Designed for teams evaluating the reading component of teacher education programs, the guidelines in this paper contain statements to use in determining the degree of understanding that students in teacher education programs have regarding 30 concepts and techniques relating to reading development. The statements are grouped according to the following areas: reading concepts, diagnostic teaching and evaluation, reading materials, reading skills, psychological and pedagogical principles, and the relation of reading to the larger educational community. The items are arranged so that responses to each (from program director, faculty, students, and dean or other persons interviewed) can be displayed on the same page. In addition to the guidelines, this publication presents a history of the evolution of the guidelines, offers notes to aid evaluators in ascertaining students' levels of awareness and proficiency regarding each of the 30 statements, and provides definitions of selected terms used in the guidelines. (GW)