This study was attempted to develop a set of criteria for measurement and evaluation of teaching on the basis of synthesis of research on teacher effectiveness and of common components of category system of teaching process behavior. Through diverse philosophical analysis of the concept of teaching, ‘standard thesis’ saying ‘teaching does not imply the occurrence of learning’ was ascertained. Inducement of learning is the primary logical outcome implied by teaching, and only occurrence of learning is the secondary outcome. Thus, significant attention should be given to strategic acts of teaching, placing its main function on inducement of learning. On the basis of several category system of teaching, process behavior can be classified into two domains such as ‘managment of learners’ and ‘management of learning’, and these domains can be divided by five constructs; instructional events, structure, opportunity to learn, motivator, classroom management. ‘Instructional events’ refer to presentation of objectives and content, utilization of resources and time, questioning, diagnosis and evaluation, and carrying out instructional plan. Construct of ‘structure’ refers to control quality of instruction, such as control of level and pacing of instruction, individualizaion, and sequencing of instructional activity. ‘Opportunity to learn’ is the construct related to providing students with the sufficient chance and time in order to achieve the instructional objectives. ‘Motivator’ construct means the activities to motivate and facilitate student learning by forming rapport, getting attention, and giving feedback and reinforcement. And construct of ‘classroom management’ refers to the activities about creating and maintaining optimum climate and condition for learning by monitoring, control, discipline, and management of students learning behavior. The five constructs was validated by the ten category systems attempted to identify the main component of effective teaching to be common characteristics of teaching process behavior. Based on the five constructs and thirty-one variables were chosen to be significant core teaching behavior, and the choice was supported by the results of research on teacher effectiveness showing that these variables are significant predictor variables having positive correlation with student achievement. The criterion set composed of five constructs and thirty-one variables can be used as a category system of teaching process behavior to describe, observe, and measure the teacher effectiveness, namely, the criteria of instrument to observe teaching. The category system can be specially used as the criteria set for measurement and evaluation of teaching, and for instructional supervision and active research on teaching.