This report, which grew out of the second Illinois Vocational Teachers Competencies Conference, presents the findings of the first two conferences for teacher educators and administrators in vocational education and is intended to serve as a means of motivating continued development of a philosophy toward (1) competency-based teacher education programs, (2) curriculum development based on the current needs of vocational teachers, and (3) policy and legislation regarding teacher education and credentialing. Despite problems in defining teaching competencies and agreeing on appropriate levels of competency for different teaching roles, teacher education curriculums must provide the teacher with basic competencies both for current and future educational needs. Vocational educators also have difficulty in determining the relative importance of the potential competencies. Performance criteria in teacher certification and teacher education stress accountability, yet do not constitute a sufficient basis for achieving role expectations and teaching skills. Sixty usable survey instruments returned by conference participants ranked competencies and where to obtain them. Results of the questionnaire are given in the extensive appendixes, which include eight speeches and summary reports from the conference. (AG)