Illinois State University's teacher education program's professional sequence is organized around separate teaching skills, each of which relates to student outcomes in classrooms. Initially, a group of University High (U-High) Laboratory School supervisors was formed to develop clinical experiences which would enable prospective teachers to integrate these separate teaching skills and practice using them in the high school setting. The first stage in certification procedure development consisted of developing a teaching performance test. The U-High Academic Learning Time (ALT) model is based upon an interactive curriculum theory which enables teachers to achieve the benefits of syntheses. Designed to help prospective teachers analyze content and build unit-sized instructional sequences in which subject matter acquisition is complemented by the application of subject matter to tasks of personal and social significance, the BTES (Beginning Teacher Evaluation Study)/ALT model consists of five teaching skills: diagnosis, prescription, presentation, monitoring, and feedback. This paper describes the model in detail, analyzes the BTES, and describes how student time on task measures are being used to certify teachers at U-High. Also provided are a description of low, mid, and high levels of knowledge use in the classroom and education students' responses to the program. (JMK)