The rising emphasis in schools on the explicit teaching of higher-level cogni tive skills has important implications for preservice teacher education programs. Action on this topic by teacher educators is important now for establishing a strong theoretical model for cognitive education in preservice programs, facul ty development plans for teacher educa tion faculty, new kinds of collaboration between SCDEs and the schools, coordi nation with arts and sciences faculty, re vision of existing courses in teacher edu cation, and a research agenda to study the relationship between instruction in higher-level thinking skills for future teachers and their implementation of those ideas in the classroom. Models for restructuring the teacher education program to include higher-order think ing skills are presented by Martin.
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