Research has shown that there are a number of components that need to be present in order to produce skills that are transferred to the workplace.

1. The theoretical basis or the rationale behind the practice or skill;
2. A chance for observation and demonstration by persons who are relatively expert in the skill;
3. The opportunity to practice the skill and receive feedback in how well the person performed the skill.

Mentors should keep these components in mind as they work with their ECSPED to improve their skills.

Observation in the Classroom
There are several ways that mentors can use observation to support early career special educators (ECSPED) as they learn and implement skills and techniques. One way to use observation is to have the ECSPED observe the mentor demonstrate a skill or technique. After observing the mentor the ECSPED can then practice the skill as the mentor observes. Following the observation the mentor can then provide feedback to the ECSPED.

Forms of Observation
Observation can take several forms:

1. Verbatim scripting of specific time periods of either the teacher or students - writing down exactly what was said, the ECSPED can ask for a focus on specific interactions (e.g. statements which describe instruction, statements between students, etc).
2. Direct recording of the actions that occur in the classroom (classroom instruction began three minutes after the student arrived, student took at requested materials, teacher began lesson with a review).
3. Description of the environment (e.g. students were seated in a circle around the white board).
4. A focused observation on an area requested by the ECSPED (e.g. behavior of specific students looking at factors which might have prompted certain responses, observing a conference with a parent).

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Feedback

Feedback is essential to the learning process. As a mentor you will create the most efficient learning environment when you provide feedback to the early career special educators. Providing accurate feedback causes several communication dynamics:

1. Provides the learner a realistic estimate of their understanding.
2. Increases the learners' confidence in their accuracy of understanding.
3. Increases the trainer's confidence in how well he is getting the message across.
4. Decreases the amount of time to master a skill.

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Rules for Delivering Feedback

Following are some basic rules about delivering feedback that can help to make this a comfortable situation for both the ECSPED and the mentor.

1. As a mentor you will create the most efficient learning environment when you provide both positive and negative feedback. Because we are always working within time limitations, it is important to both you and the ECSPED that you take advantage of the efficiency in learning that positive and corrective feedback provides.
2. Always start with positive feedback. Try to find at least two issues around which you can provide positive comments.
3. When delivering positive comments, be specific. Adults prefer specifics, "You did an excellent job of moving around the classroom." Adults report that they do not find off-hand, general comments such as "You did a great job!" to be very helpful. Deliver corrective comments in the same specific manner. Clearly identify the action/concept to be corrected and offer positive examples for the learner. You may want to model the action/concept or have the ECSPED observe someone else using the action/concept.
4. Don't surprise the adult learner with your observation. They should be fully informed as to when/where the observation will take place and what is being observed. The easiest way to do this is to go over the observation form with them beforehand.
5. Give feed back as soon as possible. Never leave the adult wondering how you felt about the observation. Even in those situations where you cannot give immediate feedback, provide the adult with a simple statement or even gesture that gives them a general indication. This can be as simple as a nod or thumbs up gesture and a confirmation of the time/place where you will provide detailed feedback.
6. Use an observation instrument or form to base your feedback. When you inform the person of the time and purpose of the observation, the learner will be clear on what you are observing. They can then do their best and give the mentor a clear picture of where they are in learning/applying the new information and skills. The use of an observation form also structures the observation and allows the observer to be more objective.

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Additional Considerations for Delivering Feedback
Following are some additional considerations for delivering feedback after a performance observation has been completed.

1. Focus on areas that can be improved. Do not provide the ECSPED with feedback in areas in which they have no control.
2. Use descriptive and nonjudgmental terms. In giving feedback use terms such as "something to work on" instead of terms as "wrong, bad, poor" to describe their performance. In pinpointing weak areas of performance be specific (i.e., "You are repeating your directives" as opposed to "You are having difficulty with directives").
3. Focus on a limited number of critical issues. If the ECSPED is having a lot of problems select one area that you will give feedback as being weak. Generally mention the other areas but restrict your comments and treatment to the one problem area. Remember, we want to shape their behavior, not make the experience aversive. If the person has done an exceptional job, you should give recommendations that would apply to a more advanced or sophisticated educator.
4. Review the instrument prior to observation. This familiarizes them with what you will be looking for.
5. Refer to the instrument when providing feedback. Allow them to see the observation form as you give feedback.

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Delivering Performance Feedback in the Classroom
When observing the ECSPED in their classroom you may choose to pull him from the activity and provide initial feedback then have him return to the activity and incorporate your suggestions, or you may decide to wait until the end of the activity to provide feedback.

When observing the ECSPED you may want to intervene during the activity if he makes two errors in the same category, if this is not disruptive to the activity.

The following steps are helpful to providing feedback and shaping their performance in the classroom.

1. The first treatment strategy will be to verbally prompt the person (i.e., "You are repeating your cue" or "Don't forget to use social reinforcement at the end of your correction procedure").
2. Should the person correct themselves on the next trial, you should specifically reinforce them for the appropriate response (i.e., "That was a complete correction procedure").
3. Should the person trainee repeat the error you will need then to model the appropriate response.
4. Now it is the educators turn again. If they now correct themselves you will reinforce them before they proceed.
5. If the person again repeats the error you will employ an alternate procedure. This is essentially the same strategy that you employ when a child is having problems with a program. The type of error the person is making and what you already know about that person will determine the specific strategy that you use. Possible strategies include: continued modeling, observing, having the person conduct a simpler program or facilitate an easier activity.