This questionnaire was designed for state education personnel who wish to ascertain the number and nature of competency-based teacher education programs in their state. The document in its present form has been field tested in two states in which surveys were conducted using preliminary versions of this form. The form may be modified to obtain…

This report is a collection of research information on competency based teacher education (CBTE) programs. The methods of collecting data consisted of two surveys sent to teacher education institutions and an ERIC search using a variety of descriptors. In total, information was obtained relating to 56 institutions and 65 programs from 66 different…

As States move toward performance-based teacher education and certification, a determination of the function of the State must be made. Within the approved program approach, and along a continuum from decentralized control and decision making to centralized control, five models of certification can be identified: process, information,…

Competency based teacher education has been defined in various ways, but there is general agreement on at least two basic elements. The first essential characteristic is the specification of teacher competencies which form the basis of the entire program. The second is the design of assessment techniques directly related to the specific…

This report contains information on performance-based or competency-based teacher certification in each of the 50 states and the District of Columbia. The existing and/or planned requirements in each of the states for performance-based certification are listed. It is noted that a certification system is considered performance-based when it…

There are eight areas which require attention in planning for state implementation of performance-based teacher education (PBTE): (a) initiation action, (b) goal statement formulation, (c) state role identification, (d) certification pattern design, (e) delivery system structure, (f) support mechanism organization, (g) regulation changes…

Recommends judging competence through demonstrated performance. (DS)

The question of the effectiveness of CBTE is discussed by way of definition, a look at its generating forces, the responses to CBTE, its immediate impact, and its long term impact. (MM)

Discusses ideas, pro and con, about performance-based teacher education and certification and the procedures used in New Jersey to develop teacher performance criteria. Indicates that the involvement of the teaching profession is desirable in the teacher preparation and certification process. (CC)

Proposals for reform in teacher education from major organizations are reviewed, summarized, and compared in this document. Concise analyses are presented of: (1) The Need for Quality (Southern Regional Education Board, 1981); (2) "Educating a Profession: Profile of a Beginning Teacher" (American Association of Colleges for Teacher Education…

Lack of respect for teacher preparation programs is pervasive. Various education associations' recommendations have spawned three kinds of policy activity: state limitations on teacher preparation programs, alternative certification programs, and increased local school district authority for continuing teacher development and recertification.…

The economic situation has resulted in funding cuts for education from both federal and state sources. The state of Michigan's budget for education has been reduced in all areas. The effects of retrenchment are discussed in relation to local schools, higher education, teacher education, and state agencies. (JN)

Seven major areas of reform that are bringing significant changes in teaching and teacher education are documented and discussed: (1) improving the academic quality of students entering teacher education programs; (2) upgrading the standards for the accreditation of teacher education institutions; (3) raising teacher certification standards; (4)…

An overview is presented of studies, reports, and articles dealing with the teaching profession, particularly in the area of teacher education. Most of the data reflect negative implications at various stages of the teacher development process, from selection of teacher candidates, through admission, selection during preparation programs,…