THIS STUDY IS CONCERNED WITH THE IDENTIFICATION AND ASSESSMENT OF SKILLS ASSOCIATED WITH TEACHER BEHAVIORS DIRECTED TOWARD THE PRESENTATION OF CONTENT. THE IDENTIFICATION OF THE VARIOUS SKILLS WAS MADE THROUGH OBSERVATION AND ISOLATION OF TEACHER VARIATIONS WHICH RESULT IN STUDENT PERFORMANCE DIFFERENCES ON PRECONSTRUCTED CRITERIA TESTS. THE GENERALITY OF TEACHER BEHAVIORS WAS ANALYZED FOR DIFFERENT GROUPS OF LEARNERS, DIFFERENT PACKETS OF CONTENT, AND A COMBINATION OF THESE TWO. AN ASSESSMENT STUDY WAS MADE TO ASCERTAIN THE RELATIONSHIP OF LEARNER PERFORMANCES TO SUPERVISORY RATINGS OF PARTICIPATING TEACHERS. ADAPTATIONS OF RYAN'S CLASSROOM OBSERVATION RECORD AND THE STANFORD TEACHER APPRAISAL GUIDE OF TEACHING COMPETENCE WERE USED TO GATHER THE SUPERVISORY RATINGS DATA. THE FINDINGS OF THE STUDY IMPLY GENERALITY OVER CONTENT PACKETS ACROSS LEARNER GROUPS, NO ASSUMPTIONS OF GENERALITY OVER LEARNER GROUPS ACROSS CONTENT PACKETS, AND NO GENERALITY OVER CONTENT PACKETS AND LEARNER GROUPS. THE PRINCIPAL IMPLICATION IS THAT ELEMENTARY TEACHERS SEEM TO PRESENT THE SAME PACKET OF CONTENT WITH SIMILAR SUCCESS TO DIFFERENT LEARNER GROUPS. NO SPECIFIC BEHAVIOR WAS FOUND TO GENERALLY DISCRIMINATE BETWEEN EXTREME TEACHERS, EVEN THOUGH SEVERAL COMMON DISCRIMINATING BEHAVIORS WERE FOUND BETWEEN ANY TWO OF THE THREE CONTENT AREAS. POSITIVE CORRELATIONS WERE FOUND BETWEEN SUPERVISORY RATINGS AND AVERAGE STUDENT PERFORMANCE SCORES. (HW)