Serving as a guide for developing and/or assessing teacher-preparation programs in English language arts, this newly expanded document opens with a set of general underlying principles and then examines closely the attitudes, knowledge, and pedagogical skills that effective teachers should demonstrate. New to the 1996 edition are chapters that: identify the characteristics of effective teacher-preparation programs; relate the guidelines to the National Council of Teachers of English/International Reading Association "Standards for the English Language Arts" and to other professional organizations' standards; discuss how preservice English language arts teachers can make an effective transition to the classroom; and show how teachers can best use inservice training to develop professionally. An appendix presents "A Personal View from a Beginning Teacher" by Larry Crapse. (RS)