Objectives were to identify twenty-five pedagogical competencies for vocational teacher educators to prepare teachers to teach disadvantaged students in the inner cities of Pennsylvania, and to identify possible instructional alternatives that could be implemented into methods of instruction. The competencies were grouped into three categories: execution of instruction, interpersonal and group relations, and classroom management. Ninety vocational administrators (of 164) and 150 vocational teachers (of 281) from four selected cities in Pennsylvania responded to this study's questionnaire. A Two-Sample t' Test and the Likert Attitude Scale were used to analyze the degree of importance each group placed on the twenty-five competencies. One hundred and twenty-five instructional alternatives were suggested by the vocational administrators. Some of the competencies strongly considered by both vocational administrators and teachers as being very important pertained to (1) assisting students in developing their initiative, (2) communicating effectively with students, (3) introducing a lesson, (4) extensive knowledge of subject matter, (5) creating a tension-free classroom atmosphere, and (6) getting along well with other faculty members. (Author/JH)