Data from a 1984 study undertaken to validate 15 teacher competencies for Connecticut's Beginning Teacher Support Program were reanalyzed to determine whether the competencies were applicable to all teachers or were specific to grade levels or subject areas. The original study examined 1733 responses to a survey that asked teachers and administrators to rank the importance of 15 competencies and 70 competency indicators according to their importance as measures of teacher effectiveness. Factor analysis of the data permitted clustering 57 competencies and indicators into 12 constructs. The reanalysis involved comparing the responses of elementary teachers and administrators with those of high school teachers and administrators. The study also compared the responses of high school English teachers with those of high school mathematics teachers. Principal components factor analysis with oblique rotation revealed that the constructs were essentially common across grade levels and subject areas, that the differences that were found did not pose problems of practical significance for teacher evaluation programs using the competencies, but that operational definitions did appear to differ among the comparison groups and deserved careful consideration. Tables display the data, and an appendix presents the complete list of competencies and the reconfiguration of the 57 constructs. (PGD)