If I were the dean...
Second, and again, this may seem minor but it is so symptomatic of some of the larger issues in education today, EVERY prof must be "in touch" with what schools are like today, and not just schmancy suburban schools. When I got my master's at Teachers College, I was horrified to find that I could make my professors' mouths drop open every single class just by mentioning something that had happened in my school that day - things that I had come to view as normal for the NYC public school system. It was unacceptable that the professors in a school located so close to Harlem could be so completely out of touch with the realities of our own schools.
Third, your students need to spend lots of time in classrooms (observing/teaching) or watching teaching through multimedia, right from the start of their program. Every student ought to be exposed to a wide variety of classroom settings so that they know the range of what is out there and how different teachers and schools handle similar situations. I wonder if you could film real-life classroom situations and then get a few different classroom teachers to comment on how they would have handled the situation - providing a diversity of approaches and raising ethical and pedagogical issues. There are many ways to be a good teacher, and many interesting questions to be explored.
Fourth, demand better as far as content knowledge is concerned! Teachers should have a major or double-major in something other than education. We need to be experts in both pedagogy and our discipline. Elementary school teachers, too! (By the way, I think you're on the right track with this article).
Fifth, train your teachers to reflect on their work, always, deeply. A lot of learning is going to happen on the job, no matter how well you prepare your teachers. In the end, the ones who make it are the ones who hold themselves to the highest standard, who look critically at their own work and strive to improve it, day in and day out.
Sixth, I found myself planning lots of "pie-in-the-sky" units during my time at TC. In the end, good teaching combines ambitious projects with a lot of rigorous basics. I wish I'd spent more time learning how to teach the basics, the stuff that provides the foundation on which I can build more ambitious projects. Enough articles on teachers who had their students plan community gardens, more about how they taught momentum, variables, graphing, etc.
Seventh, don't neglect assessment. How many times do your students get to look at real student work and think about how to sum it all up in some kind of grade/mark? We made tons of rubrics at TC, but we never used them, so aside from our prof telling us whether they were good or bad, we had no feedback.
Oh, I don't know. This all seems kind of basic to me, so I would imagine your school probably already does these things. On the other hand, many of my experiences with ed classes have been frustrating, so maybe not. Overall, the thing that will help the rest of us the most is if you can communicate to your students a sense of high professional and personal standards, so that they become the kind of people who will elevate the status of teaching in our society. Good luck!