William H. Berdine

The Conference Workshop: Inservice Considerations for Professional Educators

The annual conference Is used by member* of many professional groups la exchange information and to explore new avenues of endeavor. A frequently used formal of information exchange and skill development is the conference workshop. Typically. In this set* ting, s group of Individuals prepares a program of events, both didactic and performance based, which results In the participants leaving with s new set of professional skills and knowledge. Little empirical data exist to document the effectiveness of the conference workshop in teaching colleague professionals new skills or knowledge

A Competency-Based Student Teaching Supervision System

John R. Moyer, & Robert J. Suppa Probably the most significant trend in special education teacher training during the past 5 years has been competency-based teacher education (CBTE). CBTE, with its precise exit requirements, alternative learning activities, and inherent accountability, has influenced many teachertraining institutions to discard their experiencebased programming in favor of this new approach. Early ~BTE literature (prior to 1975) appeared to focus on the rationale for the approach, procedures for delineating competencies, and guidelines f r elivering the program efficiently (Arends, aslae ~ Weber, 1972). Since 1 g7~, a number of ~BTF for ~~ c~a~ i~g teachers for handicapped child~ren been described (Berdine & Kelly, î David & Fairchild, 1976). The combination is sufficient to clear direction to those wishing to . bark on the CBTE ap®

The Evolution of a Non-Categorical Competency-Based Special Education Methods Course

Research on competency-based teacher education has concentrated upon the dimension of performance evaluation. Although the question of whether or not trainees are proficient in the skills taught is critical, student evaluation of training components may be even more important in guiding short-term training program management The present study traces the development of a special education methods course, showing the relationship of course changes to formative evaluation via systematic student input.