Several problems result from irresponsible claims of accreditation by non-traditional schools of education and the laxity with which some states license teachers. A model that features accreditation, licensing, and performance evaluation could create a triangle of checks and balances that would help to solve many of these problems. A national perspective on professional accreditation is a means to avoid a parochial view of what teacher education programs should be like. Teams composed of out-of-state evaluators who possess diverse professional backgrounds have a stimulating effect in promoting exchanges of ideas and applications of the best professional knowledge in state agencies. National accreditation programs, however, cannot conduct assessments of individual competencies as state agencies can. State education agencies should play a key role in encouraging institutions to develop and modify programs to meet state and community needs. Cooperation between national and state agencies can provide an accurate picture of the quality of programs and program graduates. Local education agencies have a responsibility to screen applicants for employment fairly and accurately. This system of checks and balances can assure employment of teachers who have been screened through their graduating from a professionally-accredited program, their successful negotiation of an individual state licensing examination, and their employment after a careful screening by a local district. (JD)