Cover -- Preface -- Contents -- Figures -- Tables -- Summary -- Acknowledgments -- Acronyms -- Chapter One - Introduction -- Schools of Teacher Education: Defending the Ramparts -- The Teachers for a New Era Initiative -- TNE Rationale and Goals -- TNE Site Selection Process -- TNE National Evaluation -- Purpose of This Monograph -- Data Used in This Study -- Organization of This Monograph -- Chapter Two - TNE in the Context of the Broader Teacher education Reform Effort -- TNE Design Principles -- National Accreditation Organizations -- National Council for Accreditation of Teacher Education Standards -- Teacher Education Accreditation Council -- Major National Reform Efforts -- The National Network for Educational Renewal -- The Holmes Group/Holmes Partnership -- Arts and Science Teacher Education Collaborative Project 30 Alliance -- The Renaissance Group -- Urban Network to Improve Teacher Education -- BellSouth Foundation's ReCreating Colleges of Education Initiative -- Comparisons Between TNE Principles and Accreditation and OtherTeacher Education Initiatives -- Similarities -- Differences -- Notable Shortcoming: Limited Number of Objective Evaluations -- Evaluation of The Holmes Group -- Evaluation of the BellSouth Initiative -- TNE and the Current Evaluation -- Chapter Three - TNE's Theory of Change: Assumptions, Enabling Factors, and Potential Outcomes -- Assumptions Underlying TNE -- Overarching Beliefs -- Decisions Driven by Evidence -- Engagement of Arts and Sciences Faculty in Teacher Education -- Teaching as an Academically Taught Clinical-Practice Profession -- Enabling Factors -- Impact of Policy Environment and Trends in Teacher Supply -- Potential Outcomes and Impacts of the TNE Initiative -- In-Program Outcomes -- Intermediate Outcomes -- Final Outcomes -- Going from the Broad Overview to "Nuts and Bolts": Activities andOutputs.

Chapter Four - Profiles of the TNE Institutions -- Bank Street College of Education -- Boston College -- California State University, Northridge -- Florida A&M University -- Michigan State University -- Stanford University -- University of Connecticut -- University of Texas at El Paso -- University of Virginia -- University of Washington -- University of Wisconsin-Milwaukee -- Chapter Five - Implementation Progress and Thoughts About Sustainability of TNE -- Implementation Progress -- Decisions Driven by Evidence -- Engagement of Arts and Sciences Faculty in Teacher Education -- Teaching as an Academically Taught Clinical-Practice Profession -- Sustainability: The TNE Sites' Perspective -- Progress and Sustainability: The Funders' Perspective -- Promising Indicators -- Sustainability -- Chapter Six - Conclusions -- The Likely Legacy of TNE -- In-Program Outcomes -- Intermediate Outcomes -- Final Outcomes -- Overall Assessment -- Appendix A - Teachers for a New Era Web Sites -- Appendix B - Implementation Progress: First Cohort of Grantees -- Appendix C - Second Cohort of Grantees: Sites Included in the National Evaluation -- Appendix D - Second Cohort of Grantees: Sites Not Included in the National Evaluation -- Appendix E - Florida A&M University -- Bibliography.