The role played by evaluation is important in models or designs for research in English teacher preparation. English educators must rely on general studies of teacher effectiveness for what little is known about evaluating teachers and for designs or models of research on English teacher preparation. Whatever the classification scheme of the teacher effectiveness variables, the aim and chief difficulty in evaluating teacher preparation programs lies in isolating and controlling a small enough number of factors to determine effects among them. A more "open" interpretation of results than has been offered would look beyond statistics, indicating a need for reinterpretation and for new studies specifically applying to English. New categories around which to classify and organize studies include the following: the teacher's formative experiences as manifest in teaching behaviors, teaching performance as manifest in teaching behaviors, teacher effects on student achievement, conditions existing within the learning environment, and immediate and long range effects of teacher behaviors on learners. (DF)