Implications for educator preparation programs considering competency-based education

June 15, 2017

The competency-based educational (CBE) model has been implemented in numerous colleges and universities across the United States since its inception. While some of these institutions have elected to adopt CBE within a limited number of academic departments or programs, others have chosen to build their entire curriculum in such a way that requires all students to demonstrate what they know, what they are able to do, and their level of proficiency within specific skill sets. Educator preparation programs, also commonly known as teacher education programs, are particularly well-suited for a competency-based educational model given that state departments of education responsible for issuing professional licenses or certificates expect that graduates will be ready to teach upon completion of their institution’s preparation program. Prior to receiving their state license, these individuals must first demonstrate their proficiency in content knowledge, pedagogy (instructional methods), classroom management, and other skills required for effective teaching. Institutions that adhere to a competency-based educational model can experience significant challenges when seeking program approval from a state whose requirements remain antiquated and may not be conducive to the CBE model.

The Journal of Competency-Based Education