This report provides a brief review of Beginning Teacher Evaluation Study (BTES) documents from Phase II and Phase III-A, including responses from researchers suggesting variables for future BTES research. Seven basic observable classroom variable domains have been found to receive support from several of the BTES sources reviewed. These seven variable domains are: the quantity of academic instruction received by the student; the strength of the academic orientation of instruction; the extent to which instruction is tailored to the needs of individual students, the clarity of instructional communication; the teacher's instructional involvement and contact with students; student attention to the academic task; and the existence of a positive, family-like classroom atmosphere. It was also concluded that variables related to information processing by the teacher make up a domain of nonobservable classroom variables. In addition, several methodological implications of the research reviewed were discussed. (Author)