A formative evaluation was made of the second phase of a Workshop-Seminar series which is part of a projected collaborative teacher education program involving the Richmond (Virginia) City Public Schools and Virginia Commonwealth University. The intent of the Collaborative Teacher Education Program (CoTEEP) is to develop a coherent program for teacher candidates progressing from observations, field placements, practica and clinical experiences to first year teaching. Inservice teachers are recognized as having a major role in the training of teacher candidates and in determining the direction and operation of the school-based activities for preservice teachers and of staff development activities as they relate to preservice education. The workshop-seminar series focused on priority areas for improving classroom teaching. This formative evaluation of the projected program delineates immediate and long-range planning needs, and develops general principles for the summative evaluation of the program. The evaluation design includes both qualitative and quantitative data obtained from a teacher questionnaire, consultant interview schedule, planning committee interview guide, participant-observation, program documents, and the project proposal. Appendices include the planning committee interview guide, the consultant's interview schedule, and the participant questionnaire. (JD)