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)

A brief survey of the origins, theory and implications of competency-based (or performance-based) teacher education (CBTE) and its effects on foreign language teacher preparation. Reactions to the CBTE controversy in connection with the efforts of the AATG teacher training task force are also discussed. (TL)

A review of educational trends leads to the suggestion that general propositions for improving teacher education should be transformed into carefully conceived program specifications that will result in a few rigorously designed, exemplary teacher education models. (JD)

The trends toward competency-based teacher education (CBTE) and its basic characteristics are described. The meaning of CBTE to the foreign language profession as a whole, to secondary school foreign language teachers, students preparing to be teachers, and college faculty is discussed. A model for program development is presented. (SW)

Without an efficient, effective data storage and retrieval system, no performance based teacher education assessment plan will succeed. Concepts and techniques fundamental to the establishment of such a system are described. (MJB)

Reports a study using the perceptions of science supervisors to determine those competencies that all secondary school teachers should possess. (SL)

If teacher competency tests were constructed according to a criterion-referenced paradigm, it would be possible both to assess worthwhile competencies and describe them with sufficient rigor. Such tests would thus be amenable to the design of effective instruction, permitting aspiring teachers to master the competencies identified. (Author/GC)