A framework is proposed for the rigorous and continuing exercise of quality control in teacher education. The major focus is on the individual measures of quality control which can be exercised at eight critical points in the preparation and practice of a teacher: (1) college admission; (2) admission to teacher education programs; (3) student teaching and other professional field experiences; (4) completion of preservice preparation and institutional recommendation of candidates for initial certification; (5) state agency certification; (6) employment; (7) retention and tenure decisions--the role of inservice education; (8) continuing professional development--the recognition of the teacher-scholar. The major section of this paper is organized around these quality control points, and, within each of the eight subsections, seven basic questions are utilized to clarify the issues relating to each point: (1) What are the competencies, qualities, and characteristics associated with effective teacher performance expected as exit criteria from this point? (2) Which of these competencies, qualities, or characteristics can be developed or enhanced by the institution or agency primarily responsible for the quality control point with the time and resources available? (3) What are the entry requirements at this quality control point? (4) How can generic competencies associated with quality teacher performance be ensured while at the same time avoiding a narrow view of teaching? (5) What are the principal influences on the quality controls exercised? (6) With whom does primary responsibility for evaluation lie? and (7) What processes, mechanisms, and instruments are properly involved? A bibliography is appended. (MM)