325T grant-funded program within a large, public higher education institution. It discusses the goals of the 325T project as well as the rationale and conceptual foundations of the project and provides a brief overview of the sustainable elements. The conceptual framework for the program redesign was a social-cognitive, field-based approach. Research suggests that features of teacher preparation have an effect on outcomes for students. This includes preparation that focuses on the work of teachers rather than simply their knowledge, beliefs, and commitments. Cohorts of partner school faculty were recruited to serve as mentor teachers to candidates during the professional year. Two aspects of the program redesign were targeted for sustainability, each addressing one of the target goals of the 325T program: improving curriculum and course content and improving the organizational structure and instructional delivery of the preparation program.
