Goal-directed reflection (GDR) is a strategy that targets the contemplative examination of specific aspects of teaching. The GDR process can be used by a PETE program that uses a systematic approach to supervision. The process consists of identifying specific teaching behaviors, aligning these target behaviors with Praxis III/Pathwise domains,…

Ohio's new Teacher Education and Licensure Standards were adopted in 1996 and became effective in 1998. Designed to strengthen Ohio's teacher preparation programs, achieve higher standards, and intensify professional development, the standards require successful performance by beginning teachers. The standards state that the Entry Year (EY)…

This report evaluates a pilot program designed by a county school district and a local college to meet the needs of entry-year teachers in rural Clinton County, Ohio. The county consists of three local school districts serving approximately 4,800 students. The model used a full-time county mentor-teacher who was shared by local school districts,…

A statewide survey on teacher induction and mentoring programs, conducted in Ohio during 1991-92, asked districts to report on the presence or absence of program components required by the Ohio standard for entry-year certification. Most districts reported having mentoring programs that had major positive effects, though there were some problems.…

This collection of papers identifies critical issues in mentoring and mentoring programs. Paper 1, "Support Behaviors Among Teachers in Authentic Settings" (Deborah L. Bainer), discusses the following issues: (1) mentoring is just one of the types of support behaviors needed and practiced by teachers in elementary schools; (2) support…

This 3-year project, part of an ongoing collaborative program development effort, is aimed at improvement of teacher education between Ohio State University and five Franklin County (Ohio) school districts. The project established a pilot program to help beginning teachers explore their own needs and classroom processes with the assistance of…

To prepare for state-mandated mentoring of beginning teachers, educators from North Royalton City School District (Ohio) and higher education faculty developed a graduate course for novice mentors. The Pathwise Performance Assessment provided a framework for discussing teacher behaviors. Mentors learned cognitive coaching skills to implement the…

A statement of standards that should be met by preservice teachers in Ohio frequently refers to "knowledge, skills, attitudes, and values". It was felt that the broad, underlying concepts inherent in this phrase should be established. Following a comprehensive review of educational literature, a total of 316 concept statements on…

This publication describes the new legal guidelines for teacher education and licensure in Ohio. The new standards ensure that only those teachers who can perform the work will do the work. The standards emphasize performance throughout the teacher's career. They strengthen Ohio's teacher preparation programs by requiring successful performance of…

This document is intended to assist organizers of professional development activities for arts and sciences faculty members of preservice teacher education programs at Ohio colleges and universities. The following materials are included: (1) a decision matrix to organize the decisions made by facilitators of professional development activities;…

This document is intended to assist organizers of professional development activities for education faculty members of preservice teacher education programs at Ohio colleges and universities. The following materials are included: (1) a decision matrix to organize the decisions made by facilitators of professional development activities; (2) a…