To strengthen the concept of a curriculum-planning component in competency/performance-based teacher education (C/PBTE) and to fill the need for centralized physical facilities for the multiprogram characteristics of C/PBTE programs, a housing structure called the C/PBTE Module Laboratory is proposed. This laboratory would be used for producing,…

The Personalized Experiential Preparation (PEP) program is a field-centered, competency-based teacher education model that offers an alternative route to professional preparation and certification for students at Harris Teachers College, St. Louis, Missouri. The program is individualized and flexible enough to allow each participant to set his own…

Thirteen learning modules are included in this competency-based secondary education course syllabus, which was adapted from an elementary education course syllabus developed at the College of Education of the University of Toledo for the U.S. Office of Education. Each of the modules contains its title/topic, prerequisite modules, rationale for the…

This course syllabus consists of the first seven learning modules of the competency-based secondary education program offered at the University of Toledo's College of Education. Each learning module contains a list of prerequisite modules, instructional procedures and materials, and pre- and post-assessment criteria and measurement instruments.…

The Personalized Performance-Based Teacher Education Program is divided into three nominal phases. Entry and exit levels of competency and performance are identified at each phase. An educational advisor who will work with the teacher candidate throughout the entire program is also identified at entry. In each phase, students participate in a…

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 publication consists of the proceedings of two workshop activities concerned with curriculum change in black colleges. Part I consists of five presentations: humanities with a black focus; interdisciplinary instruction; the Southern Center for Studies in Public Policy; innovations in instruction at North Carolina Central University; and…

These performance recertification field-test guidelines were developed for the State of Arizona. The functions of the performance recertification program are as follows: a) the determination of teacher effectiveness by student behavior and growth, utilizing performance objectives, b) the determination of teacher effectiveness utilizing other types…

The need for a revision of teacher evaluation standards is made clear, not only from the change in our society over the past 10 years but also from the new political and social demands placed on our school systems. Administrators, principals, and school officials are all experiencing this need for improving teacher evaluation. Because of…

This in-service training program, cooperatively developed by Haywood County, N.C. Public Schools and the Elementary Education Department of Western Carolina University, has six major points: 2) it is competency based; b) instruction is individualized; c) a team teaching approach is utilized; d) its design is a cooperative venture on the part of…

This program is the 1972 Distinguished Achievement Award Entry from Western Washington State College. This performance-based, field-centered program is located in six Seattle schools (K-12) which are ethnically, socially, and economically mixed. The participants complete the program in 2 quarters and on graduation are issued a provisional…

Fewer competencies should be used as the organizing structure for teacher education programs, since all relevant topics cannot be covered thoroughly anyway. One variant of an outcomes-focused approach to teacher education is an objectives-oriented strategy. The criterion is not what the teacher does but what happens to pupils as a consequence of…

An innovative program of teaching language arts, reading, and general curriculum to preservice elementary school teachers involved cooperation between Norfolk City Schools and Old Dominion University, Norfolk, Virginia. Student participation was divided thus: 26 hours spent in the elementary schools, 30 hours in seminars, and 76 hours in…

Twenty-three teaching competencies identified as "essential" in a state-wide teacher survey by Florida's Council on Teacher Education (COTE) are reexamined as an aid in producing valid and assessable programs for teacher education. Three hundred and fifty central Florida teachers were questioned to rate the competencies on an…

Because the teacher spends more time with the child than any diagnostician, the teacher's judgment, based upon observation and formal and informal measures, should be considered- in the decision making process regarding the individual instructional needs of the handicapped child. (Author/SB)