The Educational Testing Service is developing a series of assessments for the licensure of beginning teachers. The third stage of these assessments will measure the beginning teacher's application of teaching knowledge and skills, and the assessments will be performance-based. Job analysis studies were conducted to provide data to define the domain of teaching and to provide evidence of the content validity of the performance assessment measures. The goal was to identify a core set of tasks that are important for newly licensed middle school teachers. During phase 1 of the task identification process, teachers, administrators, and teacher educators met to prepare a list of tasks. The 77 tasks were clustered into 6 dimensions in a survey instrument that asked respondents to rate the tasks on a scale of importance. Survey responses were obtained from 3,316 middle school teachers, 155 administrators, and 132 teacher educators. There were high levels of agreement among the respondent groups. Forty-four of the tasks were judged to meet the 3.50 importance eligibility standard by all respondent groups, and these may be the basis for development of test specifications. Twelve appendixes provide supplemental information and present the survey. Twenty-five tables present study information. (Contains 20 references.) (SLD)