Publication Date


Document Type


First Advisor

Wilkins, Elizabeth A.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Curriculum and Instruction (CI)


Special education continues to be plagued with a shortage of qualified special education teachers (SETs). Novice SETs in their beginning years often do not have individualized mentoring support to grow as educators. However, educative mentors can provide scaffolded support and learning opportunities for novice SETs to develop their teaching practice. This case study examined perceptions of two educative mentors on what knowledge and skills are required to support novice SETs when solving problems of practice. Three main findings emerged: a) mentors should foster the development of novice SETs’ self-reflection skills, b) mentors should have content knowledge which includes instructional strategies and completing IEP paperwork, and c) mentors must establish trusting relationships with novice SETs. Recommendations for educative mentors practice are shared in this study. As additional research on educative mentoring for novice SETs does not currently exist suggestions for further research are included.


183 pages




Northern Illinois University

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