This report defines 16 designated program competencies of the University of Houston's competency based teacher preparation program and then lists the indicators of each competency. The indicators are separated into three categories, which include (1) behavior of student teachers before or after class, (2) behavior of student teachers during class,…

Most teacher preparation classes are designed around the microteaching concept and focus on the "three T's": the teaching, talking, and terminating cycle. For an improvement in teaching skills, it is important for more than one teach/reteach cycle to be used. (JN)

The development of faculty individual activity/performance agreements, a systematic set of procedures through which the goals or objectives of an institution are expressed as specific behaviors of an individual teacher, are discussed. These types of agreements also have been called growth plans or performance contracts. University objectives and…

An approach to supervision and evaluation of student teachers includes identification of generic teaching competencies and a systematic appraisal with reference to established desirable teaching behaviors. Structured Classroom Observation Guides, focusing on particular skills during each week of the practicum experience and progressing from basic…

A number of studies indicate that student teachers can change their behavior quickly, sometimes dramatically, when under a supervisory program which focuses upon behavioral change during the experience. Such change is contingent upon the extent to which student teachers have specific objectives to achieve and regular, precise feedback about their…

The effectiveness of horizontal evaluation for student teachers and their supervisors was explored through a qualitative analysis of three case studies. For the case studies, two of the supervising teachers were university-based, while the third was a secondary school teacher with no prior experience in supervising student teachers. The aim of the…