Competency-Based Teacher Education (CBTE) is covered from the standpoint of organization, operation, and management. Organizational aspects include (a) clarification of the roles of administrators, professors, students, and school districts; (b) reorganization patterns of the traditional administrative configurations; (c) reallocation of human, physical, and fiscal resources; and (d) cooperation and collaboration among teachers, parents, administrators, accrediting agencies, and universities to reduce duplication of efforts. Operational aspects of CBTE highlight the proposal of the Florida A and M University for a feasibility study of the Massachusetts elementary model, covering: (a) purposes of the feasibility study, (b) goals of the competency-based program, (c) the instructional program, (d) modules developed for the program, and (e) the evaluation methods to be used. Management of the CBTE system deals with the following needs: (a) preadmission advisement of prospective students, (b) monitoring and evaluation of students enrolled in the program, (c) the effectiveness of the data input system, and (d) teacher assessment. There is a 12-item bibliography. (JCW)