This paper looks at the issues and problems involved in the evaluation of competency-based teacher education programs. A major fallacy of CBTE programs is that they are based on the following implicit assumptions which have little theoretical or empirical support: (a) that there is much more agreement than the literature indicates on the goals and…

New Mexico's investigation of competency-based certification has been a natural outgrowth of educational developments and concerns in the state and does not represent participation in a new educational trend just for the sake of being "in." Concern has been expressed by the legislature, lay groups, and the State Department of Education…

This booklet approaches the question of whether competency-based teacher education (CBTE) and performance-based teacher education (PBTE) can foster meaningful change in teacher preparation programs. The following sections are included: (a) CBTE background and definitions of related terms; (b) a differentiation between PBTE and CBTE, with PBTE seen…

The special education training program at the University of Northern Iowa provides a systematically integrated program designed to develop professional personnel with the requisite competencies to (a) diagnose and teach; (b) organize and supervise programs; (c) evaluate instructional programs; and d) train professional educators to implement…

During the past year and a half, the University of Toledo has developed a competency-based model for teacher education, the basic elements of which are (a) the explicit statement of performance objectives, (b) one or more sets of instructional procedures specifically designed for attainment of each objective, and (c) criterion-referenced…

This document reports on the efforts of one teacher training program, the Early Childhood Integrated Year Program at Queens College, CUNY, to implement performance-competency-based teacher education (P-CBTE) with specific reference to the use of instructional modules as a strategy for developing competencies. The philosophy underlying the program…

This document presents a listing of key problems, usually in the form of questions, encountered in implementing competency-based education, with solutions or ways of finding solutions suggested for some of the identified problems. The problems listed are as follows: a) deciding to decide--the best way is to let interested staff members begin an…

This document questions whether competency-based instruction is worth the effort of fighting university policies regarding the quarter or semester structure of courses or the possibility of creating anxious or frustrated college students as a result of instituting unfamiliar procedures. Do we even have a usable list of competencies? To facilitate…

This report evaluates an ongoing competency-based teacher education project involving two local colleges and two school districts. Following indepth interviews with selected project personnel, 1 66-item questionnaire was constructed covering the following six basic areas of concern: (a) program orientation, (b) program objectives, (c)…

The Southwest Minnesota State College Teacher Education Program for 1971-72 is described in this handbook for students in elementary education. The curriculum is organized into competency packages (ComPacs) which are classified according to five steps, including specifying objectives; selecting, preparing, and using appropriate materials,…

The observation of the American Association of Colleges for Teacher Education Committee on Performance Based Teacher Education (PBTE) on the state of the art of PBTE in 1975 are presented in this publication. The Committee states that PBTE may be defined as a process for improving the preparation and development of educational personnel. This…

The report is an evaluation of the Career Education Personnel Model Project (CEPM), which was initiated for the Michigan Department of Education in the spring of 1972. The purpose of CEPM project was to develop competency-based instructional models for the preparation and training of personnel who plan and implement career education programs. The…

This monograph presents a diagram which distinguishes four different assessment levels in the teacher's professional development. Level 1 refers to assessments of the training experience, level 2 to assessments of the teacher's behavior, level 3 to assessments of pupil behavior, and level 4 to assessments of instruction. The diagram explains that…

This document reports on the Southwest (Region VI) Child Development Associate (CDA) assessment program during the 1973-74 and 1974-75 school years. Activities conducted through the office of the regional coordinator of CDA assessment are listed. An assessment system was developed and implemented to meet three needs: (1) to screen and rank CDA…