The validation of the Assessment Tools for Teaching Proficiency involved a process not a single activity. An important component of this process was soliciting input from experienced teachers throughout all phases of system development. System validation began when experienced teachers were asked to review and rate the five skill areas. Next, a survey of teacher training practices that included 200 district superintendents, was conducted and the results were added to the rating information. Taken together these results strongly support the job-relevance and critical nature of the five teaching skill areas. Scripts were then written and a focus group was conducted to review the scripts. The results of the focus group showed that the situations were realistic and targeted the appropriate skill component they were written to address.
The another important step in the validity process involved conducting a concurrent validation study. This involved having a large number of teachers with varied experience levels view and respond to the video situations. The results of the validation study demonstrated that the Assessment Tools for Teaching Proficiency is reliable and is equally effective for all teacher groups regardless of age, tenure, ethnicity, gender or grade level. The validation results also demonstrate that performance on the Assessment Tools for Teaching Proficiency is positively and significantly related to classroom teaching effectiveness measures, and thus can be used effectively to identify teaching skill strengths and weaknesses.

Ongoing research is being conducted to further demonstrate that the Assessment Tools for Teaching Proficiency is an effective and efficient tool that can be used by both individuals and educational organizations to achieve goals objectives related to enhanced teaching performance and associated student learning and achievement.