The mentor and mentee identify areas for additional professional growth for the mentee. This type of feedback conference is ideal for self-motivated expert teachers. Mentor and mentee identify areas for additional professional growth for the mentee. This type of feedback conference is ideal for highly motivated, veteran expert teachers.
Objective of the Post-Observation Feedback Conference. To assess the lesson taught by the mentee.
Assumption: The mentor and the mentee have concluded their preliminary introductory remarks.
Sample Dialogue Between the Mentor Teacher (MT) and the Mentee (M)
MT: “Frankly, Mrs. Keller, it’s not really necessary for us to have a conventional post-observation feedback conference. What I would prefer to do during with our time together is to learn about some area of professional growth that you would like to pursue this year or in the future. That is, if that’s all right with you. I’d be happy to tell you all the things I saw you do in class today that demonstrate why I consider you an expert teacher. So what would you like to talk about?”
M: “Well, I do have something that I would love to do this year or perhaps, in the future.”
MT: “And what is that, Mrs. Keller?”
M: “I’d love to mentor beginning teachers. That is, I’d really like to share what I know about teaching Judaics with other teachers.”
MT: “Wow, that’s fantastic, because one of the ideas that the instructional leadership team of our school has been discussing is the gradual transformation of our school into a Jewish professional learning community where experienced teachers would mentor our pre-service and beginning teachers. Let me discuss this further with the Rabbi and the educational director and see what we can do to start a mentoring program at our school.”
* Hunter, M. & Russell, D. (1989). Mastering Coaching and Supervision. El Segundo, CA: TIP Publications.
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