A training process, the Integrated Model for the Training and Supervision of Teachers (IMTS), is a systems approach with a delineated sequence of seven clinical supervision phases integrated with performance-based criteria for self and supervisor assessment. Three separate instruments, which assess preparation for instruction, actual classroom practice, and social climate and personal interaction, are included in the model, which provides a systematic method for evaluating teacher performance in the classroom. This study investigated the effect of the IMTS on preservice teachers' ability to assess their own classroom performance. The sample consisted of 53 pairs of inservice and preservice teachers enrolled in the Division of Educational Studies at Emory University (Georgia). In this program, inservice teachers engage in graduate course work and serve as supervisors for the university by working with preservice teachers in the classroom setting. During a four quarter supervision course sequence, each supervising teacher was trained to use the IMTS for supervising preservice teachers. They were also taught clinical supervision, listening, counseling, systematic helping skills, and were trained to collect observation data and to rate the Teacher Performance Assessment Instrument (TPAI). Preservice teachers were introduced to the TPAI and the meaning of each competency statement, the indicators used to measure competencies, and the relationship of the competency to teacher effectiveness research literature. Attention was given to training them in self-assessment skills. At the end of the third and fourth quarter of the four course sequence, observation data were collected during a 45 minute lesson. At the end of the class period, supervising and preservice teachers rated the TPAI. Results of this study provide some evidence that the IMTS facilitates the development of reliable self-assessment skills. (JD)