Complex relationships among colleges of education, local school districts, and state departments of education are, in many cases, hindering the training of competent teachers. Each institution is responsible for some facet of preparing and certifying teachers; yet the responsibility is not seen as contributing to a shared goal, but rather as ends in themselves. A productive relationship between schools of education and the local school district is vital and can best be attained through leadership and assistance provided by state departments of education. Teacher evaluation on the job is also an important factor. A model for teacher education that addresses many of these issues includes: (1) completion of a 4-year program with general and methods courses; (2) certification contingent on employment and acceptance in a master's degree program; (3) satisfactory completion of a program jointly designed by the graduate school and the school district; and (4) a 3-year probationary period leading to a master's degree, tenure, and certification renewal. (FG)