Measuring What Matters: Assessing Novice Teachers in Ohio in Japan.

This article examines how novice teachers in Japan and in the United States, specifically in the state of Ohio, are assessed, evaluated, and supported as they enter the teaching profession. Comparison of practices and tools which characterize the two countries' approaches toward assessment and mentoring reveals that important differences exist in both the competencies assessed for entry into the teaching profession and the induction experiences of new teachers. An emphasis on performance assessment in Ohio is based on the expectation that teachers will demonstrate disciplinary competence and pedagogical skills prior to being granted professional licensure. In contrast, the emphasis on mentoring and professional development during the induction year in Japan reflects a belief that learning to teach takes place gradually within a professional community. (Contains 11 references.) (Author/SM)