As an introduction to two models for teaching teachers to assess bilingual and limited-English-speaking students' language proficiency, legislative and educational perspectives on the need for development of language assessment procedures for this group are outlined and strategies for implementing such procedures are discussed, including community and school needs assessment, initiation strategies, and final implementation approaches. The two models presented, which emphasize the teacher's role in the assessment process, include one in which various agencies are contracted separately by a school district to provide instruction to teachers, and one in which agencies are contracted to manage the inservice education program, with each agency providing a representative to a central coordinating committee. Management considerations concerning program administration, the role of consultant-instructors, patterns of communication, and content for each model are noted, the advantages and disadvantages of the two types are compared, and an example of how one district implemented the second model is provided. (MSE)