This monograph includes an analysis of current statements of standards and criteria, promotes professional dialogue concerning the meanings of NCATE standards and criteria, and advances the cause of national accreditation in teacher education. An introduction offers a statement of purposes, reviews the significance of the accreditation process, and presents caveats concerning the framework. Criteria for compliance subsumed by each standard are discussed separately with suggestions for gathering and summarizing evidence needed to prepare a narrative for the institutional report. The document is organized into five categories: (1) "Knowledge Bases for Professional Education" (design, delivery, content of the curriculum in general education, specialty studies, and professional studies); (2) "Relationship to the World of Practice," which focuses on clinical and field-based experiences and relationships with graduates and schools; (3) "Students" (admission, monitoring progress, advisory services, and completion of program); (4) "Faculty" (faculty qualifications and assignments, load, development, and evaluation); and (5) "Governance and Resources." Appendices provide models in teacher education and linkages found among preconditions, criteria, and standards. Tables of data or findings display evidence pertaining to the criteria. (LL)