Talking the Same Language [microform] : Training Mentors To Use the Pathwise Performance Assessment with Induction-Year Colleagues / James A. Salzman.
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...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2000.
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| 100 | 1 | |a Salzman, James A. | |
| 245 | 1 | 0 | |a Talking the Same Language |h [microform] : |b Training Mentors To Use the Pathwise Performance Assessment with Induction-Year Colleagues / |c James A. Salzman. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2000. | ||
| 300 | |a 19 pages. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
| 338 | |a microfiche |b he |2 rdacarrier. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED442772. | ||
| 520 | |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) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 2049101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 1 | 7 | |a Beginning Teacher Induction. |2 ericd. |
| 650 | 1 | 7 | |a Beginning Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Evaluation Methods. |2 ericd. |
| 650 | 0 | 7 | |a Feedback. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Mentors. |2 ericd. |
| 650 | 1 | 7 | |a Naturalistic Observation. |2 ericd. |
| 650 | 1 | 7 | |a Performance Based Assessment. |2 ericd. |
| 650 | 0 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 1 | 7 | |a Student Teacher Evaluation. |2 ericd. |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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