competency based teacher education

“Competency Based Music Teacher Education: Is Systematic Accountability

Worth the Effort?”

Author: Dennis M. HoltBulletin of the Council for Research in Music Education

Vol. 40 (1974): 1-6.

Presented by: Amy RedekerJuly 04, 2012

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)

NEED FOR STUDY

EducationalAccountability

• Interest for educational accountability has been growing.

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.

Commission on Teacher EducationStatement:

Music Teacher CompetencyFramework

ProficiencyTest

History Theory StyleTechniques

AdvancedStanding

Procedures

Adequate Final Assessment

Competency(rather than passing a course)

Teaching Institution

Certification

Outcome of Commission’s Work

• Design and implement music CBTE

CBTEDESIGN

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

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

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

Field Based

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

CBTE at the

University of North Florida

• 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

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

Developing a CBTE Program

• Select competencies• Group competencies• Match competency components to

courses• Match courses to performance

objectives• Develop, test, refine modules

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)

Individualized Instructionat UNF

Each module contains:• Classification• General Directions• Performance objective(s)• Prerequisites• Preassessment• Learning Activities• Post Assessment

Field Based Instructionat UNF

Includes 3 Elements:1. Opportunity for student to apply

knowledge in schools2. Opportunity for all subjects involved to

provide input about the UNF music teacher education program

3. Opportunity for professors to be involved directly with public schools

Common misconception:

“Study of theory almost automatically improves practice” (6)

Fact:

“…theory improves practice if the student comprehends the

linkages…” (6)

CONCLUSION

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)

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

Preservice teacher programs in WI

-Praxis Exams

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.