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against which the teacher competency is validated so that the measure of teacher behaviors could be
used in the long run as a measure of teacher
competencies.
2. Select competencies on a conceptual base, rather
than by an eclectic approach.
3. When specifying competencies within a conceptual
framework and designing research strategies to validate teacher competencies, it would be more
economical to use training and evaluation systems
already available.
4. Build research into the design for testing training
materials and procedures.
5. Consider state coordinated inservice training.
(49:1,6)
The specialists concluded that research and development
conducted in isolation of operational programs provides little
information of value to decision makers (49:6).
The rationale for PBTE derives from a consideration of
Richard Turner's "Levels of Criteria." These levels clarify
points at which feedback to teacher education programs could
be generated and the points at which performance-based
certification could occur.
Criterion Level 1 is concerned with the long range
effects of teacher behavior on changes in pupil
achievement and well-being. Criterion Level 2 is
concerned with changes in pupil behavior that can be
effected in a relatively short period (one or two
weeks) and under actual classroom conditions.
Criterion Level 3 addresses itself to the effects of training on a teacher's behavior under actual
classroom conditions. Criterion Levels 4 and 5
are concerned with the effects of teacher training