Exemplary Competency-Based Vocational Teacher Education Project: Administration/Supervision Component. Competency and Criteria Identification Phase: Professional Competencies and Assessment Criteria for Administrators and Supervisors of Vocational Education Programs in Florida. Series No. 5.

Institution	Florida State Univ., Tallahassee. Program of Vocational Education.
Titel	Exemplary Competency-Based Vocational Teacher Education Project: Administration/Supervision Component. Competency and Criteria Identification Phase: Professional Competencies and Assessment Criteria for Administrators and Supervisors of Vocational Education Programs in Florida. Series No. 5.
Quelle	(1976), (80 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Education; Administrator Qualifications; Administrator Responsibility; Administrators; Competency Based Education; Job Analysis; Leadership Training; Management Development; Performance Criteria; Professional Education; Program Development; State Programs; State Surveys; Supervision; Supervisors; Supervisory Training; Tables (Data); Task Analysis; Vocational Education; Florida + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Arbeitsanalyse; Führungslehre; Berufsausbildung; Programmplanung; Regierungsprogramm; Tabelle; Aufgabenanalyse; Ausbildung; Berufsbildung
Abstract	One of a series of nine reports of Project ACTIVE (Attaining Competence for Teaching in Vocational Education), this report focuses on the criteria for assessing mastery of the professional competencies (skills) important to vocational education administrators and supervisors. An overview of competency-based vocational teacher education (CBTE) and the Florida exemplary CBTE project is provided as introduction. Part 1 describes the competency identification phase of the administration/supervision component including review of related research, report of the questionnaire survey of Florida vocational-technical administrators and supervisors, findings (competencies with mean importance ratings), and conclusions. Part 2 describes the procedures for identifying and validating of specific criteria for assessing mastery of the competencies and lists the criteria in a 12-page table under 77 competency statements, grouped into the following categories: (1) Program planning, development, operation, and evaluation, (2) supervision of instructional and supportive staff, (3) funding, budget, finances, purchasing, (4) policies, regulation, legislation, (5) operation of facilities, (6) staff development, and (7) school-community and student relations. It is recommended that the assessment criteria be reviewed and revised to fit the needs of particular preservice or inservice programs designed to prepare or upgrade administrators and supervisors of vocational education programs. Appendixes contain instruments used in the study. A bibliography is included. (TA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC