This is the first of four volumes reporting phase 2 of a two-phase project to examine the competency-based vocational teacher education movement and analyze the current state of the art (phase 1), and to assess the implications for preservice, inservice, and leadership level professional development programs in career and occupational education in Massachusetts (phase 2). Focus in this volume is on the validation of the vocational education competencies developed in phase 1 (see ED 137 570). Research design and methodology are described for the study in which specific validity and applicability of the 550 competencies for Massachusetts were assessed by fifty-three teacher, manager, and administrator participants using the Delphi method (a consensus model). Findings and recommendations for the project are presented. Tables and appendixes (more than half of the total contents) include results of participants' voting on all competencies, the validated lists of teacher, middle manager, and administrator competencies, the criterion table for consensus, list of participants, and sample of instrument and definitions of functional groupings. (TA)