Discussion is focused on one phase of the assessment problem--the development and improvement of instruments that can be used to measure the observable performance of competence of preservice teacher education students. (Author)

The scope of competency assessment in preservice education is determined, and practical steps for organizing a structure for gathering assessment information is presented. (MJB)

Direct observation and feedback, used in conjunction with computer technology, may permit the development of effective and efficient inservice and preservice performance-based teacher training programs. Use of the Computer Assisted Teacher Training System (CATTS), one possible observation system, is described. (Author/MJB)

A model is needed for defining, operationalizing, and measuring teacher competence that combines the methodological rigor of the behavioral objectives approach with the richness of the intuitive, empirical, and theoretical knowledge of what constitutes competence. (Author)

Arguments are presented for a view of teaching which is multi-method, multi-person, multi-situation, and multi-variable. (Author/MJB)

Six measurement strategies are suggested for assessing different kinds or aspects of competencies: (1) teaching tests; (2) behavior samples; (3) teaching exercises; (4) classroom interaction simulations; (5) projected problem exercises; and (6) paper-and-pencil exercises. (MJB)

The importance placed by the New York State Department of Education on collaborative identification of teaching competencies and on teacher education assessment and evaluation is illustrated by reference to registration procedures for teacher education programs. (MJB)

A short bibliography is given of ERIC citations on competencies for preservice special education teachers. (PBS)

The hypothesis that student perceptions of experimentally manipulated teacher structuring, soliciting, and reacting behaviors would mediate the effects of those teacher variables on student achievement was found true for structuring and reacting but not for soliciting. (MJB)

The educational philosophy of a cooperating teacher does not significantly influence the educational philosophy of a student assigned for twelve weeks of clinical experience in the teacher's elementary or secondary classroom. (MJB)

The search for teaching competence is active, yet progress continues to be made slowly. (MJB)

Changing philosophies and trends in teacher education are examined. (JD)

A review of educational trends leads to the suggestion that general propositions for improving teacher education should be transformed into carefully conceived program specifications that will result in a few rigorously designed, exemplary teacher education models. (JD)

The organization and responsibilities of a proposed Federal Department of Education are discussed in an interview. (JD)