NotesFAQContact Us
Search Tips
ERIC Number: ED045550
Record Type: RIE
Publication Date: 1970
Pages: 10
Abstractor: N/A
Reference Count: 0
The Focus of Performance Based Certification: Knowledge, Teaching Behavior, or the Products That Derive from a Teacher's Behavior.
Schalock, H. Del
The concept of performance-based teacher certification asks that criteria for certification (whether knowledge and/or behavior and/or the product of behavior) be made explicit and that students of teaching be held accountable in relation to these criteria. Central to the question of performance-based criteria is the issue of whether performance beyond the knowledge level should be defined in terms of teacher behavior, the product of teacher behavior, or some combination thereof. Arguments for using teacher behaviors as the basis are: 1) It is logical to focus on what a teacher does rather than what he knows, believes, or feels. 2) Teacher behavior is the primary determinant of teacher influence. 3) Research has laid our observable, measurable categories of behavior. 4) Such a focus provides one means of meeting the requirement of accountability. The case for demonstration of ability to bring about specific instructional outcomes as the basis for certification: 1) It represents an absolute criterion of teacher effectiveness. 2) It accommodates individual differences in teacher performance or styles. 3) It requires that effective behaviors and/or instructional programs be developed and utilized. 4) It requires the whole educational system to be clear about goals. 5) It takes much guesswork out of teacher hiring. (Included are lists of issues that need to be resolved if teaching behavior or if the products of teachers' behavior becomes the basis of certification.) (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: A Paper prepared for the "Performance Based Certification Conference," Florida State Dept. of Education, May 1970