The three articles in this newsletter focus on questions of what teacher knowledge consists of and how it can be measured. Three contemporary efforts to assess teacher knowledge, each with a different purpose, are presented. The first, based on a report of the Office of Educational Research and Improvement, summarizes state assessment efforts and issues raised by such efforts. The second article describes Michigan State University's National Center for Research on Teacher Education's approach to instrument development, detailing how the organization conceptualized what teachers need to care about, know, and be able to do to teach mathematics and writing effectively, and how the development of instruments to assess teachers' learning is approached. The question of what it means to be prepared to teach an academic subject is also addressed. The final article offers an interview with Lee Shulman of Stanford University (California) who describes his ongoing work with the Carnegie Forum on Education and the Economy, which is developing assessment prototypes for a national board examination of teachers. (JD)