Whether explicitly or implicitly, questioning and reformulating the purposes of public schools continues to be both a popular public and policy maker past time. Yet, few current definitions and assessments of school or teacher "quality" consider the social justice-oriented characteristics the authors of this article recognize as most important in their work with future city teachers. The authors believe that Professional Development School (PDS) programs may be the primary sites for future and veteran teachers to consider these social justice issues. This article describes the masters licensure program with which the authors have been involved, the portfolio assessment system this program utilizes to determine future urban teachers' integration of social justice concepts, and examples of the evidence pre-service teachers in this program have shared to demonstrate their proficiency with this social justice-oriented notion of "quality."