Sharing purposeful feedback includes:
 setting a positive climate
 getting together early
 referring specifically to your data
 encouraging the Teacher Candidate to talk
 listening, listening, listening
 generating ideas
 being empathetic
 summarizing, setting goals, and planning next steps
Focus feedback on:
 actual performance of the teacher candidate rather than on personality
 observation rather than assumptions, inferences, or explanations
 description rather than evaluation
 the specific and concrete rather than the general and abstract
 the present rather than the past
 sharing information rather than giving advice
 alternatives rather than ‘the best path’
 what the Teacher Candidate can use and manage rather than ALL the information that has been gathered
 modifiable items rather than what the Teacher Candidate cannot do anything about
 what the Teacher Candidate requests rather than on what could be imposed
There are a variety of feedback tools, including:
 Face-to-face conversation
 Journal
 Feedback forms or rubrics
 Email communication
 Checklists