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This exploratory study examined the frequency and content of text-based interactions between special education mentors (n=22) and mentees (n=50) within an electronic mentoring site, the Electronic Mentoring for Student Success Program (eMSS). Mentors and mentees were matched based on grade level and disability category of students taught. The How People Learn (HPL) framework was used to qualitatively code conversations between novice teachers and their mentors. The HPL framework describes three essential competencies for teachers (1) knowledge of how students’ learn; (2) knowledge of teaching; and (3) knowledge of subject matter [1]. This learning occurs within learning centered, knowledge centered, assessment centered, and community centered environments and is the place where teacher expertise develops [1]. Support for all aspects of this framework were found. Mentors and menthes communicated frequently sharing ideas and resources. A total of 997 postings were made during the five-month pilot program. Mentors initiated the majority of the posts (n = 675) and mentees initiated less often (n = 322). Data support mentoring conversations supporting all four environments. Learning centered (n =909, 36%); knowledge centered (n= 818, 32%) assessment centered (n =587, 32%) and community centered (n=213, 8%). These data revealed that mentors provided specific support to beginning special educators with less than three years of teaching experience. Mentors provided support with lesson planning, behavior management, resources, compiling student data, interpreting student data, grading, and building content knowledge. Implications for future research and implications for practice will be discussed.

Using the How People Learn Framework to Examine Mentoring Conversations between Special Educators and their Mentors in an Electronic Mentoring Site