This paper describes an ongoing comprehensive model of program evaluation which has as its major goal the improvement of teacher education. This project, developed at the University of Lethbridge (Alberta, Canada), is presented in four parts: (1) the process--how and why the project developed or is developing as it is; (2) the conceptual framework--the model within which the evaluation occurs; (3) implementation--specific evaluation projects within the conceptual framework; and (4) the administrative framework for facilitating utilization of the evaluation results. The evaluation model provides a focus for research discussions, a framework for designing collaborative projects, a basis for collecting and sharing common data, and an opportunity for sharing research findings. Flexible enough to accommodate any teacher education program, it promotes longitudinal research; allows for individual, group and collaborative research; and can be fitted into an administrative schema for decision-making. Five evaluation projects utilizing the framework are briefly described: (1) selection and development of teacher education candidates; (2) teachers' perceptions of their educational programs; (3) the evaluation of the preservice competence of Alberta teachers; (4) becoming a teacher; and (5) alternative practicum experiences for education students. (PN)