Many activities are currently going on to improve the quality of teacher education, which ultimately will improve the quality of elementary secondary education. Studies on school effectiveness have led to programs encouraging collaboration and cooperation among educators, redefinition of educational policies, planning for declining enrollment, assessing the characteristics of effective schools, and a basic re-examination of educational processes and practices. A proposal for a six year preservice teacher education program would lead to a "Teaching Doctorate." The teaching doctorate would involve three years of the liberal arts and sciences, and the fourth year would be concerned with coursework in methodology and human growth and development. Year five would be a full year internship, out in the public schools under the supervision of the best inservice teachers available. The sixth year would be a seminar year in which the students would be able to interact on an equal footing with university faculty to discuss problems that they have encountered in the field. By committing teacher training institutions to this sort of model, the proposition could be negated that the undergirding function of such institutions is research and inquiry. The undergirding commitment of a college of education should be toward practice. (JD)