ERIC Number: ED442772
Record Type: RIE
Publication Date: 2000-Apr
Talking the Same Language: Training Mentors To Use the Pathwise Performance Assessment with Induction-Year Colleagues.
Salzman, James A.
This study examined the use of the Pathwise Performance Assessment as a framework for helping prospective mentors to view entry-year teachers' performance in accord with the research on novice teachers' performance. Participants were teachers, principals, and a central office administrator, most of whom had never conducted an observation of another teacher. The participants completed the Pathwise training then conducted an observation of another teacher using the framework. At the end of 3 weeks, they participated in a debriefing. At this time, they responded to an open-ended survey about their experiences conducting first-time observations using Pathwise in terms of their: (1) successes in their initial observation; (2) struggles in completing the observation; (3) perceived advantages and disadvantages to using Pathwise; and (4) concerns about mentoring. Respondents commented positively on the concreteness and clarity of the criteria in focusing their observations of entry-year teachers' teaching performances and minimizing observer bias. Major concerns included the amount of time and paperwork involved in doing an observation and anxiety over their own lack of expertise in applying these newly-learned skills. (Contains 29 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).