This study was undertaken to further document content validity and to provide evidence of construct validity of the National Teacher Examinations (NTE) Core Battery, using an alternative strategy. This strategy involved identifying the important job functions and professional knowledge areas of teachers. A multi-method approach was used to identify job tasks and professional knowledge without regard to grade level. The following information sources and procedures were used: (1) literature search; (2) advisory committees; and (3) interviews with teachers and administrators. The draft of the "Inventory of the Professional Functions of Teachers" was developed to contain 83 job tasks grouped into five broad areas. Sample School districts located in California, Georgia and New Jersey were selected for intensive study, and inventories were sent to all the teachers and administrators in the districts. Results identified broad functions of teachers as presenting important core job functions. All 59 knowledge areas were judged as being at least moderately important. Thirty-four battery knowledge areas and 23 of the additional knowledge areas were linked to job dimensions. Cumulative evidence from this study provided further support of the job-relatedness of the content domain of the NTE Core Battery for certifying beginning teachers. (JAZ)