Certain classroom behaviors, indicants of teacher effectiveness, were identified by a group of classroom teachers. These behavioral indicators provided the basis for a performance test--in the form of an observation schedule--which can be used for certifying candidates as competent to teach school. Five standardized observation instruments were used in 60 classrooms in an attempt to objectively record teacher behavior and classroom interactions. These included the Coping Analysis Schedule for Educational Settings (CASES), the Spaulding Teacher Activity Rating Schedule (STARS), the Observation Schedule and Record, Form 5, Verbal (OScAR 5V), the Florida Classroom Climate and Control System (FLACCS), and the Teacher Practices Observation Record (TPOR). Items from the five observation instruments which related to the previously identified behavioral indicators were combined to yield an overall score for each area, thus forming the basic design of the new observation schedule. Test reliability and validity data are appended. (MV)