Reported on are the procedures used to analyze the content validity of a job or program function approach to training special education resource teachers (SERTS). A model for making program decisions is noted to include five data collection phases: problem selection (describing numerically the difference between the referred student's actual and…

Four conceptual competencies were devised and deemed necessary for effective teaching. Then, a number of conclusions were drawn: a) with new competencies being stated, new forms of training must be established; b) training which occurs at the undergraduate level can be made more effective only if the statement of competencies is more realistic; c)…

Considered are issues in the preparation of teachers of children with learning and behavior disorders especially in relation to non-categorical competency based programs. (DB)

Before implementation of competency based teacher education, its shortcomings should be examined from the viewpoints of the source of the competencies, their effect on students and faculty, and their effect on school administration and student guidance. (MB)

This guide is designed to present and deal with the major concerns of all those responsible for evaluating, installing, and maintaining a performance-based teacher education (PBTE) program. It is also intended, in a wider sense, for all who are interested in exploring the potential of performance-based education at any level and in any subject…

The first section of this report recapitualizes the Texas Teacher Center Project in history. The broad goal of the project is to improve teacher education throughout the state of Texas but, for the purposes of this report, this long-range and generalized goal is categorized into four concrete objectives: (1) changing preservice education programs;…

This guide serves as an introduction to six competency-based vocational administrator modules (CE 016 506-511). The major components of a module are discussed and explanations provided as to how learning experiences are sequenced, how activities can be structured to meet each learner's individual needs, and why the final experience requires that…

Workshop proceedings in San Francisco and Los Angeles concerning the development of the Management Approach to Teaching Consumer and Homemaking Education (MATCHE) are examined in this report. Basic information gleaned from presentations, reports, and transcripts of taped lectures of both workshops are included. Subjects contained in the report are…

Teachers, administrators, and a few parents and students rated 100 teacher competency statements with the help of the Research and Development Center for Teacher Education. These competency statements then served as the basis for the Professional Personnel Evaluation System (PPES), which also consists of rating scales to be completed by…

A report is given of an evaluation of a consortium comprised of two suburban school districts, their respective professional teacher associations, and the University of Washington College of Education. This teacher education program is performance-based and field-oriented. The program, its rationale and development, are described, and actively…

This booklet describes the implementation of a Competency Based Teacher Education (CBTE) program at South Carolina State University. Students preparing to teach in elementary schools are involved in this program. CBTE is seen as a method for improving instruction and delivery of service to students, a method for increasing individualization of…

This publication describes the Program Evaluation and Review Technique (PERT) network for the Preparing Regular Educators for Mainstreaming (PREM) project. PREM is a competency-guided program being developed at the University of Texas at Austin to prepare educators to meet the needs of exceptional children in the regular classroom. PERT is an…

The final report on Preparing Regular Educators for Mainstreaming mildly handicapped children (Project PREM) focuses on the first year's activities and outlines proposed objectives for the project's second and third years. Covered in an introductory section are Project PREM's main objective of developing and implementing a competency-based program…

Presented is the 11th of 12 instructional kits, on program planning, for a performance based teacher education program which was developed by Project CHILD, a research effort to validate identification, intervention, and teacher education programs for language handicapped children. Included in the kit are directions for preassessment tasks for…