The Teacher Practices Observation Record (TPOR) and the Florida Climate and Control System (FLACCS) were reviewed to determine their appropriateness for measuring teacher competencies defined by teachers in Carroll County, Georgia. The TPOR looks at the way the teacher develops subject matter and thinking processes of pupils through the eyes of Dewey's experimentalism. FLACCS records teacher attempts to modify the behavior of pupils in the classroom, both verbal and nonverbal, scaled from relatively gentle, unobstrusive, noncoersive behaviors to ordering and commanding, and the use of negative affect in the management of behavior. Following the assembly of items into measures for behavioral indicators, by observers, these measures were pooled across observers to create a single measure for each teacher for each indicator, then indicators were pooled to represent competencies for each teacher for each observation instrument, and finally the data were pooled across the two instruments, FLACCS and TPOR, to create nine competencies as these two instruments reflected the perception of the Carroll County teachers. Two primary results emerged: the competencies often formed linear relations with the gain measures, but they were about as often contrary to expectations as in agreement with them, and the second outcome was the tendency of the competencies to form linear relations, but, in contrast, for the empirical-logical composites to form complex relations with the pupil gain measures. (RC)