This publication is a guide to assessing the competence of prospective English teachers in the California public schools. The guide was developed as a part of a state-wide response to legislated entry and exit standards for teachers in elementary and secondary schools. An introduction describes the regulations and Executive Orders which are the basis for the guide, and the conference at which it was developed. A section on the principles of assessment in English outlines and describes unity of purpose among the diversity of programs, assessment design (process, features, scheduling), and the role of subject matter assessment in educational reform. The next section establishes two categories--first, personal and professional attributes of attitude, understanding and valuing which are generic competencies fundamental to all disciplines, and, second, competencies specific to English under four categories: literature, composition, language, and oral communication. A section on sources of information for assessments discusses general guidelines and methods of assessment information gathering including classroom activities, interviews, portfolios, testing, and a capstone course. A following section offers three model assessment formats. A final section treats recommendations related to resource and administrative issues. (JB)