The redesign of teacher education extends beyond the surface restructuring of preparation programs and includes an intentional reevaluation of the professional development practices for the preservice educator. As an institution that employs an outcome-based model of teacher preparation and that has adopted the New Teacher Standards promoted by the Kentucky Education Reform Act (KERA), Asbury College's teacher preparation program restructuring includes professional development standards on values related to ethical practices, decision making skills, and interpersonal skills. These added institutional standards become the focus for evaluation within a continuous assessment model. An exit instrument designed for implementation during the professional semester is used to document attained standards, including the value standards. Instrumentation includes an internal and external validation of the preservice educator's performance on the value standards and yields internal and external evaluation evidences. Based on field test findings, the following observations and suggestions are made: (1) reconceptualization of the profession involves developing models undergirded by a moral framework for training educators; (2) such models must infuse moral and ethical fiber interwoven in the curriculum; (3) teacher training programs must assess the effectiveness of the moral and ethical dimension; and (4) institutions preparing teachers need to pool their resources and develop methods for developing and evaluating the moral dimension within the curriculum. (Contains 10 references.) (ND)