Teacher evaluation is required before, during, and immediately after preservice education to insure a high level of teacher accountability. Personal motivation must be understood before one chooses the profession. Admission criteria to teacher preparation programs must be strengthened so that only proper candidates are selected. Professional coursework must be relevant to later needs and not merely an academic exercise involving recall and comprehension of reading and lectures. Clinical experiences should also be evaluated by explicit, strict criteria. Diagnostic feedback should follow the taking of a test for certification. It is recommended that objectives that are explicit should be questioned with respect to their relationship to teacher practice. Those that are implicit should, to the degree possible, be made visible so that they, too, can be examined publicly. (HFG)