Competency Based Teacher Education

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Describes salient points in an article by Dennis M. Holt.

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Competency Based Teacher Education

  1. 1. “Competency Based Music TeacherEducation: Is Systematic Accountability Worth the Effort?” Author: Dennis M. Holt Bulletin of the Council for Research in Music Education Vol. 40 (1974): 1-6. Presented by: Amy Redeker July 04, 2012
  2. 2. PURPOSE• To explore the parameters of competency-based teacher education (CBTE) as a viable framework for the design of music CBTE (2)• To describe a program of music CBTE evolving at the university of North Florida(2)
  3. 3. NEED FOR STUDY
  4. 4. Educational Accountability• Interest for educational accountability has been growing.
  5. 5. Commission on Teacher Education• In 1968 the Commission on Teacher Education developed recommendations for the improvement of music teacher education.• 13 objectives were developed.• The Music Educators National Conference (MENC) clarified each objective.
  6. 6. Commission on Teacher Education Statement: Music Teacher Competency Framework Certification Teaching Institution Competency (rather than passing a course) Adequate Final Assessment Proficiency History Theory Style Advanced Test Techniques Standing Procedures
  7. 7. Outcome of Commission’s Work• Design and implement musicCBTE
  8. 8. CBTEDESIGN
  9. 9. Competency Based Program has the following qualities:• Observable/measurable behaviors based on competencies• Identified learning conditions• Evaluation conditions congruent with behaviors• Identified minimal level of performance• Procedure for collecting formative and summative data• Procedure for external and internal evaluation• Constant feedback on learner’s performance• Procedure for evaluating effectiveness and appropriateness of program
  10. 10. Individualized Program Student and Professor have input to the following:• Learning objectives• Rate of student progress• Level of student achievement• Testing conditions• Selection of learning activities
  11. 11. Individualized Program Teaching-Learning Modules• Main vehicle• Guide to direct student learning• Means of organizing units of content for instruction• Learning tasks prepared by specialists
  12. 12. Field Based• Students spend at least 50% of time allocated for professional education courses in an actual school setting. (3)
  13. 13. CBTE at theUniversity of North Florida
  14. 14. • The undergraduate and graduate music education program at UNF is evolving into a CBTE program.(3)• The CBTE program at UNF is individualized and field based
  15. 15. Competencies & Product at UNFTo be able to:• Organize content that’s consistent with psychological and physiological demands of learner• Plan for instruction: identify objectives for and with the learner• Identify and demonstrate proficiency in methods, processes, procedures, and techniques related to learner objectives• Collect and use assessment data of pupil• Accept leadership and professional responsibilities• Integrate conceptual skills: see relationships of a system and describe the total interactive process and it’s outcome
  16. 16. Developing a CBTE Program• Select competencies• Group competencies• Match competency components to courses• Match courses to performance objectives• Develop, test, refine modules
  17. 17. Objective Example: “A competent preservice music teacher demonstrates the ability to relate musical learning tasks tochildren’s musical growth patterns with at least 70 percent accuracy.”(4)
  18. 18. Individualized Instruction at UNFEach module contains:• Classification• General Directions• Performance objective(s)• Prerequisites• Preassessment• Learning Activities• Post Assessment
  19. 19. Field Based Instruction at UNFIncludes 3 Elements:n Opportunity for student to apply knowledge in schoolso Opportunity for all subjects involved to provide input about the UNF music teacher education programn Opportunity for professors to be involved directly with public schools
  20. 20. Common misconception: “Study of theory almostautomatically improves practice” (6)Fact: “…theory improves practice if the student comprehends the linkages…” (6)
  21. 21. CONCLUSION
  22. 22. Evaluation of CBTE at UNF• Program is still evolving.• Several dimensions are not described in the article.• An informal evaluation of CBTE at UNF concludes that implementation of a music CBTE program is worth the effort. (6)
  23. 23. Presenter’s Insights Evidence that CBTE still exists:Educational Accountability:-No Child Left Behind Act -standardized tests-Professional Development Plans-Achievement based pay for teachers
  24. 24. Preservice teacher programs in WI-Praxis Exams
  25. 25. Works CitedHolt, Dennis M. “Competency Based Music Teacher Education: Is Systematic Accountability Worth the Effort?” Bulletin of the Council for Research in Music Education 40 (1974): 1-6.

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