Colorado recently passed Senate Bill 99-154 which charges the State Board of Education (SBE) with the responsibility to develop performance-based licensing standards, specify methods by which a teacher candidate may demonstrate the skills contained in the standards and determine the manner in which the performance demonstration will be documented. Since the adoption of the Performance Based Standards for Colorado Teachers in January 2000 an Ad Hoc Assessment Committee organized by the Colorado Partnership for Educational Renewal and the SBE began developing indicators for teacher candidates‚ performances. At the heart of the required assessment package is an integrated, structured performance model similar to Western Oregon State’s Teacher Work Sample Methodology (TWSM). TWSM links knowledge and practice to student learning and establishes a clear alignment between three teaching elements: (a) goals and objectives (b) instruction and (c) assessment tools. TWSM includes consideration of the situational context, shows evidence of gains in student performance, contains a strong assessment component, connects assessment to state licensing standards, provides opportunities for reflection and is used as both an instructional and evaluation tool. TWSM helps establish a consistent and common framework for teacher candidates and faculty and provides documentation for licensure. Performance-based assessment system development such as the TWSM, is the responsibility of each Colorado teacher preparation institution, as well as development of supervisors and cooperating teacher training programs. Cooperating teachers in the P-12 schools are expected to participate fully in the teacher candidate assessment and recommendations for licensure. The intent of this portion of the symposium is to present: (a) how the University of Northern Colorado has defined, developed and implemented TWSM, (b) examples of cooperating and supervising teacher training and development programs, and (c) procedures for providing evidence of teacher candidate proficiency. Studying the impact of the TWSM on meeting our institutions stated goals and objectives as well those of state and national licensing agencies is critical. Students in our program are the main source of data collection (N=50) but additional data comes from program faculty, cooperating teachers and university supervisors. Student data were examined in original form, such as pre and post assessment pieces and reflections included in initial and advanced TWSM. While still preliminary, due to the early stages of program implementation, results will be shared regarding the impact of the TWSM on meeting student learning outcomes and how well our students are meeting the Performance-Based Standards for Colorado Teachers.