We cite four disconnections among teacher education programmes, research on teaching, and programme assessment that contribute to a paucity of systematically collected evidence and the inability of teacher educators to fully address the "outcomes question" [Cochran-Smith, M. (2003). Assessing assessment in teacher education. "Journal of Teacher Education," 54, 187-191] now central to the conduct and future of teacher education programmes. To reduce those disconnections, we present the Development, Research, and Improvement model of programme assessment [Metzler, M. W., & Tjeerdsma, B. L. (1998). PETE program assessment within a development, research, and improvement framework. "Journal of Teaching in Physical Education," 17, 468-492] that has guided a comprehensive, longitudinal, and research-based assessment project at Georgia State University in the United States for 13 years. We situate this work in the framework of Self-Study of Teacher Education, now gaining attention worldwide as a legitimate approach to bridging the methodological and evidentiary gap between teacher education programmes, research on teaching, and programme assessment. Examples of data collected in the longitudinal programme are described, along with illustrations of how those data have guided decisions about our teacher education programme, and how those findings can add to the empirical knowledge in teacher education.