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on improvement in pedagogic skills under
laboratory or simplified training conditions.
Criterion Level 6 is concerned with the effects
of a training program on improvements in
teacher knowledges and understandings. (53:7).
Since Criterion Levels 2 and 3 form the basis for this dissertation,
they will be elaborated further.
Criterion Level 2 consists of two parts by
which teachers may be appraised. The first part is observation of the acts or behaviors in which
the teacher engages in the classroom. The
observations must be conducted with a set of
instruments which permit classification of teacher
behaviors in both the cognitive and affective
domains. The second part is systematic analysis
of the level of outcomes achieved by the teacher with
the pupils he teaches. This criterion level is
identical to Criterion Level 1 except that a shorter
performance period is involved.
Criterion Level 3 differs from Criterion Levels
1 and 2 in that pupil performance data are eliminated
from the criterion. Judgments about competence or
proficiency are thus based on the observable behaviors of the teacher rather than on the pupil outcomes associated with these behaviors. Nonetheless, this
criterion level is still performance-based in the
sense that the teacher actually does engage in
teaching and is gauged on the quality of his professional actions. How good or valid this
criterion level is depends almost wholly on whether empirical relationships between teacher actions and
pupil performance have been established through
research or through data obtained by use of Criterion
Levels 1 and 2. (53:4-5)
Much debate is presently ensuing over the question of
whether teacher education will be held accountable by producing
effective change in pupil behavior or teacher behavior. The
Committee on National Priorities in Teacher Education claim