This report gives the basic definition and purpose of competency-based teacher education (CBTE) cut-off scores. It describes the basic characteristics of CBTE as a yes-no dichotomous decision regarding the presence of a specific ability or knowledge, which necesitates the establishment of a cut-off point to designate competency vs. incompetency on…

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…

The objective of this research was to develop optimum training conditions in the use of teacher performance tests (TPT). In order to attain this objective, TPT's were used as assessment instruments. This was believed necessary because the laws of learning indicate that improvement will not occur unless reinforcement follows learning. Subjects were…

Competency based teacher performance and competency based teacher education represent an attempt to marry scientific methodology with instruction. This is not the first time that such a union has been attempted--programed learning and behavioral objective centered learning were both designed to minimize the error factor contributed by individual…

This document is an annotated bibliography containing materials relevant to the planning, implementation, and assessment of competency based teacher preparation programs in English education. (DMT)

The report provides the framework for developing comprehensive competency-based teacher education (CBTE) for Florida's industrial education teachers based on their expression of specific needs. A research base of projects done by competent educational institutions was utilized. An advisory committee was formed and its composition and activities…

A preliminary step in implementing competency-based teacher education (CBTE) is the generation of a list of teacher competencies adapted for the local situation. One method of adaptation is to have selected competencies ranked in order of importance by professional educators within the school district or college. A less expensive and…

This three-part document contains a set of competencies for elementary science teachers. The objectives state the level of competency expected and suggest how it may be achieved. The first section, "Process-Inquiry Skills," discusses competencies fundamental for elementary teachers and children. The second section, "Instructional Skills," is…

This four-part monograph discusses the competency-based teacher education (CBTE) program at the State University of New York (SUNY) at Albany. The report attempts to (a) state the purpose and goals of the CBTE model, (b) suggest operation procedures, and (c) offer aids to facilitate development of a CBTE program. Part 1 presents a statement of the…

This report presents results of a questionnaire given to students involved in the competency-based teacher education program of the Hamburg central schools and SUNY at Fredonia. The program involves (a) the teaching of methods courses on-site, and (b) providing an opportunity for interns to blend theory into practice during a full-year internship.…

As part of New Mexico's investigation into competency-based certification, it was decided in 1973 that the most equitable, sound, and reliable approach would be through models development. Guidelines for model development include the following elements: replicability, internal evaluation, external evaluations, and several components. The…

This monograph reviews a variety of trends and programs in the preservice and in-service training of teacher educators. Diversified instructional formats are discussed, as represented in the Keller Plan, directed study, the Stanford catalogue of teacher training products, and protocol materials. The methods of computer-assisted instruction and the…

This module allows for an initial experience from which an inductive analysis will reveal elements of a learning module. The participant will then enter the planning phase for the development of module designing. This module is completed when the participant designs his own learning module. The module itself includes the following: a…

The purpose of this study was to determine teacher candidates' and participating teachers' perceptions of selected categories of field experiences under the Performance-Based Undergraduate Program for the Education of Teachers at Brooklyn College during the fall 1972 semester. Teacher candidates who received questionnaires were selected by a…

This study presents some guidelines for program innovating systems based on the experiences of those currently involved in program change. A search was conducted through recent publications to identify institutions currently involved with innovative programs in teacher preparation. A questionnaire was constructed to yield information concerning…