The Florida Beginning Teacher Program specifies that a portfolio be maintained for each beginning teacher, and that it include a Professional Development Plan (PDP) and formative information to justify and execute the plan. Chapter 1 of this report describes the study that was undertaken to determine whether the beginning teacher portfolios provided a complete progressive record of fully documented beginning teacher activities, assessments, and recommendations. Chapter 2 is an exploratory study of the relationships between beginning teachers' PDPs and their performance as measured by the Florida Performance Measurement System (FPMS). The third chapter sets forth a plan for providing feedback to districts, colleges, and the State Department of Education on performance of beginning teachers. Chapter 4 presents a meta-analysis of four FPMS predictive validity studies. The fifth chapter includes six analyses of data from the performance observations conducted during the 1984-85 Master Teacher Program. The sixth section of the report contains analyses of the relationship between total scores and selected frame factors on Student Services and Library/Media observations conducted in the 1984/85 Master Teacher Program. The seventh chapter descibes the development of materials for the FPMS Trainer Update Workshops. The appendices offer an annotated bibliography related to chapter 1 as well as detailed information in both narrative and tabular format on the topics of chapters 1, 4, and 7. A three-page bibliography is included. (JD)