The SODIA program is the 1974 Distinguished Achievement Awards entry from the Elementary Education Department at Utah State University. (SODIA stands for the five levels that students progress through during their 4-year undergraduate program: Self, Others, Disciplines, Implementation, and Associate teachers.) The program is designed to prepare…

This paper attempts to identify and specify what is meant by competency. It examines the Utah and the New York Approaches and finds three levels of competence in both: categories or broad areas of competence; molar statements that depict identifiable competencies; and the breakdown of competency statements into technical, conceptual, and human…

This document outlines a performance-based undergraduate program for the education of teachers at Brooklyn College. Introductory material includes an overview, assumptions, goals, special features, and desired outcomes. Described are four course-level sequences of the program: early childhood, elementary, middle schools, and secondary. A 42-item…

This investigator bases his study on the principle that competency-based teacher training programs require clear statements of objectives, sequenced according to the needs and interests of learners and according to instructional considerations. A classification system used to generate teaching competencies for teachers of varying levels of skill…

This document is composed of two papers studying the conversion of a traditional teacher education program to a performance based teacher education (PBTE) program at the University of Washington. The first paper describes the conditions and process necessary to bring about a change in teacher education. Emphasis is placed on the organization of…

This report reviews the culmination of a series of activities, procedures, and conferences which were employed by the faculty of Norfolk State College (NSC) for the study of the Comprehensive Elementary Teacher Education Models (CETEMS). Five major procedures were incorporated in the process of studying the programs. The first step was to develop…

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)