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 mentees to improve their skills.

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

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 mentee 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 mentee (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. 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 mentee and the mentor.

1. Mentors create an efficient learning environment when they provide both positive and negative feedback.
2. Feedback should always start with positive comments. It is important to find at least two issues around which positive comments can be provided.
3. When delivering positive comments, it is important to 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. Corrective comments should be delivered in the same specific manner. The mentor clearly identifies the action/concept to be corrected and offers positive examples for the learner. The mentor may want to model the action/concept or have the mentee observe someone else using the action/concept.
4. Don't surprise the adult learner. Mentees 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 for the mentor to go over the observation form with them beforehand.
5. Give feed back as soon as possible. The mentor never leaves the mentee wondering how he/she felt about the observation. Even in those situations where the mentor cannot give immediate feedback, they provide the mentee 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 when detailed feedback will be provided.
6. Use an observation instrument or form to base feedback. When the mentor informs the mentee of the purpose of the observation, the mentee will be clear on what is being observed. 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 mentee with feedback in areas in which they have no control.
2. Use descriptive and nonjudgmental terms. In giving feedback the mentor should use terms such as "something to work on" instead of terms like "wrong, bad, poor" to describe performance. In pinpointing weak areas of performance the mentor is 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 mentee is having a lot of problems, select one area to begin. Generally mention the other areas but restrict comments and treatment to the one problem area. Remember, the goal is to shape behavior, not make the experience aversive. If the mentee has done an exceptional job, the mentor should give recommendations that would apply to a more advanced or sophisticated educator.
4. Review the instrument prior to observation. This familiarizes the mentee with what the mentor will be looking for.
5. Refer to the instrument when providing feedback. The mentor should allow the mentee to see the observation form while feedback is being given.

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Delivering Performance Feedback in the Classroom
When observing the mentee in their classroom the mentor may choose to stop the activity and provide initial feedback (This might be prudent if the mentee is making multiple errors). The mentee can then return to the activity incorporating the mentor's suggestions. Or the mentor may decide to wait until the end of the activity to provide feedback.

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

1. First - verbally prompt the mentee (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 mentee self-correct on the next trial, the mentor should specifically reinforce them for the appropriate response (i.e., "That was a complete correction procedure").
3. Should the mentee repeat the error the mentor will need then to model the appropriate response.
4. Now it is the mentees turn again. If they now correct themselves the mentor will reinforce them before they proceed.
5. If the mentee again repeats the error the mentor will employ an alternate procedure. This is essentially the same strategy that is employed when a child is having problems with a program. The type of error the person is making and what is already known about that person will determine the specific strategy that is used. Possible strategies include: continued modeling, observing, having the person conduct a simpler program or facilitate an easier activity.