A comparison of the professional practice of Pathwise Classroom Observation System trained mentors and their non-mentoring colleagues

Legislated changes in Ohio's licensure standards and procedures raised the question---Do the changes offer serendipitous professional development opportunities for veteran teachers who mentor beginning teachers through the performance-assessment process? Anecdotal information from mentors indicates that Pathwise Classroom Observation System (COS) training acts as a catalyst for veteran teachers' reflection on their own teaching.;This study focused on K--8 mentor teachers' practice and whether it is similar or different from their non-mentoring colleagues. The mentors in this study had all participated in a two-day Pathwise (COS) training and used it when mentoring a novice teacher. Mentors were paired with non-mentoring colleagues in the same district who were the same age and had the same number of years experience. Data on mentors' and teachers' professional practice were collected from teaching artifacts, classroom observation and interviews and categorized according the performance descriptions in Danielson's Enhancing Professional Practice: A Framework For Teaching (1996). Quantitative and qualitative techniques were used to analyze the data.;The quantitative analyses indicated no statically significant difference in the practice of the mentor/teacher pairs. However, the qualitative analysis indicated group differences in behaviors that reflected the mentors' sense of collegiality and higher sense of self-efficacy. In addition, patterns of practice were seen at high and low levels of performance. Mentors and teachers performed highest in communicating clear goals and procedures to their students and lowest in using questions and discussion techniques.;It is not known if the differences between the two groups were caused by initial group differences among those who chose to mentor and those who did not, or the actual experience of Pathwise training and mentoring. Longitudinal research is needed to make that determination. This study does indicate, however, that using the lens of the Praxis/Pathwise criteria to examine teaching practice raises important questions about practice, mentoring and teacher change.