This booklet discusses changes taking place in the four major processes involved in preparing and... more This booklet discusses changes taking place in the four major processes involved in preparing and certifying teachers: national accreditation, state program approval, state certification, and teacher preparation, Some of the major issues affecting these processes, such as teacher competency testing and teaching_ internships, are discusSed, and the impact of changes in thete four processes are examined. Three specific areas are identified as in need of strengthening: (1) evaltation of teacher preparation programs, including national accreditation and state program approval; (2) requirements for entering and remaining in the professien, including certification regulations and procedures; and (3) preparation of teachers, including program entrance and exit requirements. Case studies are presented of successful reforms in Florida, Oklahoma, and the University of Louisville (Kentucky). (JD) MF01/PCO2 Plus Postage.
This 1973 edition of "Educational Comment" describes the implementation of a competency-based edu... more This 1973 edition of "Educational Comment" describes the implementation of a competency-based education/multi-unit school (CBE/MUS) model for the University of Toledo's teacher preparation program, which is designed to serve the needs of teachers and schools in urban communities. The Teacher Education Center provides pre and in-service training and a laboratory for access to a wide variety of educational resources. The preservice component consists of competency-based modules; independent study; and professional field experiences, three levels of which are completed sequentially by the student: a) Career Decision Aide level, which permits the beginning education student to obtain first-hand experience of the teaching field on which to base his career decision; b) Participant Teacher level, at which the student works with small groups of children; and c) Student Teacher level, at which the student is expected to demonstrate competency in all areas related to teaching. The in-service program offers training to teachers, supervisors, and administrators in the design and implementation of CBE/MUS-focused change via workshops, seminars, courses, and consultant services. The laboratory a) provides information storage and retrieval services; b) conducts demonstrations of teaching techniques; c) maintains an instructional materials center; and d) provides resources for instructional materials production; simulation and gaming techniques, and instructional systems development.
This booklet discusses changes taking place in the four major processes involved in preparing and... more This booklet discusses changes taking place in the four major processes involved in preparing and certifying teachers: national accreditation, state program approval, state certification, and teacher preparation, Some of the major issues affecting these processes, such as teacher competency testing and teaching_ internships, are discusSed, and the impact of changes in thete four processes are examined. Three specific areas are identified as in need of strengthening: (1) evaltation of teacher preparation programs, including national accreditation and state program approval; (2) requirements for entering and remaining in the professien, including certification regulations and procedures; and (3) preparation of teachers, including program entrance and exit requirements. Case studies are presented of successful reforms in Florida, Oklahoma, and the University of Louisville (Kentucky). (JD) MF01/PCO2 Plus Postage.
This 1973 edition of "Educational Comment" describes the implementation of a competency-based edu... more This 1973 edition of "Educational Comment" describes the implementation of a competency-based education/multi-unit school (CBE/MUS) model for the University of Toledo's teacher preparation program, which is designed to serve the needs of teachers and schools in urban communities. The Teacher Education Center provides pre and in-service training and a laboratory for access to a wide variety of educational resources. The preservice component consists of competency-based modules; independent study; and professional field experiences, three levels of which are completed sequentially by the student: a) Career Decision Aide level, which permits the beginning education student to obtain first-hand experience of the teaching field on which to base his career decision; b) Participant Teacher level, at which the student works with small groups of children; and c) Student Teacher level, at which the student is expected to demonstrate competency in all areas related to teaching. The in-service program offers training to teachers, supervisors, and administrators in the design and implementation of CBE/MUS-focused change via workshops, seminars, courses, and consultant services. The laboratory a) provides information storage and retrieval services; b) conducts demonstrations of teaching techniques; c) maintains an instructional materials center; and d) provides resources for instructional materials production; simulation and gaming techniques, and instructional systems development.
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