Teacher education is faced with critical problems, including establishing its own credibility. One assumption often made is that other professions do a more creditable job of monitoring those who enter their ranks and that teacher education might profit by emulating those groups who have been presumably more successful. The concept of relicensing deals with attempts to gain assurance that a practitioner has maintained a level of continuing competence. Of the procedures used in evaluating continuing competence in professions, two have received the bulk of attention: examinations, including clinical evaluations; and continuing education. Most professions have judged written examinations as inadequate for providing assurance to the public regarding continuing competence. Some form of on-the-job assessment has been recommended as a more logical, productive way of measuring competence. Reminders for teacher education include: (1) Licensing practices need constant reviewing and improvement; (2) No single test should be used to measure competence; (3) Validity studies are needed to establish competency measures' credibility; (4) Continuing education falls short of assuring practitioners' continuing competency; and (5) Viable models of cooperative efforts should be studied. (JMK)