The knowledge and abilities are available today to ensure that teacher preparation programs graduate only potentially superior teachers. Process-product research of the past decade has confirmed many aspects of what superior teachers in prior times knew only intuitively. To aid in the organization of this research the acronym TEMPO can be used. T stands for time-on-task; E equals expectation; M indicates monitoring; P means problems assigned; and O stands for organization. Taken as a group, the components of TEMPO formulate a systematic approach toward improving instructional effectiveness. Another essential element that effective teachers possess are individual "Silent Curriculums," which combine the desire for learning, respect for others, and improved self-concept. Selected nonstandardized procedures for measuring elements of TEMPO and the Silent Curriculum that are simple and cost-effective are discussed. Such objectively gained measurements in the areas represented by TEMPO and the Silent Curriculum are viewed as essential to achieving the connection of knowledge to practice. Responses to this article are offered by John J. Koehn, Patricia B. Allen, and Sidney H. Estes. (JMK)