An exploration was made on how concepts and procedures relating to professional assessment and development can be integrated into preservice teacher education. A proposal for achieving the development goal of enhancement of each person's capacity for self-directed study and professional growth includes: (1) establishing support teams for teacher candidates; (2) developing a conceptual model of teaching practice; and (3) developing a process for self-directed learning. It is suggested that an effective support team activity can be established through an ongoing professional seminar, running concurrently with the study of other course work, led by the same instructor over a period of a year or more, and including a small group of students. In this way, an opportunity for peer cooperation and feedback is established under direction of a supervisor. A conceptual model of the roles and functions of teachers, developed through observation and interactions with peers and instructor, is presented which may provide a basis for clarifying individual goals and objectives and identifying resources for further self-directed learning. (JD)