The focus of the present study was to determine the most effective assessment method to demonstrate beginning teacher competency as perceived by school administrators, teacher education faculty, and practicing teachers in Indiana. Earlier studies examined the compelling reasons why traditional assessments (such as Praxis I and II) were developed and the arguments that supported or negated their continued use. Research relating to nontraditional or alternative assessment (Assessment Portfolio) uncovered a different perspective toward teacher evaluation. The literature produced examples of portfolios used at a variety of levels to instruct and assess. Finally, several studies focused on the competencies needed by beginning teachers. The present study sought to investigate the perceptions of three categories of education experts as demonstrated by their selection of the assessment method(s) for each INTASC disposition competency. In addition, each participants' years of experience were included to allow a comparison between the method selected and the level of experience.Participants from 25 colleges and universities plus 119 school corporations (N=372) responded to the Beginning Teacher Competency Assessment Survey. The survey consisted of thirty-seven disposition competencies from the newly adopted INTASC Standards and a choice of one of the following assessment methods: Praxis, Indiana Beginning Teacher Internship Program, Assessment Portfolio, or None. Respondents were asked to select the best assessment method to provide evidence of each competency.The assessment method selected most frequently was the Indiana Beginning Internship Program (66%). Next, the Assessment Portfolio was selected by an overall 27%. Praxis was selected least by the participants (7%). Results revealed teacher education faculty were more likely to select the portfolio than either school administrators or practicing teachers for specific disposition competencies. No empirical evidence indicated that the level of experience influenced the assessment selection. Finally, differences within each category in relation to assessment method selection could not be computed through an interactive nominal logistical regression due to the low number of Praxis responses. However, a simple cross tabulated analysis suggested several within group differences. The meaningful differences within each category were between the Indiana Beginning Teacher Internship Program and the Assessment Portfolio based on four or more years of experience. / Department of Special Education