A project determined the external validity and generalizability of a staff development procedure for inservice secondary and postsecondary vocational instructors in the states of Kentucky, Virginia, and Wisconsin. Four secondary vocational and ten postsecondary schools participated in the project, which included 453 vocational instructors, 53 immediate supervisors of the teachers, and 5,777 students, representing at least one class of students for each participating teacher. Teachers, supervisors, and students completed optical scan forms related to professional pedagogical needs assessment and evaluation of instruction. Data were analyzed to determine whether there were differences among responses for survey participants from the three states in terms of instrument reliability, content validity, concurrent validity, utility validity, and relative costs. There were no differences amonq the three states for secondary and postsecondary pupils, teachers, and supervisors in terms of the reliability, concurrent validity, utility validity, and relative costs. There were differences among respondents from the three states in terms of the content validity of both instruments. (Seven appendixes--half the document--contain the two instruments, item-relevance data for both instruments, and evaluation of the instruments for secondary personnel.) (MN)