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Mentoring and Assessing: An Expanded Alliance
Unformatted Document Text:  Section I: Content A. Statement of the problem: This presentation will share the benefits of a common language for teaching among undergraduate teacher preparation programs, novice teachers and mentor teachers. B. Literature review: “Effectively evaluating, while simultaneously encouraging a student to move in a few short weeks from a college student to an independent professional, is not easy;” this statement made by Marvin A. Henry in 1995 highlights the dilemma of mentoring teacher interns. On the one hand, it is important to assess the content knowledge and pedagogical skills of preservice teachers. It is the duty of those in teacher education to ensure that novice teachers enter the profession with the tools necessary to make a difference in student learning. However, a large part of this process depends on the ability of the mentor and/or supervisor to model professionalism in conducting and using assessments in productive ways. How can forma assessment measures of teacher candidates demonstrate effectiveness of teaching while providing the basis for mentoring? The teaching act is enormously complex; this is the premise on which so much research rests from Dewey to Hunter to Danielson. How can such a complex undertaking be assessed at any level, and how can preservice teachers be diagnosed, as it were, in order to remedy problems before entering the classroom as licensed teachers? The first step is an assessment system that provides factual, unbiased evidence. The assessment system shared in this presentation was developed at a university in collaboration with an urban school district. It is based on the Pathwise Observation System from Educational Testing Service (ETS). This model came about as a response to a district wide mentoring program which employs the Pathwise System which is based on the work of Charlotte Danielson as outlined in the Enhancing Professional Practice: A Framework for Teaching (1996). Danielson draws from an impressive research base from the 1970's and 1980’s, which focuses on identifying effective practices. Among the most important is the work of Madeline Hunter who argued persuasively that teaching is a science as well as an art. C. Contribution: Over the past year, teacher education faculty at a university have refined their assessment system and developed a collaborative mentoring program with an urban school district that takes into account both assessment and mentoring. Through using the assessment instrument, evidence gathering takes on a new significance as university supervisor, public school professionals, and teacher interns come together to make decisions about performance and professional development. The decisions are based on evidence, not on feelings, hunches, or

Authors: McHaney, Jane.
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Section I: Content
A. Statement of the problem:
This presentation will share the benefits of a common language for teaching
among undergraduate teacher preparation programs, novice teachers and mentor
teachers.
B. Literature review:
“Effectively evaluating, while simultaneously encouraging a student to move in a
few short weeks from a college student to an independent professional, is not
easy;” this statement made by Marvin A. Henry in 1995 highlights the dilemma of
mentoring teacher interns. On the one hand, it is important to assess the content
knowledge and pedagogical skills of preservice teachers. It is the duty of those in
teacher education to ensure that novice teachers enter the profession with the tools
necessary to make a difference in student learning. However, a large part of this
process depends on the ability of the mentor and/or supervisor to model
professionalism in conducting and using assessments in productive ways.
How can forma assessment measures of teacher candidates demonstrate
effectiveness of teaching while providing the basis for mentoring? The teaching
act is enormously complex; this is the premise on which so much research rests
from Dewey to Hunter to Danielson. How can such a complex undertaking be
assessed at any level, and how can preservice teachers be diagnosed, as it were, in
order to remedy problems before entering the classroom as licensed teachers?
The first step is an assessment system that provides factual, unbiased evidence.
The assessment system shared in this presentation was developed at a university
in collaboration with an urban school district. It is based on the Pathwise
Observation System from Educational Testing Service (ETS). This model came
about as a response to a district wide mentoring program which employs the
Pathwise System which is based on the work of Charlotte Danielson as outlined in
the Enhancing Professional Practice: A Framework for Teaching (1996).
Danielson draws from an impressive research base from the 1970's and 1980’s,
which focuses on identifying effective practices. Among the most important is
the work of Madeline Hunter who argued persuasively that teaching is a science
as well as an art.
C. Contribution:
Over the past year, teacher education faculty at a university have refined their
assessment system and developed a collaborative mentoring program with an
urban school district that takes into account both assessment and mentoring.
Through using the assessment instrument, evidence gathering takes on a new
significance as university supervisor, public school professionals, and teacher
interns come together to make decisions about performance and professional
development. The decisions are based on evidence, not on feelings, hunches, or


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