A description is given of an assessment model for undergraduate preservice teacher education students. Sequentially, it begins at the point of the student's entry into the teacher education program and continues through the student's entry into the profession. The model is constructed for the four-year baccalaureate teacher preparation program which culminates in a recommendation for state certification. The model is developmental in that progressions to each successive level signifies mastery of previous requirements. The strengths and weaknesses of the teacher education candidates are evaluated and alternatives for basic skill enhancement are made where necessary. The model provides corrective feedback and counseling both toward and away from a teaching career. It also facilitates the preparation of students from underrepresented teacher education candidates by monitoring their progress in basic skills and supporting their admission to teacher education through the process of alternative admission. Based on mastery of specific knowledge and skills that are teachable, the model precludes the screening out of students based on cultural, ethnic, racial, socioeconomic biases and/or handicapping conditions. (JD)