The evaluation of the content validity of the Functional Academic Skills Tests (FAST) are described. The FAST was designed to assess the competency of inservice teachers in the Houston, Texas Independent School District in basic reading, writing, and mathematics skills. Validation standards were based on the Equal Employment Opportunity Commission's (EEOC) uniform guidelines on employee selection procedures, which require a job analysis. The original job analysis instrument, the Teacher Task Analysis Questionnaire (TTAQ), contained 152 task statements involving instruction, student assessment, parent involvement, socialization, organization maintenance, and professional development. It was administered to a variety of school district personnel, who rated each task statement on importance and frequency. After 14 statements were added, the revised TTAQ was sent to 2034 employees, school principals and supervisors, and local teacher educators; 807 responses were received. From the ensuing analysis, seven factors resulted; these had to do with: (1) student evaluation; (2) directing students; (3) professional communication; (4) testing and grading; (5) organizational maintenance; (6) textbook evaluation; and (7) planning. The 28 summary job statements were rated by panels of teachers, principals, and curriculum specialists to document their validity. Further studies of FAST validity and its impact were planned. (Extensive appendices include the sample characteristics, TTAQ instructions, and the 28 job activity statements). (GDC)