Abstract
The paper describes the processes used to develop a classroom observation schedule designed to evaluate the efficacy of an innovative and contextually significant teacher training approach called the Cluster Based Mentoring (CBM) Model. The main quantitative analysis of the observation schedule data collected during a pilot study has shown that the observation schedule has high internal consistency. The simple t-test has demonstrated that a large number of items show potential to differentiate. The qualitative analysis of written comments and focus group data yielded useful information for further enhancing the schedule's validity and technical quality. In conclusion, I argue that it is possible to develop an observation schedule which is contextually relevant and also has good psychometric properties.
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