<p>This research delves into the theme of quality and accountability within university-based traditional educator preparation programs (EPPs) in the United States from the perspective of the Interstate Teacher Assessment and Support Consortium (InTASC) standards. The main objective was to establish rigorous and transparent measures aligned with pre-service teacher (PST) readiness professional standards, aiming to establish a measurable progression of professional development amongst PST candidates that can be considered in conjunction with the evaluations of these skills by experts in the field. This research adds to the literature on the science of education in identifying key dispositions and professional skills that develop over time for practiced educators as they hone their skills.</p>