To identify the performance-based professional education needs of secondary level occupational teachers in New York State, an instrument composed of 365 performance behaviors organized into 57 clusters was mailed to 677 teachers representing six vocational education service areas and to 70 occupational supervisors. Usable returns from 515 teachers…

The Modular Multiple Alternatives Program (ModMaP), being developed at the University of Bridgeport, is the first competency-based, individualized graduate program in teacher education in the state of Connecticut. The program focuses on elementary teacher training and includes both master's and six-year level options. The program provides the…

The Experimental Teacher Education Program (ETEP) was a cooperative effort between the University of Northern Colorado and the Denver Public Schools. The program modified three major areas of teacher education: a) general education, b) student teaching experiences, and c) methods courses. The general education course requirements emphasized an…

This innovative, individualized program at Madonna College is based on a systems approach to learning. The primary objective of this program is providing the students with specific competency goals and helping them to acquire these goals. The most important component of the program is a selected list of critical competencies based upon a model of…

This volume presents annotations of resources on performance-based teacher education. The materials, produced after 1967, include films, slide/tapes, modules, programmed texts, and multimedia kits for training pre- and in-service educational personnel. The materials are indexed according to both competency categories and key words, descriptions,…

Clark College, in cooperation with Academy Theatre and the Atlanta Public School System, developed a competency-based teacher education program for students interested in the performing arts as well as other disciplines. The program identifies desirable performance standards for teachers, evaluates the trainees' achievement of these performance…

This document is a learning module developed for graduate level students in the field of teaching learning disabled children. The module consists of a pre-assessment, three element/activity groups, and a post-assessment. The terminal goal is the ability, given appropriate assessment data, to identify a child's modality strengths and weaknesses,…

This paper focuses on the development and/or improvement of instruments that can be used to measure the competence of preservice teacher education students. A number of questions need to be considered before making decisions concerning the development and improvement of such instruments: (1) At what level of specificity are the competencies to be…

In this packet of materials, the outline for State University College at Brockport's certification program for secondary school mathematics teachers is given. First, an overview of the program is presented, then specific skills, knowledges, and attitudes are identified and assessment procedures, conditions, and standards are listed. Information…

Current trends in teacher education are characterized by programs designed to emphasize approaches to learning which are competency based, field centered, and individualized. Presently few colleges and universitites have progressed very far in the development and implementation of these innovative teacher education programs. This study presents…

Intended as a companion volume to "Guidelines for Personnel", the casebook, developed by the Professional Standards and Guidelines Project of the Council for Exceptional Children, contains about 150 summaries of exemplary and innovative programs in the areas of personnel recruitment and selection, preparation, certification, and professional…

Recommends that performance-based teacher education be phased in concomitant with suitable research teacher competencies and the use of performance as a criterion for teacher education. (MLH)

Identifies the major arguments pro and con Performance Based Teacher Education and recommends that PBTE be considered as a process rather than a program and that its potential strengths and weaknesses be measured that light. (Author/DB)

Presents a witty view of competency based teacher education degenerating into simple memorization of behaviors by students. (SL)

Compared were effects of videotape and audio models on the acquisition of specific teaching skills in 48 preservice teachers. Results suggest both video and audio models produced effective behaviors more frequently than a no-model treatment. (SL)