Central Missouri State University instituted a Continuous Process Improvement (CPI) Model based on assessment-as-learning for postsecondary curricular and pedagogical reform. Overall the effort intended to create a paradigm shift from the course credit model to the assessment-as-learning model. The process used the Assessment-as-Learning model developed by Alverno College (Wisconsin) and Total Quality Management as used in industry. In the teacher education program the first year was devoted to faculty and administrator training, emphasizing training for development of explicit outcomes, pedagogy, and the matrix. In the second year, the Secondary Cluster developed a matrix of outcomes related to courses and experiences for the professional education sequence for secondary education majors, worked on authentic assessment, and tried out a video portfolio for the assessment of students in field experience. The Elementary Cluster focused on a comprehensive program and worked to identify goals and outcomes based on the philosophical perspective of the department that had been articulated over the previous five years. The CPI work has increased collegiality of participants within and across disciplines, enhanced institutional reputation, developed a more cohesive faculty, and renewed respect for mutual professional competence among faculty. Obstacles will probably include resistance from the Missouri Department of Elementary and Secondary Education. (Contains 13 references.) (JB)