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This handbook is designed to assist teacher educators, curriculum specialists, and others involved in writing performance-based vocational teacher education modules. Module writing instructions are supplemented by fifty-eight sample illustrations. In the first of two sections the format for the components of the module is outlined. Then guidelines are given for writing the (1) title page, (2) introduction, (3) module description, which includes the objectives, prerequisites, resources, and performance elements, (4) learning experience sections, which involve the overview, activities, and feedback, (5) final learning experience section, which includes the terminal objectives, activities description, and feedback/teacher performance assessment form, and (6) instructions for use of the module. In the final section module development procedures and two checklists for ensuring module quality are provided. (A two-volume final report of the Performance-Based Professional Education Curricula project is available as two separate documents--see note.) (CSS)

Designed to provide pre- and inservice administrators with the skills necessary to select appropriate program development and implementation, and monitor and evaluate their success, this competency-based learning module consists of an introduction and four sequential learning experiences. Each learning experience contains an overview, required and optional learning activities, a self-check section, and a series of model answers for use with the self-check section. Topics covered in the first learning experience include procedures for promoting vocational education programs (needs assessment, determining the audience, setting goals, and planning the program) and the role of the administrator in the program promotion process. Alternative promotional techniques, planning an open house, audience, and school/community relations are among the areas examined in the second learning experience. Also discussed are developing plans for publicizing and promoting a hypothetical vocational education program. The final learning experience entails promotion of a vocational education program in an actual administrative situation. (Related competency-based vocational education administrator modules covering curriculum development, program evaluation, improving instruction, staff development, and student recruitment and admissions are available separately through ERIC--see note.) (MN)

Designed to provide pre- and inservice vocational education administrators with the skills necessary to guide the development and improvement of instruction, this competency-based learning module consists of an introduction and three sequential learning experiences. Each learning experience contains an overview, required and optional learning activities, a self-check section, and a series of model answers for use with the self-check section. Topics covered in the first learning experience include the scope of the administrator's responsibility in developing and improving instruction, facilitating the conventional approach to instruction, assessing instruction, and facilitating the competency-based approach to instruction. Evaluating the performance of an administrator in a given case study in guiding staff in selecting and using a new instructional strategy and creating a climate for improving instruction are discussed. The final learning experience involves guiding the development and improvement of instruction in an actual administrative situation. (Related competency-based vocational education administrator modules covering program evaluation, curriculum development, program promotion, staff development, and student recruitment and admissions are available separately through ERIC--see note.) (MN)