In-Post Master’s for Teachers on Four Continents: Observation Quality without a University Van

Abstract

Teachers cannot all attend a demonstration school in one city. This study evaluates GMU’s video-plus-local-mentor observation model for master’s students teaching in public and private schools worldwide. Reliability required mentor training and a rubric that did not assume small class sizes or interactive whiteboards. Teachers in double-shift schools needed observation windows that matched their actual timetable. GlobalMind University should pay mentors and refuse to mark a portfolio without pupil-work evidence. A global education faculty is a quality system for classrooms GMU does not own.