A model is needed for defining, operationalizing, and measuring teacher competence that combines the methodological rigor of the behavioral objectives approach with the richness of the intuitive, empirical, and theoretical knowledge of what constitutes competence. (Author)

Describes an educational improvement program undertaken by the College of Education at this predominantly Black university, in response to state legislation requiring that new applicants for teacher certification pass a competency test. (GC)

Much of the responsibility for measuring teacher competency rests with teacher educators. Instead of developing new observation inventories, educators should use available ones. This article describes instruments used at the University of Toledo's competency-based teacher education program since 1979 and suggests they are broad enough to be used…

Describes a range of programs created to help new teachers succeed. They are designed to meet the varying needs of preservice teacher program graduates, college graduates with required vocational skills who decide to become teachers, and noncollege graduates who bring their specialized skills directly to vocational education from business,…

A performance criteria instrument is described that may serve as a guide for committees wanting to improve physical education teaching programs. (MM)

General background on the competency-based movement with special reference to New York State and information on both the political and educational dimensions of the movement in its present stage of development are presented. (MM)

In a critical examination of competency-based teacher education, the author suggests that it should be placed in a wider framework recognizing that the learning process includes conceptual and perceptual thinking and subjective individual values and purposes. (JD)

Discusses changes in teacher education for reading instruction, especially the increasing emphasis on competency attainment. (TO)

Some advantages and disadvantages of competency based vocational teacher education are presented and discussed. While the advantages center on the quality output of this type of teacher education, the authors warn of a teacher education system that may become politicized and deprofessionalized. (DS)

Author explained PBTE, a new way of preparing school teachers by colleges and universities. (Author/RK)

An examination of teachers' preferences and performances contribute to determining what competencies teachers feel are necessary to the effective social studies teacher. (Author/KM)

Author feels that if the system first provides the in-service training essential for familiarizing each teacher with the new program, and provides time for pilot programs, performance-based teaching may prove to be one of the big advancements of education in this century. (GB)

Reports on a competency-based, field experience teacher education program for future teachers in reading and language arts. (RB)

Reports progress on the National Occupational Competency Testing Project. (Editor)