A preliminary report on changes in Pennsylvania State University's College of Education program for secondary teachers is given through essays written by faculty members. Two papers on theoretical models explore the basis for implementing changes in teacher education programs. An analysis of five stages in the development of novice teachers is presented. The changes initiated in the university's teacher education programs are outlined in the two subsequent papers. The first paper gives the conceptual basis and the curriculum design for the secondary education teacher preparation programs and lists general competencies and course activities. The second describes the purposes, procedures, and evaluation methods of the sophomore, junior, and senior year field experience programs. Program evaluation is the subject of the last two papers. An evaluation of the field experience program is reported in one paper, which concludes with recommendations for future practice. The last paper is concerned with internal evaluation of the reformulated secondary education program, and provides a description of the evaluation design and data collection methods. An epilogue briefly discusses future developments, such as changing from the term to the semester system in 1983 and the use of computers in assessing prospective teachers. (FG)