Teachers' knowledge of effective use of time research can be examined via a paper/pencil test; however, the degree to which teachers used the identified effective practices can only be observed and recorded. What is proposed here is an objective observation of teaching practices. Based upon research findings, criterion levels would be established for the percent of time particular activities or interactions should occur. For example, one study indicated that effective teachers spend 15 percent of their time on organizing/management activities, 50 percent on interactive on-task activities, and 35 percent on non-interactive on-task activities. After an observation, teachers would receive specific recommendations regarding behaviors to be increased or decreased. They would be provided assistance in changing these behaviors. The test would be a post-observation to see whether teachers' behaviors met the criteria for effective use of time after a period of time in which to practice in the classroom. This type of program has been implemented on a large scale. The model it provides has implications for teacher education and certification. (BW)