This document presents instructional modules of the competency-based elementary teacher education program at Norfolk State College. A three-fold criterion formed the basis of the instructional module: 1) knowledge of criteria, which are employed to assess only the first level of learning; 2) performance criteria, which are used to assess the…

The Dominican College of San Rafael, California, developed a performance-based teacher preparation program based on two educational models: the Data Theory Cycle and the Personalized Learning Model. Students involved in this program are given a series of performance-based objectives which clearly describe the behavior that is expected, the…

This fictitious scenario embodies all the characteristics and dimensions for a fully developed competency-based teacher education program envisioned by the authors. A single program and its implications for students, faculty, and the institution are presented. Specific areas of the program covered 1) a fundamental description of the competency…

This report presents an overview of the background, change agents, structure, and operation of the Individualized, Performance-Based Teacher Education Program developed at Weber State College, Utah. The structure of the program was based on behavioral objectives, learning experiences, competency assessment, and application. The individualized…

The purpose of this study was to explore relationships existing between present-day teacher competencies and those resulting from a study conducted in the 1920's called the Commonwealth Teacher-Training Study and to determine if empirical sortings will cluster "competencies" into categories that support those developed logically through…

Defines the competency-based approach to teacher education and describes the development of an early childhood program at the University of Houston. (ED)

An agricultural teacher educator states that one of the most important tasks facing agricultural educators is the determination and refinement of the competencies required of teachers. Also necessary is the determination of how these competencies are best acquired and evaluated to assure high quality standards. (JH)

Based on a paper presented at the 55th Annual International Convention of the Council for Exceptional Children in 1977, the article examines ways of defining competency-based training for teachers of the visually handicapped, and notes some practical difficulties of establishing competency-based programs. (Author)

Two issues relevant to competency-based teacher training were investigated with 13 elementary teachers--the specification of acceptable implementation levels for validated techniques and the necessity and feasibility of providing training on those techniques. (Author)

The author presents humanistically-oriented evaluation criteria for the assessment of college supervisors, supervising teachers, and student teachers in a competency-based teacher education setting. (MJB)

Describes how computer assisted instruction is used in two competency based teacher education courses in language education at Pennsylvania State University. (DD)

The pros and cons of competency based teacher education are presented, and opinions re: the merit of exploring an action model are given. (JC)

Consequence evaluation data are reported from a summer training program to introduce teachers to contingency management. Over a two-year period, 18 of the 19 teachers who remained in the program were certified. Findings suggested the logistical feasibility of conducting consequence evaluation. (CL)

A competency-oriented training program to help special and regular teachers meet the educational needs of handicapped children is organized around several three-credit inservice courses. Instructors are key components of the approach and are carefully selected, trained, evaluated, and supported. (CL)

The competency-based approach is used in teaching educational measurement during a five-week summer session. (SK)