One of a series of nine reports of Project ACTIVE (Attaining Competence for Teaching in Vocational Education), this report focuses on criteria for assessing mastery of the professional competencies (skills) important to teacher-coordinators in cooperative vocational education programs. An overview of competency-based vocational teacher education (CBTE) and of the exemplary CBTE project is provided. Part 1 describes the competency identification phase including review of research, questionnaire survey of a random sample of 150 teacher-coordinators from all types of schools in Florida, the findings (competencies), and conclusions, which suggest that since there were a large number of professional competencies considered important by Florida's teacher-coordinators, the present certification requirements may be insufficient to adequately prepare qualified teacher-coordinators. Part 2 describes the procedure for identifying and validating of specific assessment criteria for assessing mastery of the competencies and lists the criteria in a 10-page table under 73 competency statements, grouped into the following categories: (1) Program planning, development, and evaluation, (2) instruction in school, (3) on-the-job instruction and coordination, (4) management, (5) guidance, (6) instructional evaluation, (7) school-community relations, (8) professional role and activities. It is recommended that the assessment criteria be reviewed and revised to fit the needs of particular inservice or preservice programs designed to prepare or upgrade teacher-coordinators in cooperative vocational education programs. Appendixes contain instruments used in the study; a 53-item bibliography is also included. (TA)