The document discusses competency-based teacher education (CBTE) as a framework for music teacher education. It describes the CBTE program evolving at the University of North Florida, which is individualized, field-based, and focuses on measurable competencies and teaching modules. An informal evaluation of the UNF program concluded that implementing a CBTE approach for music teacher education is worthwhile despite the effort involved.

1. “Competency Based Music Teacher
Education: 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. 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. NEED FOR STUDY

4. Educational
Accountability
• Interest for educational accountability
has been growing.

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. 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. Outcome of Commission’s
Work
• Design and implement music
CBTE

8. CBTE
DESIGN

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. 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. 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. Field Based
• Students spend at least 50% of time
allocated for professional education
courses in an actual school setting.
(3)

13. CBTE
at the
University of North Florida

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. Competencies & Product at
UNF
To 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. Developing a CBTE Program
• Select competencies
• Group competencies
• Match competency components to
courses
• Match courses to performance
objectives
• Develop, test, refine modules

17. Objective Example:
“A competent preservice music
teacher demonstrates the ability to
relate musical learning tasks to
children’s musical growth patterns with
at least 70 percent accuracy.”(4)

18. Individualized Instruction
at UNF
Each module contains:
• Classification
• General Directions
• Performance objective(s)
• Prerequisites
• Preassessment
• Learning Activities
• Post Assessment

19. Field Based Instruction
at UNF
Includes 3 Elements:
n Opportunity for student to apply
knowledge in schools
o Opportunity for all subjects involved to
provide input about the UNF music
teacher education program
n Opportunity for professors to be
involved directly with public schools

20. Common misconception:
“Study of theory almost
automatically improves practice” (6)
Fact:
“…theory improves practice if the
student comprehends the
linkages…” (6)

21. CONCLUSION

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. 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. Preservice teacher programs in WI
-Praxis Exams

25. Works Cited
Holt, 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.