The first paper in this collection explores the relationships among the five thrusts in teacher education currently under consideration by the Bureau of Educational Personnel Development (BEPD). Of the five thrusts, three are drawn from "Teachers for the Real World": protocol materials, training materials, and training complexes. The remaining two thrusts--the actual models for the preservice and in-service education of elementary teachers and the use of performance criteria--are drawn from the final reports of the Comprehensive Elementary Teacher Education Models. The position of this paper is that the five thrusts overlap and are, in fact, responses to different aspects of a single question: What should a teacher education curriculum be like? The second paper contends that to lead a successful reform movement in teacher education, BEPD should focus on two programmatic themes: the development of a nation-wide system for confirmation of the outcomes of teacher education and the development of curriculum intervention strategies to increase the power of teacher education programs. The third paper outlines the types of payoffs which must be achieved by the BEPD programs in relation to students, professional personnel in schools, and colleges and universities. An examination of the mechanisms most likely to bring about these payoffs leads to a discussion of the costs of the various mechanisms and suggestions for funding. (The CNPPTE report is SP 005 318; appendixes are SP 005 319 thru SP 005 325.) (RT)