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Abstract
A conceptual model was developed in an urban undergraduate education institution in the US to assess teaching performance and intellectual development levels of teacher candidates. Danielson's framework of teaching performance and Perry's pattern of intellectual and ethical development were used for developing a conceptual model. A pilot study was conducted to 282 urban teacher candidates based on the conceptual model to assess their teaching performance and the intellectual development levels. The results from Danielson's and Perry's rubrics showed that the higher students moved to in their teacher education program, the more proficient their teaching performance became and the higher intellectual and ethical development became. Within each of the teaching performance domains and of the intellectual patterns, individual competency patterns varied. This conceptual model may hold promise as a measure of assessing teacher candidates’ growth through their performance-based artifacts rather than through the test scores.