The levers or mechanisms by which reform in teacher education can be attained come from five sources: the school, the community, government agencies, the university, and professional associations. Examination of the pertinent policies and practices of these five components suggests that levers for change in teacher education may be defined as parity in policy formation, student recruitment practices, performance-based teacher education, exemplary school curricula, confirmatory mechanisms, performance-based certification, and staff utilization. The levers identified may be manipulated in a variety of contexts. The model proposed here begins with a school-university-community consortium represented by a parity board. In the training program for teachers and paraprofessionals the university provides theoretical education and some skill training, while schools identified by the parity board as school training centers provide opportunities for practice. Each center would train between 50 and 100 preservice teachers and 50 to 100 paraprofessionals annually. Both school training centers and universities would assess competencies through the administration of a series of standardized exercises, or school based tasks. Four sets of SBT should be developed, at progressive levels from paraprofessional to teacher trainer. (The CNPPTE report is SP 005 318; the appendixes are SP 005 319 thru SP 005 325.) (RT)