This study was conducted to provide data as a basis for deriving school-based teacher educator competencies. The task analysis approach, using data derived from interviews, was selected as the basis of the study and as one of several methods for identifying competencies of the school-based teacher educator. The interviews were designed to reflect the problems, functions, and tasks of persons involved with teacher training. To identify persons in this role, letters were mailed to personnel directors of five school districts in the Houston area asking for names of individuals who have responsibility for staff development involving actual work with teachers in the classroom. Specifically, interviews focused on three questions: (1) Who are the role groups with whom these persons interact; (2) What tasks are performed; and (3) What functions are engaged in it. After analyzing the interview data, it appears that work with teachers is not considered a top priority by these educators. Very few of them actually worked with teachers in trying to improve the teaching-learning experience, and it was not reported as a major task. In comparing amounts of time spent on tasks with rated importance, the function ranked as first in percent of time spent was organizing, but it was ranked as fourth in importance. Training teachers was ranked second in percent of time but seventh in importance. The role description perceived by those interviewed indicated that they spent the major portion of time in administrative functions--planning, coordinating, and developing, with little involvement with classroom instruction. (DMT)