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http://ipda.org.uk/thinking-beyond-the-toolkit-using-video-for-professional-learning-and-development/

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https://www.youtube.com/watch?v=EBBlhoFfqwk
I think that the critique should always be productive, and that the mentor should not force his opinion as the only valid. I agree that the feedback should be positively toned.

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https://www.slideshare.net/aaanalima/classroom-observation-for-mentors-not-for-tormentors

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When I was observed, I prepared for my class as usual, without any consultation with my mentor. I think that the checklist is a great way to track the observation.

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http://api.ning.com/files/p-XRgTIeFsFeQoZAHrbZ1ejpXkSvU7UZjuuR0yo*9DuJP36ITU6ozk7Ab8Z4VnUOdHwUC0jiCRR4B947LSp0neIEtHISC6pA/TrustIdeas.pdf

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I think that time management and the assessment of students work are always liable for discussion and collaboration to set.

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In my school, "beyond" the classroom means the support of our school's cooperative, the collaboration with the school administrative and professional service, parents meetings, etc.

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1. be autenic
2. remember your mentorship
3. find out the expectations of your mantee

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My official mentor was a local guide, she lead me through the main aspects of the job. But I was fortunate to have an unofficial mentor who was my educational companion and helped me a lot to understand how to implement new and better ways, how to differentiate classroom activities, etc.