This document presents four correlated studies based on (1) the concept of "micro-criteria" which narrows the dimensions of investigating teacher effectiveness through the variable (explaining), the potential correlates (classroom behavior), and the rating of effectiveness (pupil achievement) and (2) data from an initial experiment in which 12th grade teachers taught two 15-minute lessons to their pupils who subsequently took a comprehension test and rated teachers and themselves on performance with an adapted Stanford Teacher Competence Appraisal Guide and Attention Test. Study 1 emphasizes the statistical methods used in determining the reliability, generality, and correlation (all found to be positive) of teacher effectiveness and performance. Study 2 investigates which type of lesson recording would yield ratings closest to actual classroom ratings and which teacher behaviors pupils observed with a free-response instrument. The latter investigation's finding, that good teaching and cognitive activities are consistently related, is supplemented in study 3 which categorizes 27 teachers behaviors (such as rule-example-rule presentation) in an attempt to apply objective measurement to rating teacher effectiveness . The final study discusses the use of computer programs to improve reliability in boring or complex tasks such as word counting. (LP)