Few current definitions and assessments of teacher "quality" have considered the social justice-oriented characteristics the authors consider most important in their work with future city teachers. This paper describes the masters licensure program with which the authors are involved, the portfolio assessment system this program utilizes to determine future urban teachers' integration of this social justice concept, and examples of the evidence both pre-service teachers and graduates of this program have shared as evidence of their proficiency with this social justice-oriented notion.