feedback to beginning teachers. Training relies on simulations, case studies, sample evaluation forms, and videotapes.
A four-day training session familiarizes individuals with the PATHWISE Induction Program-Praxis III Version. This seminar focuses on training mentors in the uses and purposes of 10 ten events and in developing their mentoring and coaching skills.
The seminar for Praxis III assessors is the final level of training and is five days in duration. The training consists of a series of structured activities during which participants learn to recognize the presence of each of the 19 Praxis III criteria. Participants learn to evaluate written information provided by the teacher, take notes during classroom observations, and conduct semistructured interviews. The training process utilizes a variety of stimuli, including worksheets, sample records of evidence, simulations, case studies, and videotapes. Trainees receive feedback from instructor and fellow participants. They also engage in professional reflection through journal writing.
ETS offers training for mentors and assessors but also provides instructional modules for individuals to learn how to conduct the training sessions. Individuals in Ohio have learned the ETS procedures, and the state now offers its own training sessions.
Training in the PATHWISE Classroom Observation System has been incorporated into Ohio’s preservice program to introduce students to the 19 criteria. Many state institutions have incorporated the domains into their preservice education programs, and their focus will be on using the PATHWISE rubrics to evaluate students’ progress. PATHWISE Classroom Observation System training is also available for teachers who plan to become mentors. Approximately 15,000 teachers have completed this training (John Nickelson, Ohio Department of Education, personal communication, March 19, 2001).
Beginning teachers in Ohio will be required to pass Praxis III starting in 2002. Ohio teachers who do not pass it after their first year may try again during the second year. Failure to complete the Entry-Year Program’s requirements successfully after the second attempt will result in loss of the provisional license until such time as the candidate completes additional coursework, supervised field experiences, and/or clinical experiences as designated by a college or university approved for teacher preparation and is recommended by such college or university.