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Show an understanding that even experienced teachers are constantly learning and growing and that is a good thing. 

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Show an understanding that even experienced teachers are constantly learning and growing and that is a good thing. 

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If you don't already, look this up. It has really transformed our practice and this is a consistent approach across out Trust.

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Improvements are always going to be the forefront of feedback but these need to be communicated in a way that encourages the individual. Focus on the positive and what they do well

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When giving feedback, ensure the outcome is achievable in the timescale and realistic to achieve.

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Always start feedback with the positive aspects of the lesson.

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When giving feedback, be specific. For example, instead of, "You managed the behaviour well," you might say, "You were able to use the bhaviour policy well to keep low level disruption to a minimum."

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Be positive, be approachable and be realistic.

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Be positive, be approachable and be realistic.

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When giving feedback don't ask the mentee how they think the lesson went, instead ask them about the progress children made and was it the progress they wanted from the children. Feedback needs to give the mentee the opportunity to reflect on their practise and the mentor needs to listen to the mentee and then provide constructive feedback on their action points., making sure that the mentee is clear on these and has the opportunity to go away and reflect on these and then coming back to discuss then with their mentor.

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Be creative, inspiring and above all, encouraging

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Be creative, inspiring and above all, encouraging

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Inspired mentees strive to be the best teacher they can be. Encourage them every step of the way to think creatively and foster within them a desire to self reflect and be open to guidance.

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Be positive, be constructive, be focused

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Be positive, be constructive, be focused

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Focus on the positives, be constructive with the negatives/areas for improvement and remain focused on the objectives of the observation.

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Ask the trainee to reflect first and encourage them to find their own positives. It is easy for them (and us as mentors) to focus on the areas for improvement. Helping them recognise their own achievements gives them a basis to build on.

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Be positive when giving feedback first. It's so easy to focus on the negatives. This came come after you've discussed all the best parts of the lesson you have observed

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Ensure you start with the positives and make sure the areas for development are constructive.

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Give me three positives and one thing you could have done better?

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Give me three positives and one thing you could have done better?

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Developed a relationship which focuses on being positive as well as honest. Make sure feedback is clear, constructive and  shows progression of skills.

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Give opportunities for reflection and growth

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Give opportunities for reflection and growth

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Feedback needs to be focused and an opportunity to reflect on what went well and most importantly why it did. Asking the right questions and encouraging open and constructive discussions will lead the trainee to unpick what are their next steps and begin to think about the process to get there.

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Have a real clarity about what is reasonable and realistic for the mentee at their stage of development and feedback on this. Differentiate the approach for the resilience, experience and emotional intelligence of the teacher maintaining a focus on what amounts to quality first teaching.

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Focus on the lesson from the learner perspective - having observed the lesson the observer could select a pupil who clearly 'got it' and one who didn't. The conversation could be guided along the why for each pupil which can be a positive, really helpful approach.

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Feedback on the agreed focus for the lesson.

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Feedback on the agreed focus for the lesson.

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Stay focused and positive with steps to improve based on what are the next steps. These need to be SMART. There are aways positives and learning points as even in lessons where mistakes were made, if the mentee can reflect on this and make a change that is where the best progress occurs.

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Focus on the positives to make your mentee feel comfortable and able to discuss other issues with you that they might need support with.

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Be honest.  Don't give feed back that is untrue in order to make someone feel better.  Feedback should always be honest, otherwise its pointless.

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Be honest.  Don't give feed back that is untrue in order to make someone feel better.  Feedback should always be honest, otherwise its pointless.

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Record the lesson and observe independently and then bring findings together, powerful tool

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Never let the mentee leave unhappy, give sufficient positive and really applicable strategies they can employ immediately

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Make sure your feedback makes sense and that it is rooted in what you saw

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Send observation notes through so trainee can read through in their own time before you meet to give feedback. Allows trainee to gather their thoughts and pose questions.

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Try to remember that an area for development is often not a weakness, but more often than not, something the mentee simply doesn't know or hasn't considered yet. They are still learning and it is our job as mentors to support that. 

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Try to remember that an area for development is often not a weakness, but more often than not, something the mentee simply doesn't know or hasn't considered yet. They are still learning and it is our job as mentors to support that. 

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I always look for the positive as I know how I'm affected by negativity. To develop an atmosphere where feedback is about improvement. If I can create an environment where after I give feedback, the mentee feels energised and ready to take the next developmental steps, I feel like I will have succeeded.

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Positivity and encourage of self reflection. Be clear and accurate, support the mentee in how to work towards their targets.

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Positivity and encourage of self reflection. Be clear and accurate, support the mentee in how to work towards their targets.

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Positivity and encouragement of self reflection

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Positivity and encouragement of self reflection

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It is important to be supportive, clear and accurate. A mentee wants to improve so they need to know here they are at and what they can do to get better. It's important to be positive and include areas to improve on as you go along. The conversation needs to be reflective and supportive.

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Listen twice as much as you speak, so that the agenda is structured by the needs they identify.

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Listen twice as much as you speak, so that the agenda is structured by the needs they identify.

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make sure you are not doing all the talking.

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make sure you are not doing all the talking.

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Ask them to reflect on what they have done and what they would do in their next lesson to improve or get the students to progress if progress was lacking in the lesson just observed.

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Make sure that they are a confident in reflecting on parts of the lesson that went well as well as things they would do differently next time. This should come before you express your thoughts because it enables them to really think about it.

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Ask them to reflect first. Always base the feedback on the targets agreed before hand and give praise.

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Ask them to reflect first. Always base the feedback on the targets agreed before hand and give praise.

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The use of targets which are SMART - so that discussions following a given lesson observation can be fruitful and applied directly into the trainee's practice.

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The use of targets which are SMART - so that discussions following a given lesson observation can be fruitful and applied directly into the trainee's practice.

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Having a conversation about the experience from the point of view of the learner can create a very neutral, productive conversation. Recognising that learners can have different experiences within the classroom can highlight what went well and what needs to be done to ensure all learners get the positive experience.

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It is important to have clarity about how the learning progressed and how teaching contributed to that.  It is what we do with that clarity that will develop the mentee - what could they do better, what were the alternatives etc

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80% positive stops them thinking 80% negative!

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Return to feedback when emotions have dwindled

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Return to feedback when emotions have dwindled

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Providing feedback soon after an observation / event is crucial and mentees need to know that you recognise the effort they have put in, but offer a more detailed feedback session a day or two later once they have had chance to reflect themselves and once their gut reactions have left the building. This gives them the opportunity to take more ownership in the feedback session, reduces the emotive reaction to your feedback and also generally means that they are more likely to focus on the crucial points you are trying to make.

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Lesson feedback first and foremost needs to be honest. It must reflect how things actually went - sugar coating or not sharing things in need of work won't help anyone! By objective, I mean looking at the lesson as it is and not comparing to another teacher etc. Finally, positive. Whilst the truth must be shared, positives should be praised and there should always be some!

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Provide positive feedback, and be mindful when giving areas of improvement/development.

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Allow the mentee to reflect on their lesson without interruption and get them to focus on the positives and strengths of the lesson - what worked well.

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Allow the mentee to reflect on their lesson without interruption and get them to focus on the positives and strengths of the lesson - what worked well.

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The positives should outweigh the negative

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The positives should outweigh the negative

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It is important to remember that most mentees will already be picking their lesson apart looking for the negative so it's important that feedback is a good balance of strengths and areas for development with perhaps a little more emphasis on their strengths to build their confidence. This is particularly important when they are just starting out.

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Encourage self-reflection prior to giving feedback, as this allows for a compare / contrast of the mentees and mentors perpectives.

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Encourage self-reflection prior to giving feedback, as this allows for a compare / contrast of the mentees and mentors perpectives.

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Make sure that time is set aside to have a proper discussion without interruptions.

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The trainee will feel great if they can physically see that they have met their target, this can be a great boost if they aren't feeling great in their confidence around that time.

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Open the feedback with something positive to set the mentee at ease and in the early stages, avoid asking them how they felt it went. When identifying areas of improvement, be honest and explain the impact of these in the lesson and offer suggestions to avoid these happening again.

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Observe Body Language and non verbal signals
Use this to help decide how far you want to take the feedback, how you will approach it, where you need to start, how much challenge/support required. Remember that all we all need to be handled with empathy, sensitivity and through use of good emotional intelligence.

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Timely, positively focused whilst not avoiding the areas of improvement. Be honest! Allow the mentee to reflect themselves on what they feel went well and what they would like to improve so they are always developing.

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Hopefully you have developed a relationship where you can of course be positive but so you can also be honest. This honestly and challenge will help them continue to reflect and develop.

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Make sure you start with a positive. What did the mentee think went well in the lesson? Then discuss any areas of weakness or parts of the lesson that didn't go so well. Finally, discuss next steps and how to achieve them so the mentee leaves the meeting feeling positive moving forwards.

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Encourage your mentee to reflect on what CPD they think they need to develop.

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Have more positives than negatives.

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Be honest with the mentee if this is an area of weakness and offer them opportunities to improve this.

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Give the mentee enough time to constructively reflect on the lesson that has been observed. Provide pointers if necessary. But above all else, listen to what they have to say - As an observer you always see much more than as a teacher at the front and listening to their perception can alter your own thoughts of the observation.

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Encourage mentee to evaluate lessons by identifying 3 things that went well, before thinking about one thing they would like to improve. Remaining empathetic is also highly important.

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The trainee needs to feel that this is a process where you are going through it together. Feedback is to help them process and learn not to criticise and the need to feel part of the school team. Reflections should then lead to clear and achievable next steps for them to aim for in the next lesson.

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Trainees always tend to focus on the negatives, and may not even realise the little positives in a lesson they feel has gone totally caput! I will always suggest 3 positive elements and get them to reflect on why that was an important feature, before we discuss the one main thing they need to improve on.

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Always start feedback by asking the mentee how they felt the lesson went and listen to their thoughts. This allows the mentee to take ownership of the process and builds confidence in becoming more reflective. Another useful question is "If you were to deliver this lesson again, what would you do differently?".

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It's a marathon rather than a sprint.

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Give mentee time to reflect, time to develop and time to learn. 

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Give mentee time to reflect, time to develop and time to learn. 

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Always allow the mentee to reflect on the lesson before giving feedback!

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Always give a success sandwich! Start with positives, give areas for development(filing) end with a positivie to take their teaching forward.

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I often use the pronoun 'we' when I am referring to general feedback I would like the trainee to work on. Such as "I think we should look at how you are asking questions to see if we can improve, would you agree?" I believe this seems less confrontational and also show the mentee that you are there for them as you are helping and guiding them towards being their best.

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Remember, it was their lesson! Allow the trainee time to talk, reflect and lead the discussion. Be an active listener and encourage open conversation where you can feedback constructively.

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Ensure your trainee understands that feedback is not criticism; get them to see it as a caring and supportive act dedicated to providing a constructive way to improve at every level. I have found it important to be explicit with trainees about the purpose of feedback from the start of their journey to becoming a teacher; as a result, they have been more accepting and reflective.

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There is a lot of information to absorb, so make feedback concise, positive and achievable.

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Encourage the trainee to look at all aspects with an open mind. What went well? Why did it go well? What did not work? At what point did it stop working? By using positive language and putting a positive spin on things, the trainee has less negative ideas.

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Always ask the mentee to highlight what they feel went well. From this the areas for development are often outlined by the mentee.

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Try to always use examples when discussing points whether they are for your suggestions or the mentees. Through reflection try to have at least two examples for each point you raise or the mentee raises, three if you can that way if one way doesn't work there are other options to immediately employ.

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Focus on the positives as much, if not more so that the areas to develop. Clearly identify next steps and the support that may be needed. Ensure the mentee understands.

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Relate your discussion to the targets already set, staying focused will help develop a feeling of immediate progression. Keep in mind what exactly you want the mentee to achieve with what you are telling them.

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Encourage the mentee to reflect and to come up with their own ideas about what worked well and why and what didn't work so well and how they would change it. Keeping points to a maximum of 2 or 3

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Be positive, ask questions and be realistic

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Be positive, ask questions and be realistic

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I always start my feedback with the positives; what I saw, what went well, how the children responded etc... Then, from what I observed, I ask questions to allow my mentee to be reflective on their practice. We use these questions as development points and things to consider in the future. When setting targets, I am realistic. We agree the targets together and decide whether they are achievable.

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Be honest yet positive, feedback on the agreed focus for the lesson

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Be honest yet positive, feedback on the agreed focus for the lesson

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Be clear and concise with feedback, positives, developments seen and next steps that are realistic and not extra to what needs to happen next anyway.

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Always remain positive and try and get the mentee to discuss what they find difficult. Remember that the mentee is new to this teaching. Feedback with a view to ensure the mentee understands that it is positive and for improvement.

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Specific questions to help the mentee reflect on the positives and negatives - they will more than likely be thinking about what went wrong so help them to focus on the positives!

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Specific questions to help the mentee reflect on the positives and negatives - they will more than likely be thinking about what went wrong so help them to focus on the positives!

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Create moments where you would refer back to critical incidents so that they can reflect on turning points in the lesson for the better and also to celebrate the wins!

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Create moments where you would refer back to critical incidents so that they can reflect on turning points in the lesson for the better and also to celebrate the wins!

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Make sure that you are framing feedback in the context of targets and that what is being said is constructive to those targets - don't sweat the small stuff, if its not relevant to the current target. If necessary make it a target further down the line.

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Have a dialogue before feedback. Make sure the mentee has had the opportunity to reflect and then talk about the lesson. Rather than giving ways to make the lesson better, tease out the answers from the mentee to ensure that they are thinking for themselves. Unless the lesson was disastrous take more of a coaching role than a mentoring - if you know your mentee well enough, you will be able to judge when this is appropriate. Most of all, be honest - good and bad!

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I have found that rather than identifying negative aspects of the lesson, think of it more as a next step, out of everything, what could be extended the most and call them priorities. Identify 3 strengths and 3 priorities to work on for next time.

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When the mentee has identified something to that needs improvement, then coach and encourage them to think of what action could be taken to change this in the next lesson.

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Teachers are naturally self-critical and, if you are not careful, will only hear the negatives. Be mindful and honest: give genuine compliments based in real success and hard evidence. Targets for development should be given hand in hand with advice about how to achieve them.

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The feedback needs to have a balance between positives and constructive feedback. Negatives that cannot be worked on are not helpful and can destroy the relationship between mentor and mentee. Being explicit is essential, make sure the mentee understands exactly what they need to improve on and has the chance to question where they are unsure.

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Encourage the mentee to reflect on their own practice. Focussing on the positives. It gives me a good idea of where I will start with my feedback.

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Ensuring that you are very specific about the issue and have examples to back up your point. Also explaining why it is important and how this will effect progress. I often find that mentees are aware of the issue but just don't know how to overcome it or even why it is happening and opening up the conversation really helps this.

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Even if it was a truly awful lesson, do not spend your time listing all the ways it went wrong. Try to identify things are were positives even if it was simply the register was taken. The mentee will simply feel overwhelmed and unable to cope with all areas they have to work on.  Instead give only some of the negative and limit the number of targets. Try to make one of the targets that is something relatively easy to achieve so the mentee can see progress being made against the small things even if the progress against bigger issues is slow

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Always start a feedback session by asking the mentee how they felt the lesson went. Usually the mentee will identify a weaker area which leads into a more constructive/positive discussion and allows you as partners to plan a way forward.

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Always ask the mentee how they think it went. But specifically what they think went well. Otherwise they are guaranteed to start with the negatives.

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Find something good everyday because there are too many negative areas to focus already

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Have a discussion on what is achievable for the mentee and be specific on which aspect of theistandard they need to improve. I would always check and clarify the targets to ensure that they are mutually effective.

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Describe specific aspects and give specific advice:

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Describe specific aspects and give specific advice:

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Be clear and objective about what you observed - this can be really helpful because the mentee often doesn't spot the same things as you or is too busy 'delivering' to notice. Try to give very specific ways of enhancing, consolidating or improving practice that they can try out straight away and see tangible progress.

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the first question should be "how do you think it went?" getting mentees to start critiquing themselves early on and honestly self reflecting on what went well and what could be improved is a good skill to develop in the future and will shape them into an effective practitioner.

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Emphasising the positives to the mentee as much as possible encourages their self esteem as a teacher. Repeating positives will encourage the mentee to reflect on why it went well and develop this. If the mentee is feeling positive about their teaching they are more receptive to suggestions on how to improve specific areas without it feeling like they are being attacked.

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I always ask my mentees to identify 2 good things from their lesson. I focus on these giving specific examples that I have noted from the observationsThen I ask the mentee to choose 1 thing thay could do even better. Together we set clear small step targets to achieve in the next lesson based on this area for development. I also remind the mentee that I have been there and I never liked the opening question- How did you think the lesson went?

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Although things may have gone wrong, remember what it was like in their shoes. It is nerve wracking getting feedback. So be honest but supportive and empathetic and always, always, always tell them all the positive things they have achieved.

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Describe specific aspects and give specific advice:

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Describe specific aspects and give specific advice:

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Be clear and objective about what you observed - this can be really helpful because the mentee often doesn't spot the same things as you or is too busy 'delivering' to notice. Try to give very specific ways of enhancing, consolidating or improving practice that they can try out straight away and see tangible progress.

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Always ask the mentee how they felt the lesson went. Share the positives from the lesson and a couple of specific targets for them to improve on for the following observation. Make sure these targets are obtainable and suggest ways in which the can achieve them.

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Whilst you may choose to record number of areas where improvements could be made, focusing on a small number of targets for action, ones that are most fundamental to the development of the mentee, will give them something to focus on for next time, rather than leaving them feeling overwhelmed.

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I would always let the trainee start the conversation so I know where they're 'at' and how to pitch my feedback. Are they seeing the same things I am? Are they overly positive/negative about their performance?