The objective of the Stanford evaluation team was to identify philosophical and conceptual, as well as technical, considerations which might guide the evaluation of the proposals made by the nine USOE-funded elementary teacher training models. The nine models were studied intensively by sub-teams, discussed and criticized by the entire team over a period of three months, and further explored in consultation with representatives of each of the models in a two-day conference. This report is organized to present (1) general comments involving perceived strengths and weaknesses of all of the programs and (2) analyses of each of the nine models in relation to certain persistent questions. Major issues treated are individualized instruction for prospective teachers, modeling behavior, systems analysis and computer technology, behavioral objectives, coalitions, and innovations and change. Although the overall evaluation of the models is positive, the emphasis of the report is on restating and responding to eight questions which make explicit certain normative issues which have fundamental practical consequences for program design and implementation. It is the continuing examination of these questions (e.g., "Does it make a difference whether a program takes its departure from a holistic orientation or an atomistic one?") which the evaluators believe ought to be the first concern of the educators of teachers in their evaluation and/or use of the teacher education models. (Author/JES)