Ohio University was one of six campuses funded in 2009-2010 as part of the Faculty for the Engaged Campus initiative. Following a self-assessment, a faculty development program to increase faculty competency in community-based participatory research (CBPR) was designed and implemented. The program included three major components designed to…

Analyzes reasons given for the failure of the competency-based teacher education program at Illinois State University and describes a successful program at San Diego State University. (IRT)

Competency-Based Teacher Education (CBTE) is covered from the standpoint of organization, operation, and management. Organizational aspects include (a) clarification of the roles of administrators, professors, students, and school districts; (b) reorganization patterns of the traditional administrative configurations; (c) reallocation of human,…

The competency-based, student teaching program of the Southern University (Baton Rouge, Louisiana) College of Education is described. The program basis is a listing of fourteen competencies (teaching skills) which provides a guide for structured and meaningful activities during the observation period, consistency in directing those experiences,…

Describes a cooperative program between North Texas State University and the Dallas Independent School District that uses a clinical approach to train student teachers for employment in inner-city schools. Provides some data comparing the program and its graduates with standard programs and their graduates. (IRT)

An operational, noncategorical, performance based teacher education program for the preparation of teachers of the handicapped at the Department of Special Education, University of Northern Iowa is described in the text of a panel presentation. Panel members address historical perspectives of the training program, key features of the program,…

This compilation of presentations given at the National Conference on Performance Based Teacher Education (PBTE) centers around two main themes: the present state of the scene in performance-based vocational teacher education, and changes in the educational setting in both schools and colleges that will affect PBTE in the near future. Among the…

The Phase Program of the Undergraduate Teacher Preparation Curriculum at the University of Louisville (Kentucky) is described. Developed by the Early and Middle Childhood Education Department, the program incorporates the study of theory and methods with concurrent field experience. The program is divided into four phases covering a period of four…

The Fort Hays State University (Kansas) training program for career/vocational education for the handicapped is described. The program addresses unique regional needs of a sparsely populated area, the high proportion of handicapped students and professionals remaining in the area, and a special education teacher shortage. Five competency areas are…

The article describes the Responsive Teacher Program at the University of Vermont, a competency based undergraduate teacher education program designed to prepare regular educators for mainstreaming handicapped children. (DB)

A cumulative special education teacher training model is described which purports to promote retention and transfer of acquired competencies from semester to semester and to teach preservice teachers in development stages that mirror the ways they will be teaching children. (Author/CL)

Developmental activities and experiences of the University of Nebraska at Omaha/Omaha Westside Community Schools' five-year teacher preparation program are described. The program is designed to prepare classroom educators in a field-oriented, competency-based program involving a fifth year, partially-paid, pre-teaching experience. Program…

A summary report is presented of the Grambling College-Ouachita Parish Sixth Cycle Teacher Corps Project. Designed to improve the educational opportunities available to low-income students and to assist the college in bringing about basic changes in teacher education, the project had as its objectives: (1) to incorporate individually paced…

A post-baccalaureate, single-subject program for future secondary school teachers is described. This program contains the following features: (1) it is operated by a team composed of a teacher education department leader, faculty from other departments, master teachers, administrators, community persons, and candidates for the teaching profession;…

Toledo's competency-based teacher education program has met with remarkable success, measurable in many different ways. (LH)