The initial phase of the National Teacher Examination classroom management test for entry level teachers has been completed. Two systematic reviews of the literature on classroom techniques resulted in the identification and description of a wide range of managerial strategies--authoritarian, behavior modification, permissive, intimidation. Also identified were the content domains of effective classroom management--teacher characteristics, rules, systems, and teacher behaviors for increasing student engagement. Drawing upon the findings of these extensive literature reviews, a conceptual framework has been developed containing guidelines for the development of the test based on a series of assumptions on the nature, extent, and goals of the test. The content of the test will be derived from three sources: empirical research in classrooms, well-grounded theory and nonclassroom research, and accepted classroom practice. A variety of formats for the test are currently under consideration. Appended to this report are outlines of managerial strategies and content domains in classroom management identified by the literature reviews. (JD)