Detailed Day 1 Schedule
20 minutes	Background information, focus and goals of Pathwise Introduce the trainers	Use either transparencies or the Power Point to: Define mentor and mentoring. Explain the goals and focus of the mentoring and the Pathwise system of observation Introduce the manuals to be used in the training Introduce the trainers for the next 3 days.	Power Point of Mentoring or transparencies Orientation Guide Notebooks Manuals
20 minutes	Introduction of participants	Group participants in groups of three. Have them introduce themselves to their small group and tell what experience they already have with Pathwise. Change participants to a new group of three and have them discuss their expectations for the training and then share out to the whole group.
30 minutes	Overview of Domains A-D	Introduce the concept of Domains as a way of organizing the best practices of teaching. Have participants read in their orientation guides, pp. 81-82, highlighting key words and phrases. Summarize each Domain by: Having participants call out key words and phrases Write the words on a flip chart as they are called out Discuss any words or phrase that cause concern or confusion Assign key words to each Domain: A = planning Emphasize that this domain takes place before the lesson is presented to the students. B = environment, “setting the stage” C = teaching Emphasize that these domains take place during the lesson. D = professionalism Emphasize that this domain takes place outside lesson presentation.	Overhead 1.4 Orientation Guide pp. 81-82 Flip Chart sheets Markers
50 minutes	Domain A jigsaw Domain A worksheet	Stress that this is the planning Domain. happens before the lesson planning coup be good and the delivery poor or vice versa Explain to participants that they will be doing a jigsaw for Domain A. Conduct a jigsaw activity for Domain A.	Overhead 1.5 or Power Point of Domains Orientation Guide pp. 8-17 Domain A Explanation Sheet

	Domain A jigsaw continued	1. Have participants number 1-5. Table 1 is responsible for becoming the experts for Criterion 1 because each will be teaching that criterion to a new group. Each table will discuss key concepts for their criterion. 2. Have 1 person from Table 1 (the new expert for Criteria A-1) stay seated. Others from Table 1 move to different tables. Then do the same for Table 2 members (Criteria A-2 experts), Table 3 members, Table 4 members and Table 5 members. Check to make sure that each of the new table have an expert for each of the five Criteria). 3. Emphasize that they are responsible for the information because they will be quizzed later. 4. Have participants complete worksheet pp 11-12. 5. Go over answers to worksheet.	May use: “Goals”, “Activities or Goals”, “Instructional Methods”, “Systematic Evaluation Strategies” Worksheet for Domain A Answer key for Domain A
10 minutes	Introduction of forms Evidence finder	From the Orientation Guide, introduce participants to the following: Observer and Teacher Profile Class Profile Instruction/Reflection Profile (stress the difference and the importance of the left and right sides) Pre-observation Interview Formative Observation Form Introduce the “Primary Sources of Evidence” form. Show where evidence is located for each Domain.	Orientation Guide Examples of each form Overhead 1.6
35 minutes	Record and debrief evidence for Domain A for Kowolski	Have participants look Class Profile and Instruction Profile for Kowolski. Refer to “Primary Sources of Evidence” to find where to locate the evidence for Domain A for Kowolski. As a whole group, find evidence for Domain A for Kowolski. On a flip chart or a transparency, record the participants’ evidence as they call it out and write the evidence on their own Formative Observation Forms. Refer participants to “Questions for Observer Reflection” in the Orientation Guide.	Manual pp 17-24 Blank Formative Observation Forms Orientation Guide pp 9,11,13.15,17.
15 minutes	“Most Memorable Teacher” activity	Have participants recall their most memorable teacher. Have a flip page for each table to write descriptors for their teachers. Relate the descriptors to Domain B.	Flip chart sheets Markers
55 minutes	Domain B Presentations	Reposition participants into 5 table groups and assign a criterion to each group. Each table group will do the following: Study description of their criterion in the Orientation Guide Discuss the important aspects of their criterion Create a presentation to emphasize these important aspects. The presentation may be in the form of a skit, poem, song, dance, role play, acrostic, etc. Present the creations to the whole group. Have the participants complete the worksheet for Domain B. Go over the answers. Use the “Primary Sources…” sheet to find the location for Domain A evidence.	Overhead 1.7 or Power Point Domain B Orientation Guide pp. 19-30 Materials for presentation: Flip charts, markers, construction paper, glue, etc. May use: “Responding to Misbehavior”, “Guidelines for Successful Interventions” Worksheet for Domain B Answer key for Domain B Overhead 1.6
30 minutes	Evidence vs Opinion	Before beginning this activity, mount the six “Evidence vs Opinion” charts around the room. Stress the importance of collecting concrete useful evidence when using the Pathwise system. Define evidence. Go over direction for the Evidence Carousel Assign each group a wall chart at which to start. Allow 2 minutes for step 1and 2 and 1 minute for steps 3 and 4. Conduct a debriefing discussion of this activity. Highlight that evidence is used to make professional judgments about the beginning teachers’ performance and will serve as the basis for diagnostic feedback.	Six flip sheets with the statements for “Evidence or Opinion” Overhead 1.8, 1.9 Overhead 1.10
35 minutes	Scripting Scripting Domain B for Kowolski	Introduce the concept of scripting teacher and student behaviors as observed in the classroom. Review Domain A for Kowolski. Inform participants that they are to watch the performance and collect evidence for Domain B, recording it on the Formative Observation Form that they began for Kowolski. Have the participants review the “Questions for Observer Reflection” pp. 21, 23,25, 27, and 29. Play the lesson for Kowolski.	Overhead 1.11 Manual pp 17-24 Orientation Guide Kowolski cd
30 minutes	Debriefing the evidence for Domain B	Go from table to table and have the participants share one piece of evidence for Criterion 1. Write on overhead transparency as they share. Follow the same procedure for the other criteria. Correct any mistakes such as use of opinions or placement of evidence under incorrect criteria.	Blank transparencies
5 minutes	Domain C	Assign the participants to read and highlight the criteria for Domain C or homework. Have them write an example for an evidence, either real from experience or fictional, for each criterion. Have them write each evidence on Post-It notes.