Describes the development of two forms of the Checklist for Assessment of Science Teachers and their application to preservice teachers. Reveals that differences in classroom activities and student-teacher relationships are found between the treatment and nontreatment teacher groups, but not in teacher personal adjustment. (CC)

Reports on a study done in Quebec, Canada, to determine the level of agreement or disagreement between principals and teachers using established criteria to measure the effectiveness of a science teacher. Results were used in an attempt to construct a profile of the attributes of an outstanding science teacher. (TW)