Aquino, John, Comp. Performance-Based Teacher Education: A .

ForewordThis-Publication represents a collaboration between the ERIC Clearinghouseon Teacher Education and the Performance-Based Teacher Educatioh Project of theIt is not theAmerican Association of Colleges for Teacher Education (AACTE/PBTE).first such collaboration. Together, the Clearinghouse and AACTE/PBTE have publishedPerformance-Based Teacher Education:. An Annotated Bibliography (1972)and Competency-BasedThe State of the Scene (1973). This current publication -representsenEducation:attempt to produce a book that4ould serve both as an introduction to performance-basedteacher education (PBTE) for the educational decision-maker and practitionerunfamiliar with .PBTE and at the same time as 'a handy reference for those experiencedThe Source Book can be used as a personal reference'or in study groups forin PBTE.administrators, faculty, students and community groups.0.The Sourcook is'a compilation of articles, extracts of books or articles,and abstracts of material on performance-based teacher education. The selections,were not randomly chosen. A jury was selected of accepted authorities onperformance-based teacher education. This juryiwas then sent a list of 50 titlesas the first cycle of the.jury. procedure. The jurors were asked to indicate whetheror not they.thbfight each selection should appear in the Source Book and to suggestalternate and additional titles. The responses were tabulated and 29 titles survivedfor second-cycle consideration. The jurors were then asked to recommend whether eachtitle should be a) reproduced in full, b) excerpted,-c) abstracted,:or d) annotated.The responses of the jury have been the basis for the selections in the SourceBook.fThe ,selections are meant to be representative and not,comprehensive. Itshould be noted that the quantity of significant literature on performance-basedteacher edugation has continued to grow since the original list was distributedYtoSeveral recent and valupble works, such as the AACTE/PBTE Committee's 1975the jury.Commentary and the NEA/AFT'paper n PBTE, were not available for the jury and are,,/therefore, not included'here.As far as the format of the Source/Book -Is concerned, editorial comments haveoccasionally been provided in italics tO summarize omitted passages or to prOvidehistorical background. But th tendency has been to let'the selections speak for:themselves. The Source Book h s been divided into four topical sections:I--Background and Definitions of Performance-Based Teacher Education; II--AspectsofPerformance-Based Teacher Oucatioh; III--Implicatione of Performance-BasedTeacher Education; and'IV--Critiquesiof Performance -Base /Teacher Education.ear y marked as to whether they have beenDocuments not reprinted in fill areexcerpted or abstraoted.hat here is still contention as to whether.The Clearinghouse reco nizesthe. term should be "performance -b sed teachereducation (PBTE4" or "competencybased teacher education (CBTE)." / For the Source Book, the terms are used interIn the editorial comment , the choice of terms was determined by thechangeably.term used in'the particular selectionIt is the hope of the ERIC Clea inghouse on T ach r Education and the PBTEProject of the American /Association / f Colleges for Teacher Education that theSource Book will prove both useful.and interesting.Joost YffDire orERIC Clearinghouse on Teacher Educationvii1/4

ACKNOWLEDGEMENTS"Competency Based Teacher Preparation" by Norman R. Dodl and H. DelfSchalock.From Competency Based Teacher Education by James M. Cooper and M. Vere DeVaultet al.Copyright CC) 1973 by the Board of Regents of the University of WisconsinSystem.Reprinted, by permission of McCutchan Publishing Corporation."Considering the Unifying Theme:Competency-Based Teacher Education" byGeorge E. Dickson.From Parthers for Educational Renewal and Reform byGeorge E. Dickson and Richard W. Saxe.Copyright (C)by McCutchan PublishingC'o'rporation.Reprinted by permission of the publisher.,1"What We Know and What We Don't Know' by Theodore E. An4ew, "Competency BasedEducation" by W. Robert Houston, "Performance.Based Certification: A TeacherUnionist's View" by Sandra Feldman, and "The Rationale for Competency Based.Programs" by Frederick J. McDonald.From Exploring Competency. Based Educationby W. ,Robert Houston.Copyright 01974 by the Regents, of the University ofHoustonReprinted by permission of McCutchan Publishing Corporation.I,"Competency:Based and Traditional Education Practices Cbmpa'red" by Charles E.Johnson, "Performance-Based Teacher Education: Examination of a Slogans' by MargaretLindsey,"CBTE'S Potential for Improving Education Personnel Development" byKarl Massanari, and "Accountability:Assessment Problems' and'Possibilities" byRobert S. Soar.From the Journal of Teacher Education.Copyright (cpby the AmericanAssociation ,of C911eges for Teacher Education. Reprinted with permiSsioh."The AssessMent of Teacher Competence" by John D. McNeil and W. James Popham.'From Second Handbook of Research on Teaching.Reprinted with permission of theAmerican-Education Research Association,.-"Rationale for Competency- Based Teacher Education and Certification" (sectionentitled "Levels of Criteria" by Richard L. Turner). From The Rower of"CompetencyBased Teacher Education. Copyright &1972 by "Allyn & Bacon. Reprinted withpermission'of *Usher."Change and Challenge" by Robert W. Houston and Robert B. Howsam. From Competency',Based Teacher Education: Progress, Problems, and Prospects.Copyright 1972,cnience Research Associates. Reprinted wit permission of publisher.4"The Meaning and Application of Performande Criteria in Staff Development" byWilliam H. Drummond, From Phi Delta Kappan.Reprinted with permission of thePhi Delta Kappan Education. 1 FiundatioOnd the author.,,'Three Views, of Competency-Based Teacher Education:II Universityjof Houston by.Robert Houston aoward L. Jones.Copyright 0 1974 by the Phi Delta KappanEducational FoundaticYh.Reprinted with permission.14.41.11V1114a,

61,0***14SECTION ONE0BACKGROUND AND DEFINITIONS OFPERFORMANCE-BASED TEACHER EDUCATIONIf one wands to come o,an understanding of any Aprticularto find out what itrs supposed to be,tingl a good start iwhy it's suppoSed.to be, and how-it came about. This sectiona'tempts to provide the reader with such an understanding.Presented are several definitions pf Rug, two rat na.tes,,,and-two discussions of its historical backgrounYe%*4c,'14.4)/4,pI

A.DEFINITIONS OFPERFIANCE -BASED TEACHER EDUCATION1.Stanley Elam, Performance-Based Teacher Education: What Is theState of the Art? (Washington, D.C.: American Asspciation ofColleges for Teacher Education, 1971).Extract:pp.5-11,(This report was the first of the PBTE series developed for the AACTE Committeeon Performance-Based Teacher Education. The report deals with questions ofbackground, definitions, implications, and problems of performance-based teachereducation.The following extract is.from the section that describes sanddefines PBp )A Description of Performance-Based Teacher EducationPerformance-Based or Competency-Based?No .ent/riely-s4tisfactory description of PBTE has been framed to date.infact,-the germ itself is a focus of disagreement.Some authorities prefer"competency -based teacher education," suggesting that it is a more comprehensiveconcept.In detraining competency, according to Weber and Cooper, three typesof criteria may kkosek, 1) knowledge criteria, to assess the cognitive understandings of the student; 2) performance criteria, to assess the teachingbehavior of the student; and 3) product criteria, to assess the student'sability to teach by examining the achievement of pupils tight by the student.*The term "performance-based" tends to focus attention onon #2, althoughproponents of PBTE do not mean so to limit the concept.The,AACTE Committee on Performance-Used Teacher Education has chosen,toretain the term "performance-based" in the belief that the adjective itself isrelatively unimportant if there is concensus on what elements are essential,to'distinguish performance- or competency-based programs from other programs. 40Essential Elements.41There now appears to bkakieral agreement that a teachgreducatiOn prOgramti*lr:vis performance-based if:4*/Wilford C. Weber, James;(ooper and Charles Johnson, "A Competency-BasedSystems'App roach to QSation." First chapter of Designing Competency -BasedTeacher Education Programs: A Systems Approach, unpub)ishedript. 1971.132x.a

1.Competencies (knowledge, skills, behSviors) to be demonstrated by thestudent* are1derived from explicit conceptIonvofteacher roles,.stated so as to make possible assessment of a student'sbehavior in relation to specific competencies, and.made public in advance;.2.Criteria to be employed in assessing competencies arebased upon, and in harmony with, specified competencies,.explicit in slatinVepectecrlevels of mastery underspecified conditions, and'made public in advance;3.Assessment of the student's competency.uses his performance as the primary source of evidence,takes into.account evidence of the student's knowledgerelevant to planning for, analyzing, interpreting, orandevaluating situations or behavstrives for objectivity;student 's rate of progrAss through the program is fletermined by demonstrated competency rather than by Vine of course completion;X5.The instructional program, is intended to facilitate the development andevaluation of the student's achievement of competencies specified.Only professioqal training programsThese are generic, essential elements.that include all of them fall within the AACTE Committee's.definition of PBTE.There is another, longer list of elements that may accompany performancebased programs and often do. They should be thought of either as implied or asThe(See pqge 4.)related and desirable, as in the accompanying diagram.categorization as "implied" or "related-desirable" is empirically rather thantheoretically based and represents observer perceptions of PBTE in action.!./ We have used "student" to Mean the person completing the preparation program.In-service teachers are not excluded from consideration, but the emphasis is onpreservice or prospective teachers.143

Conceptual Model of Performance-Based TeacheillEducationasr1:0.5\I.'2s%sl' 's1.3.4.1.12:3.14.Field SettingBroad Base forDecisibn MakingIndividualization,Feedback3 . ;Protocol andSystemic ProgramTraining MaterialsExit Requirement4StudentEmphasisParticipationI45. Modularizationin Decision6. Student and Program'MakingIAccountability5Research-Orientedand Regenerative16.Career-ContinuousRole Integration.17'11. Teaching.competencies to be.demonstrated are role-derived,. specified in behavioral terms,and made public.2. Assessment criteria are competency-based,specify mastery levels,. and made public.3: Assessment requires performance as primeevidence, takes studgnt knowledge intoaccount.4. Student's progress rate depends ondemonstrated.competency. AA5. Instructional program facilitqtede'velopment and evaluatipn of specificcompetencies.w-

Implied CharacteristicsInstruction is individualized and personalized. Because time'is a variable,not a constant, and because students say enter with widely differing back-\ grounds and purposes, instruction is likely to be highly person- and.situation-specific; but these are only two in a web A interrelated contributing factors.1.2.The learning experience of the individual is guided by feedback. Thisconsists of having a person see, hear, or feel, how others react to hisperformance; or it can be self-evaluative, as when a student observes.avideotape of his own teaching or reads about what is wrong with his choiceIt permits both trainer and(trainee to initiate and becomeof responses.involved in the program. Thus this element is closely related to theindividualization feature of PBTE. The feedback loop enables the trainerand trainee to modify the program and meet the needs of the individual. Amongits implications are these: a) there.is no one right way to achieve anyparticular performance objective, b) real choices among means are madeavailable.to the individual.4,3.4.5.The program as a whole is systemic, as the essential elements require.A systefi, according to Barnathy, is a collection of interrelated and interacting components which work in an integrated fashion to attain predeterPurpose determines the nature of the process used, and themined purposes.process implies Which components-will make up the system. The applicationof such a systematic strategy to any human process is called the systemsapproach. Most systemi are nroduct-oriented; they operate in order to produceHow accurately these products reflect the system'sor accomplish something.purpose is the critical measure by which we judge the system's operation.*The emphasis is on exit, not on entrance, requirements. Traditional teachereducation has tended to establish certain requirements which must b metbefore the candidate ,is admitted to a program, after which only p sing coursegrades are required, plus the successful completion of a student eachingexperience or internship.013odule is a set of learning activities (withobjectives, prerequisjtes, pre- assessment, instructional activities, postassessment, and remediatio0) intended to facilitate the student's acquisitionModularization increasesand demonstratiqn of a particular competency.possibilities for self-pacing, individualization, personalization, independentstudy, and alternative means of instruction. It also permits accurate targetingInstruction is modularized'-.--66he development of specific competencies.6.The student is held accountable for performance, completing the preparationprogram when, and only when, he demonstrates the competencies that have beenidentified as requisite for a particular professional role.*/ Bela Barnathy, Instructional Sy tems '(Palo Alto:5Fearon'Publishers, 1968), p.4:

Related and Desirable Characteris ics1.The program is field-centered. Becausee of the heavy emphasis upon performance/in the teacher role and assessment in real settings involving pupils, muchperformance -based preparatiqn is conducted in the field.,2.There is.a broad base for decision making (including such groups as college/university faculty-, students, and public school personnel). Some of thesame factors that produce field-centered PBTEprograms contribute also to agenerally multi-institutional pattern of organization and method of decisionmaking.-3.',The materials and experiences provided to students focus upon concepts,skills, knowledges (usually in units called modules; see Implied Characteristics, above), which can b4" learned in a specific instructional setting.These materials are sometime; called protocol and training materials.Protocol materials are used to help the student recognize and understand ateaching concept.For exapple, a protocol film might show a teacher engagedin "probing" or "reinforcing" activities in a classroom. The film is designedto enable the. student to recognize the behavioral referents of such a conceptand to identify it. Although the dividing line between protocol and.'trainimaterials is somewhat fuzzy, training materials are generally thought ofteaching materials enabling the student to reproduce or put into action asequence of activities or procedures required by a teaching concept.Thedistinction assumes that there is a difference between the mastery levels in'concept recognition, and concept utilization.Training materials include new technology and techniques,ch asmicroteaching, computer-assisted,instruction,simulation, gamiand roleplaying; but the full arsenal of instructional techniques is available,including lecture, discussion, laboratory exercises, problem solving, independent study, eta.,.4.5.Both the teachers and the students (i.e., prospective teachers) are designersof the instructional system. If the learner is to be a classroom teacher,he must begin making decisions in his training. Thus it is important that hegain practice in guiding his own instruction end, in helping to set, at leastin paft, his own educational goals. This means that the system must not be acompletely closed affair in which the student simply goes through the motionsas required by those who designed it. There must be sufficient alternativesand options to provide challenge and opportunity for adaptation by the learnerduring the learning process. There must be opportunity for him tp discoverhow his particular constellation of habits and skills, both cognitive andinterpersonal, can be made maximally effective in teaching.'Because PBTE is systemic and because it*depends upon feedback forthe correctionof error and for the improvement of efficiency,rt is likely to haVea researchcomponent; it is open and regenerative.6:Preparation for a professional role is viewed as continuing throughout Uacareer of the professional rather than being merely preservice in character.Sa17

7.After, the student has an adequate conception of the goals of teaching,instruction moves fro' mastery of specific techniques, toward diagnoSis andselective utilizatio of such techniques in combination. That is, roleintegration AakeS pl e as the prospective teacher gains an increasinglycomprehensive percep on of teaching problems./ /a2.AACTE CommitteeAchieving the PRecEducation:,Association ofon Performance-Based Teacher Education,tential of Performance-Based Teachermmendations (Washington, D.G.: Americanolleges for Teacher Education, 1974).Extract: pp.32 1t3.(In 1974, the AACTE CoIncluded was an updatein the Elam state of th(Appendix A).&e published this collection of recommendations.the defining charqcteristics of PBTE that had appearedart paper.),r1ESSENTIADEFINING CHARACTERISTICS OF PBTEVIEWED BY THE AACTE COMMITTEE'In This PublicationFebruary 1974In the Statj of the Art PublicationDeCember 1971A teacher edu1.Competencies to beby the student aretion program is performance-based ifemonstrated1., Competencies

teacher education (PBTE) for the educational decision-maker and practitioner. unfamiliar with .PBTE and at the same time as 'a handy reference for those experienced in PBTE. The Source Book can be used as a personal reference'or in study groups for a