The skill areas that are the basis for the Assessment Tools for Teaching Proficiency were identified using a two step process. First, the Educational and Psychological literature was reviewed. Next, selected state educational teaching competencies were reviewed and analyzed. As a result of this process, five core process teaching skills were identified and then subjected to a rigorous validation process.

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 used. 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 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 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, 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.

Teachers across the nation have used the Assessment Tools for Teaching Proficiency to assist them in improving their teaching effectiveness. The fact that the Assessment Tools for Teaching Proficiency results are confidential makes it even more appealing as a viable professional development activity. In some cases, teachers have chosen to share their results with their mentor to help focus the mentoring process. Now that the Assessment Tools for Teaching Proficiency system is available online, any teacher with access to the internet and a desire to help his or her students achieve at higher levels can obtain performance enhancing feedback and resources.