Competency Based Teacher Education (CBTE) proposes changes in the traditional teacher education system, which include establishing behavioral objectives for student teachers and modifying basic teaching tools that all students must learn to master. CBTE also proposes that teachers colleges be conducted without failure. Critics of CBTE question the…

Designed to provide direction for those who contemplate establishing a competency-based program for vocational teachers, this monograph contains major papers developed for the Institute on Competency-Based Teacher Education for Virginia Vocational and Technical Teacher Educators held in Blacksburg, November 23-26, 1975. Also included are two…

This is one of a series of eight short monographs intended to aid practicing educators in planning and conducting accountability programs in schools. This booklet discusses how to plan and conduct a competency-based staff development program as part of an overall accountability program. Short sections focus in turn on various steps in the…

A set of elementary bilingual teacher competencies developed by the Dominican College Education and Spanish Departments is given. (RM)

Georgia is developing a state system to grant teacher certification on the basis of classroom performance and teaching effectiveness. In addition, a system of supportive supervision is available to each local school system as it develops plans for beginning teacher staff development. (Author/MLF)

The article presents and discusses the findings of a survey of 25 former and current student teachers (enrolled in visually handicapped and orientation and mobility programs) to determine their reaction to, and understanding of, the competency-based teacher training program used at California State University at Los Angeles. (Author/DLS)

From colonial times, the school teacher in America was perceived both as miracle worker and classroom custodian. A more recent split image is that of the teacher as an independent practicing professional as well as a member of a collective bargaining organization. Historical roots of this dual role are examined in this article. (Author/GC)

Described is the development and organization of the teacher intern performance rating system (TIPRS) developed as part of a special education competency based training program. (SBH)

Arguments are presented for a view of teaching which is multi-method, multi-person, multi-situation, and multi-variable. (Author/MJB)

The search for teaching competence is active, yet progress continues to be made slowly. (MJB)

The development of a course curriculum for generic competencies in teacher education is reported with focus on a sequence of learning laboratories or modules consisting of both a pre- and post-test and a statement of the specific content objectives for that lab. Implementation at the University of Houston is described. (LBH)