IN MY VIEW

Building a Case For Expanding the
Use of the Performance Based Teacher Education (PBTE) Module Series

William G. Hyde
Penn State University

Historical Background

Traditionally, CTE teachers have not been required to possess a college degree in order to teach. The Smith-Hughes Act of 1917 made this provision. “Smith-Hughes spelled out the Federal Government’s intent that vocational teachers should be ‘...persons who have adequate vocational experience or contact in the line of work…’ (Section 12) in which they were to hold classes” (U.S. Department of Education, 1993, p.7). The Vocational Education Act of 1963 created a new need for CTE teachers; vocational schools were being built, but there were not enough teachers to fill the positions.

The lack of trained CTE teachers led to the development of the Performance Based Teacher Education (PBTE) module series during the 1960’s and 1970’s. Fact-finding studies implemented by the U. S. Office of Education were carried out. Pilot programs were completed in several locations between 1968 and 1972. The National Center for Research in Vocational Education (NCRVE), then located at The Ohio State University, followed the recommendations of the studies and implemented the components necessary to assist CTE teachers with developing their classroom skills.

Rosner and Kay (1974) asked, “…whether the promise of Competency Based Teacher Education (CBTE) is likely to be realized” (p. 290). They also stated, “ teacher education has been criticized as less than helpful when it comes to preparing teachers to deal with classroom realities” (p. 292). This criticism only enhanced the importance to implement a program for the trained technicians who enter education. Huston and Howsam (1974) clarified PBTE with the following explanation.

In the 1970’s high schools in central Pennsylvania were struggling with hiring teachers in vocational areas. To assist high schools with their problem, The Pennsylvania State University implemented a CBTE program. Their CBTE program is a variation of the PBTE module series, because not all of the modules are used. The program served 13 instructors from 11 different occupational areas (Detwiler, 1979, p. 10). The editor of the Vocational Education Journal voiced concern in his editorial:

Changes in Teacher Training

Teacher training programs continue to struggle with change. Many universities that offered comprehensive vocational teacher education were phasing out programs, eliminating faculty positions, consolidating courses, transferring programs to other colleges, refocusing priorities or otherwise changing the way they do business (Dykman, 1993, p. 24). Vocational teacher training programs are declining because the undergraduate enrollment is declining (Dykman, p. 26). This helps to explain why schools are using an 85 year-old system to hire non-degreed teachers. Regardless of the circumstances, it is important to have someone that can provide the technical aspects and the necessary components of classroom instruction. Unfortunately, with a demonstrated need to improve and expand the area of training technical teachers, it is perplexing to see the number of colleges that provide this type of training diminishing.

Without a qualified teacher in the program, schools are placed into uncertain situations. This is especially important for programs that receive federal funding. Without a qualified teacher in a program, the school will likely lose funding for the program. The accountability measures implemented by the Perkins II legislation was to help control programs that did not measure up to standards. It is through these measures that policy-makers exert involvement and look for programs to be held accountable for the outcomes of the students. (U. S. Department of Education, p. 28). The provisions of the Smith-Hughes Act allowed schools to hire subject matter experts to teach in programs that might otherwise be forced to close.

Olson (1993) reported, “73% of T&I teachers at the secondary level do not have degrees” (p. 36). She further stated, “Very few states test prospective vocational teachers for pedagogical and professional teaching skills” (p. 37). Since 1993 more states are testing CTE teachers, because it did become an issue. The current movement is to evaluate non-degreed and degreed teachers by the same standards.

The trend in employing CTBE teachers through alternative certification methods supports the importance of PBTE. Current day PBTE aims to accomplish its original promise: to provide new CTE teachers with the elements necessary in preparing them for classroom instruction.

Variations of PBTE

The elements of PBTE are being used effectively in several areas. The PBTE series consists of 132 modules, covering topics from teaching skills to professional development activities that are related to the instructional area. Karen Seabaugh, Director of the American Association for Vocational Instructional Materials (AAVIM) stated, "The program is an effective alternative for training CTE teachers. AAVIM presently distributes modules to 42 states and several foreign countries. Some states still use the program as it was designed. Others have retained certain aspects of the program. The program remains significant by providing the necessary elements to CTE teachers." (personal communication, October 18, 2001)

Two states that use elements of the PBTE module series are Arkansas and Pennsylvania. In Arkansas, anyone hired to provide CTE instruction at any of the state’s seven postsecondary technical institutes must pass a field related National Occupational Competency Testing Institute (NOCTI) exam or possess a related college degree. Newly employed instructors must attend a Professional Development Institute workshop and complete 101 of the 132 modules. Arkansas’ PBTE program has four stages.

1. Associate Instructor – served during the first year of employment.
2. Instructor – non-degree instructors must complete 32 required modules; degreed instructors receive a waiver from these modules.
3. Senior Instructor – must compete 17 required modules and 13 elective modules.
4. Master Instructor – requires completion of 39 elective modules.

Instructors are encouraged to begin work on the modules upon employment. The program can be completed in as little as three years, but provisions do allow for continuation through the fourteenth year of employment.

The system used in Pennsylvania is quite different because it certifies secondary CTE teachers. Newly hired non-degreed CTE teachers must meet several requirements.

1. Upon successful completion of an Occupational Competency Assessment (OCA) a teacher is issued an Intern Certificate
2. Attendance of a New Teacher’s Workshop (two credit hours), finish 19 modules (ten credit hours), complete approved college English and Communications classes (six credit hours), and take two sections of the Praxis Pre-Professional Skills Test (PPST) consisting of reading and writing. These requirements must be completed within three years from the date the Internship Certificate was issued. All requirements must be fulfilled before a teacher is issued a Vocational Instructional I Certificate.
3. The teacher must fulfill the requirements of 43 college credits within a six-year period; pass the Principles of Learning and Teaching 7-12, and Vocational General Knowledge portions of the Praxis PPST before they receive a Vocational Instructional II Certificate.
4. Teachers can renew their Vocational II Certificate by completing the requirements of Pennsylvania Act 48, or continue their education by entering the Returning Adult Learner Program at The Pennsylvania State University affords the opportunity to receive college credit for life-long learning skills; these credits do apply to the requirements of a baccalaureate degree.

The training and employment of CTE continues to deal with changes. With fewer degreed teachers entering teaching, it is important to have a program that will assist new teachers in their development. Since the inception of the PBTE program, degreed and non-degreed teachers have completed various modules, which enhanced their teaching abilities. Through the use of the PBTE modules and the alternative certification processes that are in place, CTE teachers are able to provide the pedagogical and technical elements of education to their students.