Responding to the current lack of an empirical basis for competency-based teacher certification, Georgia has mandated studies leading to the establishment of empirical criteria. In the Carroll County Competency-Based Teacher Certification Project, the instructional behaviors of some 60 certified teachers and the classroom behaviors of the approximately 1642 students with whom they interact are being studied. Interaction effects being tested include student and context variables. A number of field-tested process measures have been identified and will be used in combination to provide a variety of baseline data on teacher, student, and context variables. Two of these measures are CASES (Coping Analysis Schedule for Educational Settings) and STARS (Spaulding Teacher Activity Rating Schedule). These and other measures allow examination of interaction effects of teaching patterns with various student variables. Context variables will be held constant by examining relationships of process variables to product variables within specific subject areas, types of instructional settings, and relatively standardized school support systems. (PB)