Defines and compares the Consensus and Model-building approaches in the identification of teaching and administrative skills. The Consensus approach emphasizes commonly known and accepted teacher behaviors; the Model-building approach assumes a more rational identification of a broad range of unfamiliar, but critical skills. (JCD)

Examines the extent to which a group of superior elementary and secondary school teachers employed systematic instructional-planning practices. The two approaches were found to be different in several important ways: teachers did not place much emphasis on specifying objectives, creating objectives-based tests, or making other instructional…