This paper presents the process, synthesized research, and teacher training outcomes derived from a year-long process of establishing a research-based teacher education knowledge base. A broad-based committee at Pittsburg State University, Kansas, was appointed to review best practice literature, various national standards, and teacher education committee recommendations, and then write effective teacher behaviors as measurable outcomes. The committee met twice a month for a year, working through five stages (readiness, assessment, development of recommendations, trial evaluation and revision of recommendations, and presentation of final report). Various subcommittees analyzed and reviewed indicators from a number of reports, studies, and literature. They derived a composite of behavior indicators, then they wrote over 500 indicators that were grouped under the following headings: professional characteristics, relationships with students, lesson preparation, lesson presentation, classroom management, and evaluation. Finally, they reached consensus on 68 indicators, soliciting feedback from various university bodies. Once the indicators are adopted, a matrix of where each indicator will be introduced, taught, and evaluated will be developed with all university teacher training classes. (SM)