This paper examines how a developmental growth model of teacher preparation emphasizing self-assessment and reflection is being implemented in a liberal arts professional education sequence. It discusses how the effort offers opportunities for preservice teachers to self-monitor and reflect on their beliefs and practices regarding teaching and learning in both entry level and advanced courses and in student teaching. Examples of assessment tools used to evaluate preservice teachers' progress in these classes are provided and critiqued for their effectiveness in facilitating preservice teachers' progress regarding skills, attitudes, and attributes deemed essential for professional success. The discussion of assessment tools focuses on: syllabus arrangement, the Tell the Truth midterm and final evaluation of course participation, competency checklist, field experience evaluation, and the student teaching semester (presentation and portfolio). Five appendixes contain the Educational Psychology syllabus, the Tell the Truth Participation Point Assessment, the competency checklist, field experience evaluation forms, and professional portfolio and presentation evaluation. (Contains 19 references.) (SM)