This report on professional development of English teachers discusses the Dimensions of Teaching as a basis for the judging of performance in the National Board for Professional Teaching Standards [for] Early Adolescence/English Language Arts (NBPTS EA/ELA) assessment. The report focuses on how the professional literature on Models of Teacher Knowledge was considered and studies of teacher growth and development were consulted, as well as cognitive science research on pedagogical reasoning and decisionmaking. It is pointed out that these bases led to the notion of dimensions, interdependent constructs that provide a framework for characterizing teachers' habits of mind and patterns of performance as they occur across a sample of key exercises and tasks in English Language Arts instruction--the 6 dimensions are presented in figure 1; the 14 EA/ELA Standards are presented in figure 2. The report offers findings from two studies which addressed the question of whether the various elements of knowledge, disposition, and performance identified in the separate EA/ELA standards related to the Assessment Development Laboratory (ADL) Dimensions. The report then focuses on a study framework representing ELA teacher action in the classroom domains and discusses in some detail the following categories: designing instruction; managing instruction; information dissemination; reinforcing prior learning; interactive and interpretive discussion; individual-focused instruction; experiential learning; and assessing classroom learning. Contains 14 references, 4 figures, and 3 tables of data. (NKA)