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3 The outcomes to be achieved are clearly stated so that learners identify exactly what
they have to be able to do, Educators and Master Educators understand what
training or learning is to be provided and OSEP defines the skill levels required of
their participants.
4 The emphasis in OSEP competency-based training approach is on performing rather
than just knowing.
5 All OSEP training is to be delivered using CBT principles and practices with OSEP
Educators and Master Educators using activity-based methods to assist learners to
develop competence in their chosen program.
6 Staff, facilities, equipment, training and assessment materials used to meet the
requirements of OSEP training and CBT strategies and are developed through
effective consultation with relevant stakeholder(s).
8 OSEP CBT is designed to allow participants to learn through experiential activities
used to develop cognitive and psychomotor skills related to their vocational roles.
9 OSEP CBT recognises that learners develop competency at their own rate and allows
for individual rate of development by learners within the OSEP training.
10 OSEP outcomes are assessed against a set of known criteria at the appropriate level
of the program outcomes and learners are trained to this minimum standard as part
of their program.
11 The use of CBT allows OSEP Educators to use their time more efficiently and
effectively because they facilitate learning as opposed to presenting lectures.
12 All OSEP Educators will deliver the programs in their entirety or as directed by the
OSEP Coordinator, and not just choose sections they prefer to deliver.
13 OSEP requires that some training time is devoted to evaluating learner’s ability to
perform by the use of formative assessment tasks completed during the sessions.
OSEP Educator Learner’s Guide Page 55
