Diane Yendol-Hoppey, University of North FloridaDavid Hoppey, University of North Florida

• Preface; David Hoppey and Diane Yendol-Hoppey.Dedication.Acknowledgments.Chapter 1. Defining High Quality Clinical Practice in Teacher Education; Diane Yendol-Hoppey and David Hoppey.Section 1: Outcome of New RolesChapter 2. Understanding Mentoring Practices in a Professional Development School Partnership: Collaborating with the Professional Development Associate; Kelly Mark and James F. Nolan.Chapter 3. The Site Coordinator Role in a Clinically Rich Teacher Education Program; Jessica DeBiase, William Butler, Ruhi Khan, and Penelope A. Dyer.Section 2: Outcomes of New PracticesChapter 4. The Role of Preservice Teacher Coaching in Clinically Rich Teacher Education; Mary Kay Rodgers, Vicki Vescio, Jamey Burns and Lauren Gibbs.Chapter 5. Creating Spaces for Becoming: Interrogating the Voices that Arise in Clinical Practice; Sharon B. Hayes and Johnna J. Bolyard.Chapter 6. Curriculum-Based VAM Using Action Research: An Alternative to Traditional VAM in Clinically-Rich Teacher Education; Michael P. Brady and Katie M. Miller.Section 3: Outcomes of New Coursework-Fieldwork IntegrationChapter 7. We Need to Be Prepared! Teacher Candidates' Third Learning Space with University English Language Learners; Yukari Takimoto Amos.Chapter 8. Fostering a Civic Ethos: Teacher Candidates as Effective Citizens in an Urban PDS, Special Education Context; Deborah S. Reed and Darcey J. Gray.Chapter 9. Understanding Teacher Candidates' Perspectives of Learning to Teach During an Innovative Summer Practicum; David Hoppey, David Allsopp, Michael Riley, Aimee Frier, and Stacy Hahn.Section 4: Outcomes of New Program ConfigurationsChapter 10. Restructuring Teacher Preparation with Culturally Relevant Principles: A Best Practice for Clinically Rich Teacher Preparation and 21st Century Learners; Janice Bell Underwood, Gail K. Dickinson, and Diana V. Cantu.Chapter 11. Perceptions of Preparedness: Reflections of Deaf Education Program Graduates; Jennifer Renée Kilpatrick, Emily Headrick-Hall, and Kimberly A. Wolbers.Chapter 12. Looking Across the Chapters: Reflections and Enduring Questions; Rebecca West Burns.

Diane Yendol-Hoppey, University of North FloridaDavid Hoppey, University of North Florida

• Preface; David Hoppey and Diane Yendol-Hoppey.Dedication.Acknowledgments.Chapter 1. Defining High Quality Clinical Practice in Teacher Education; Diane Yendol-Hoppey and David Hoppey.Section 1: Outcome of New RolesChapter 2. Understanding Mentoring Practices in a Professional Development School Partnership: Collaborating with the Professional Development Associate; Kelly Mark and James F. Nolan.Chapter 3. The Site Coordinator Role in a Clinically Rich Teacher Education Program; Jessica DeBiase, William Butler, Ruhi Khan, and Penelope A. Dyer.Section 2: Outcomes of New PracticesChapter 4. The Role of Preservice Teacher Coaching in Clinically Rich Teacher Education; Mary Kay Rodgers, Vicki Vescio, Jamey Burns and Lauren Gibbs.Chapter 5. Creating Spaces for Becoming: Interrogating the Voices that Arise in Clinical Practice; Sharon B. Hayes and Johnna J. Bolyard.Chapter 6. Curriculum-Based VAM Using Action Research: An Alternative to Traditional VAM in Clinically-Rich Teacher Education; Michael P. Brady and Katie M. Miller.Section 3: Outcomes of New Coursework-Fieldwork IntegrationChapter 7. We Need to Be Prepared! Teacher Candidates' Third Learning Space with University English Language Learners; Yukari Takimoto Amos.Chapter 8. Fostering a Civic Ethos: Teacher Candidates as Effective Citizens in an Urban PDS, Special Education Context; Deborah S. Reed and Darcey J. Gray.Chapter 9. Understanding Teacher Candidates' Perspectives of Learning to Teach During an Innovative Summer Practicum; David Hoppey, David Allsopp, Michael Riley, Aimee Frier, and Stacy Hahn.Section 4: Outcomes of New Program ConfigurationsChapter 10. Restructuring Teacher Preparation with Culturally Relevant Principles: A Best Practice for Clinically Rich Teacher Preparation and 21st Century Learners; Janice Bell Underwood, Gail K. Dickinson, and Diana V. Cantu.Chapter 11. Perceptions of Preparedness: Reflections of Deaf Education Program Graduates; Jennifer Renée Kilpatrick, Emily Headrick-Hall, and Kimberly A. Wolbers.Chapter 12. Looking Across the Chapters: Reflections and Enduring Questions; Rebecca West Burns.

Diane Yendol-Hoppey, University of North FloridaDavid Hoppey, University of North Florida

• Preface; David Hoppey and Diane Yendol-Hoppey.Dedication.Acknowledgments.Chapter 1. Defining High Quality Clinical Practice in Teacher Education; Diane Yendol-Hoppey and David Hoppey.Section 1: Outcome of New RolesChapter 2. Understanding Mentoring Practices in a Professional Development School Partnership: Collaborating with the Professional Development Associate; Kelly Mark and James F. Nolan.Chapter 3. The Site Coordinator Role in a Clinically Rich Teacher Education Program; Jessica DeBiase, William Butler, Ruhi Khan, and Penelope A. Dyer.Section 2: Outcomes of New PracticesChapter 4. The Role of Preservice Teacher Coaching in Clinically Rich Teacher Education; Mary Kay Rodgers, Vicki Vescio, Jamey Burns and Lauren Gibbs.Chapter 5. Creating Spaces for Becoming: Interrogating the Voices that Arise in Clinical Practice; Sharon B. Hayes and Johnna J. Bolyard.Chapter 6. Curriculum-Based VAM Using Action Research: An Alternative to Traditional VAM in Clinically-Rich Teacher Education; Michael P. Brady and Katie M. Miller.Section 3: Outcomes of New Coursework-Fieldwork IntegrationChapter 7. We Need to Be Prepared! Teacher Candidates' Third Learning Space with University English Language Learners; Yukari Takimoto Amos.Chapter 8. Fostering a Civic Ethos: Teacher Candidates as Effective Citizens in an Urban PDS, Special Education Context; Deborah S. Reed and Darcey J. Gray.Chapter 9. Understanding Teacher Candidates' Perspectives of Learning to Teach During an Innovative Summer Practicum; David Hoppey, David Allsopp, Michael Riley, Aimee Frier, and Stacy Hahn.Section 4: Outcomes of New Program ConfigurationsChapter 10. Restructuring Teacher Preparation with Culturally Relevant Principles: A Best Practice for Clinically Rich Teacher Preparation and 21st Century Learners; Janice Bell Underwood, Gail K. Dickinson, and Diana V. Cantu.Chapter 11. Perceptions of Preparedness: Reflections of Deaf Education Program Graduates; Jennifer Renée Kilpatrick, Emily Headrick-Hall, and Kimberly A. Wolbers.Chapter 12. Looking Across the Chapters: Reflections and Enduring Questions; Rebecca West Burns.