The purpose of this document is to describe two process-oriented classroom observation scales and to report a research study which offers further support for the validity of these instruments. The two observation scales, developed by Harvey, et al., are (1) Teaching Rating Scale, devised specifically as a measure of classroom atmosphere, and (2) Student Rating Scale, constructed to assess certain effects of different teacher behaviors and classroom climates upon the students. The instrument used as the criterion against which the replicability of the apparent validity of both scales were tested was the "This I Believe" (TIB) Test, a measure of concreteness-abstractness which enables respondents to be classified into one of four principal belief systems (ranging from the most concrete mode of construing the world to the most abstract). The research study involved preliminary administration of the TIB and repeated usage of both observation scales as part of an evaluation of a teacher re-training program in a large suburban school district. Results of the study reconfirm the earlier findings of Harvey, et al., that the concreteness-abstractness of teachers' beliefs affects their behavior in the classroom and that this differential behavior in turn influences the performance of their students. Procedures and findings are presented in both tabular and discussion form, along with recommendations for appropriate utilization and/or adaptations of the two scales. (Author/JES)