Eady, Sandra2023-12-182023-12-182022Eady, S. (2022) ‘Giving feedback that feeds forward’, in S. Eady, J. Essex, K. Livingston, and M. McColl, Mentoring Teachers in Scotland. 1st edn. London: Routledge, pp. 146–158. Available at: https://doi.org/10.4324/9780429356957-14.978-100057406-7https://eresearch.qmu.ac.uk/handle/20.500.12289/13630https://doi.org/10.4324/9780429356957-14Sandra Eady - ORCID: 0000-0002-1089-666X https://orcid.org/0000-0002-1089-666XItem is not available in this repository.This chapter will consider practical ways to make learning visible by structuring longer, sustained feedback through weekly debrief meetings. It specifically looks at how the mentor can enable mentees to move beyond individual lessons by drawing on Hattie and Timperley’s (2007) feedback framework, together with Earl and Timperley’s (2009) model of productive learning conversations. First, the chapter considers the practicalities of setting up weekly debriefs. It then illustrates how Hattie and Timperley’s feedback framework can be used in two ways: first, to encourage the mentee to critically reflect and evaluate how they engage pupils during lessons in terms of teaching, learning and managing relationships; and second, as a powerful way to structure and focus reflection and discussion on their developing values and identity as a teacher. The chapter then considers how Earl and Timperley’s (2009) notion of evidence-informed learning conversations can broaden and deepen mentor discussions about relationship building as well as teaching and learning. Finally, some examples of how the mentor and mentee can access research and user reviews of research findings are given. © 2022 Sandra Eady, Jane Essex, Kay Livingston and Margaret McColl.146–158enBook chapter