The findings of numerous empirically based research studies reflecting the views of teachers, students, and administrators can be used to identify a "core of techniques" associated with effective community college teachers. Community college teaching is generally more student-centered than four-year college instruction, with the choice of teaching method based upon the goals and learning styles of the students. Two studies conducted during the 1980's identify four teaching behaviors common to exemplary community college teachers: (1) they are highly organized, plan carefully, set unambiguous goals, and have high expectations of their students; (2) they express positive regard for their students; (3) they strongly encourage student participation; and (4) they provide students with regular feedback regarding their progress in the course and make specific remediation recommendations. These characteristics relate to behaviors and techniques rather than to disposition or personality traits. Effective teachers form partnerships with their students in order to meet course objectives, and they assume a major responsibility for student outcomes. Mastery learning techniques, especially the corrective/feedback process, are widely used. Community college teachers typically make course content relevant by relating their experiences, giving examples, and connecting course goals to the real-world expectations and experiences of their students. It is held, however, that these teachers need to become more actively involved in providing valid empirical evidence of their expertise through research and publishing. (26 references) (JSP)