The document summarizes a study that used content analysis to evaluate online conversations between novice and mentor teachers in an online mentoring community called ENDAPT. The researchers analyzed discussion threads to understand the flow, functions, and content of posts. They found evidence that the online community functioned as a professional learning community, with mentors and novices engaging in behaviors like supporting, guiding, modeling, and reflecting. Conversations focused on professional teaching competencies. The researchers provided lessons learned about implementing an effective online teacher mentoring program.

1. Sheryl Nussbaum-Beach, M.Ed. ( [email_address] ) Christopher R. Gareis, Ed.D. (crgare@wm.edu) The College of William & Mary Williamsburg, Virginia What Are They Talking About? Using Content Analysis Methodology to Evaluate Conversations Among Novice & Mentor Teachers in an Online Community

2. 1-to-1 Group http://endapt.wm.edu/modules/emissary-admin/info.php?template=home_page.html Info on demand

3. ENDAPT Goals Improve pre-service preparation Improve novice induction Improve teacher effectiveness Improve teacher retention Foster teacher leadership Improve K-12 student learning

4. Overcomes some recognized limitations of site-based mentoring: Adequate mentors Scheduling & accessibility School politics ( Abbott, 2003; Schlager, Fusco, Koch, Crawford, & Phillips, 2003) Why Online Mentoring for Novice Teachers? Telementoring e-mentoring Virtual learning community Computer-mediated communication

5. Venue Tapped-In Virtual rooms (“chat rooms”) Closed community Asynchronous Facilitation Moderator at William & Mary Graduate student Mentors Recognized excellence (TLN) Trained online as mentors Paid an honorarium The ENDAPT Group Mentoring Forum http:// www.tappedin.org

6. Novice Mentor Mentor Novice Mentor Threaded Discussion in a Virtual Room

7. Purpose of Study With whom, why, and about what do novice and experienced teachers “talk” in an online mentoring community?

8. Flow: What are the directions and frequency of the posts among mentor and novice teachers? Function: What are the purposes and frequency of the posts among mentor and novice teachers? Content: What are the topics and frequency of the posts among mentor and novice teachers? Research Questions

9. Content Analysis Unit of Data Collection Discussion thread within an online mentoring forum Unit of Data Analysis Individual posting to discussion thread within an online mentoring forum Type of Evidence: Manifest vs. Latent Manifest or explicit meaning that can be objectively derived from the words used and the thoughts expressed in the postings.

10. Content Analysis Methodology Created function categories * Identified content categories ** Developed codebook Pilot coded Trained coders (6) Calculated inter-rater reliability * Adapted from Bonk & Kim's (1998) 12 forms of mentoring communication. ** Adapted from William & Mary (2002) student teacher competencies

11. YEAR 2 Range : .80 - .94 Overall : .86 YEAR 1 Range : .82 - .93 Overall : .88 Inter-rater Reliability

12. 17 Novices- Year 2 10 elementary 2 middle 4 high 1 guidance counselor 17 in VA 11 Mentors- Year 2 5 elementary 2 middle 4 high AL, CA, MO, SC, VA 10-38 years experience 19 years experience on average TOY—school, district, region, state, national NBPTS certified Danforth fellow Officers/president of state professional associations State/national commissions Department/team/grade-level chairs Awards from professional assn. Pilot Participants 13 Novices- Year 1 5 elementary 2 middle 4 high 2 reading specialists 11 in VA 1 in FL 1 in AZ 11 Mentors- Year 1 6 elementary 3 middle 2 high AL, CA, FL, MI, MO, NC, VA 5 - 31 years experience 20 years experience on average TOY—school, district, region, state, national NBPTS certified Danforth fellow Officers/president of state professional associations State/national commissions Department/team/grade-level chairs Awards from professional assn. 8

13. Year 2 Year 1 Mean Median Mode SD Mentors 28.00 22 28 22.44 Novices 11.65 2 0 17.39

14. Year 2 Year 1

15. Year 2 Year 1 Number of Posts per Month 0 20 40 60 80 100 120 140 September October November December January February March April May June

16. Frequency & Direction of Posts Specific Mentor Specific Novice Broadcast Mentor Specific Novice Specific Mentor Broadcast Novice

17. Year 2 Year 1

18. Year 2 Year 1

19. Mentor and Novice Functions (6) (5) (4) (3) (2) (1) Reflection / Professional Growth Professional Growth Explicit Issue / Problem Prompting Reflection Seeking Information / Specific Question Seeking Clarification / Direct Questioning Sharing Experience, No Problem Modeling Guided Advice Guided Advice Acknowledgement / Thanks Support / Confirmation Novice Mentor

20. Mentor Function Categories (1) Support/Confirmation -- The mentor makes a supportive statement and/or confirms the actions of a novice teacher or another mentor: “You’re doing great…”, “Don’t doubt yourself…”, "You're really growing as a professional...", "That was a good decision..." (2) Guided Advice -- The mentor provides specific direction, instruction, or advice to the novice teacher or another mentor: “You may want to try…”, “I suggest using…” (3) Modeling -- The mentor describes his or her own experience or thinking but does not give direct advice, answers, or interpretations of a given situation: “The way I’ve handled that situation is to…”, "Once I...", "I remember...", "In my classroom..." (4) Seeking Clarification/Direct Questioning -- The mentor poses a direct question or makes a statement inviting explanation or clarification: “How are you currently grading homework?”, “Have you discussed this with your principal?”, "Tell me more about..." (5) Prompting Reflection -- The mentor prompts or otherwise creates an opportunity for a novice to think about, share, and evaluate his or her own thinking: "What do you think your actions resulted in?", "How might your students have taken what you said to them?", "What do you think the parent was thinking during the conference?" (6) Professional Growth -- The mentor makes an explicit statement about his or her own professional growth, new understanding, or change in practice resulting from online forum: “I’m starting to see…”, “I feel more confident…”, “I used to think…but now...”

21. Novice Function Categories (1) Acknowledgement/Thanks -- The novice acknowledges his or her understanding someone else's ideas, or indicates acceptance of new ideas, or expresses thanks for someone else's thought: “I see what you’re saying…”, "That's good advice...” (2) Guided Advice -- The novice provides specific direction, instruction, or advice to another novice teacher or mentor: “You may want to try…”, “I suggest using…” (3) Sharing Experience, No Problem -- The novice describes an experience, but there is no indication that the experience is problematic: "Today was great! I had my class doing...", "I had my first parent conference yesterday and it went really well." , "In our school use..." (4) Specific Question/Seeking Specific Information -- The novice teacher poses a question or invites others to provide him or her specific information: “How do you use manipulatives in middle school math?”, "What reading series do you use?", "What should I expect during my first observation?", "I need to know more about...", "Anything you can tell me is appreciated..." (5) Explicit Issue/Problem -- The novice specifically describes a situation that he or she is confronting or has confronted in his or her practice, but does not pose a question or specifically seek a response: “I’m having trouble with…”, “In my school…”, "Yesterday was awful. I had a student..." (6) Reflection/Professional Growth -- The novice teacher makes an explicit statement about his or her own professional growth, new understanding, or change in practice, either resulting from the online forum or not: “I’m starting to see…”, “I feel more confident…”, “I used to think…but now...”

22. Year 2 Year 1 Percentages exceed 100 because a single post may have multiple functions.

23. Percentages exceed 100 because a single post may have multiple functions. Year 2 Year 1

24. Content Categories (1) Planning for Instruction Plans lessons that align with local, state, and national standards. Selects appropriate instructional strategies/activities. Selects appropriate materials/resources. (2) Instructional Delivery Teaches based on planned lessons. Provides for individual differences. Uses motivational strategies to promote learning. Engages students actively in learning. Uses a variety of effective teaching strategies. Helps students develop thinking skills that promote learning. Monitors student learning. (3) Assessment for Learning Creates and selects appropriate assessments for learning. Implements assessments for learning. Interprets/uses assessment results to make instructional decisions. (4) Classroom Management Builds positive rapport with and among students. Organizes for effective teaching. Demonstrates use of effective routines and procedures. Demonstrates efficient and effective use of time. Maintains a safe learning environment. Responds appropriately to inappropriate behavior. (5) Professionalism Demonstrates professional demeanor and ethical behavior. Participates in and applies professional development. Demonstrates effective oral and written communication. Cooperates, collaborates, and fosters relationships with members of the school community.

25. Year 1 Year 2

26. FINDINGS  Evidence of a Professional Learning Community Communication occurred between and among novices and mentors alike.  Evidence of Classic “Mentoring” Behaviors Mentors supported, guided, modeled, asked questions, prompted reflection rather than only directing or giving advice Novices shared experiences as often as they asked direct questions  Evidence of Professional Competencies Conversations focused on professional teacher competencies

27. Lessons Learned about Implementation Market & recruit early Familiarize mentors & novices with the platform Train the mentors Choose your moderator carefully Prompt participation behind the scenes Provide modest incentives Expect periods of activity & inactivity