Janet VanLone on the Digication Scholars Conversations
Teacher education programs equip individuals with the knowledge, skills, and abilities to become effective teachers and improve learning outcomes. It provides pre-service teachers with a foundation combining educational theory and practical classroom experience. That way, they develop different teaching styles and approaches to reach all students, including those requiring special education.
In this episode of the Digication Scholars Conversations, Janet Vanlone joined us to discuss the importance of reflection and advocacy in teacher education. She shares her journey from a middle school special education teacher to becoming a teacher and mentor for pre-service teachers. Janet is an Assistant Professor in the Education Department at Bucknell University and Co-Director of the Center for Social Science Research.
The role of reflection and advocacy in teacher education
The teaching profession has always been demanding, but rising attrition rates create even more significant challenges. Educators like Janet greatly respect those who choose to practice this field.
“It is a privilege working with these students because they have chosen to go into a career that has challenges right now such as teacher shortage and high attrition level... Janet VanLone”
As we have learned from Janet, Reflection and advocacy are critical pillars that support teacher education programs in equipping these dedicated individuals for success. They empower pre-service teachers to navigate challenges and become lifelong learners who can thrive in and outside the classroom. Janet shares the role of reflection and advocacy in her teacher education program.
The Role of Self Reflection in Teacher Education
In teacher education, reflection, a continuous process of self-analysis, enables pre-service teachers to gain a deeper understanding of their practice, identify areas for growth, and create strategies for addressing prominent issues.
It involves aspiring instructors stepping back from practice to analyze their experience through critical thinking and deeper learning so that they can:
- Connect the gap between theory and practice
- See teaching from the learner's perspective
- Develop a unique problem-solving point of view
- Better understand their identity and value.
The ability to perceive learning from the learner's perspective involves asking critical questions: "Did my lesson cater to different learning styles?" or "How can I make this content more culturally relevant?" That way, they can identify and develop adaptable strategies to fill gaps in learning methods.
Guided reflection is embedded in our certification program from freshman year until they graduate. This involves prompting students to think critically about what they're seeing. about what they're doing, about the needs of their classroom and their own personal growth as a teacher... Janet VanLone on the Digication Scholars Conversations.
Self reflection is equally significant in teacher education by connecting the gap between theory and practice. Teachers can gain more meaning from concepts learned in teacher education programs when they practice them in the classroom and reflect upon that practice. This is especially important for teachers in the STEM field, where metacognition and deeper learning are critical.
While these learning outcomes are significant for pre-service teachers, helping them acquire the knowledge through active practice is difficult. Factors such as time constraints and technological skill gaps can be challenging. To overcome the challenge, Janet introduces the process portfolio technique.
Understanding the process portfolio and its purpose
A process portfolio is a collection of work that documents an individual's learning journey. In teacher education, the ePortfolio process reflects a teacher's development from the beginning stages (like a first field placement) to the present. It showcases their learning journey and growth as educators.
For Janet, the process portfolio is a critical tool in a teacher program. The field of education is constantly evolving, and teachers encounter diverse classrooms filled with unique students every year. This requires them to adapt to different cultures, learning styles, objectives, and research needs. To thrive in this environment, Janet believes teachers must be lifelong learners who constantly reflect on their growth and practice for improvement. This is where process portfolios come in.
The process portfolio encourages pre-service teachers to critically examine their teaching and training experience. Inherently, teaching practice is filled with messy moments– which Janet believes shape teachers into who they become professionally. In her experience, some pre-service teachers often enter the practice with the expectation of a smooth and jolly experience but find out they are wrong, and many times, the classroom will not go as planned. Instead of worrying about these negative experiences, Janet encourages her students to reflect and record those experiences as learning opportunities and avenues to learn something about themselves.
These experiences then make up the process portfolio. By looking back at past experiences, teachers can see their progress. For instance, they can reflect on their first nervous experience presenting in front of a class, ask critical questions, and compare it to their current approach. The portfolio can hold pictures, reflections on their feelings then and now, and even strategies they used to become more comfortable. This tangible record showcases their growth and reinforces that teacher development is a lifelong process, not just something that happens in pre-service programs.
Reflection in Action: Examples and Strategies
To put reflection into action, Janet understands that she must model reflective practices to her students. That way, her students internalize and recreate the training for their students. Therefore, she employs the practical strategies:
Incorporating reflection in undergraduate student's teacher education programs.
Janet fosters critical thinking about classroom experiences, student needs, and personal growth. This guided reflection practice covers every competency area from the first year onwards. The program provides prompts through a student teaching handbook, ensuring focused and insightful reflections.
This isn't a one-time activity; it's a continuous process. Pre-service teachers build upon their reflections throughout the program, allowing them to track their growth and identify evolving perspectives on teaching and learning. More so, it isn't done in isolation; it's connected to developing a well-structured ePortfolio. That way, students see the purpose of their reflection as contributing to a tangible professional product.
Ultimately, the progress documented through these reflections forms the core of their final portfolio. This culminating experience showcases their journey and demonstrates their development as educators. Janet's model highlights how strategically incorporating reflection empowers pre-service teachers to become thoughtful and effective educators, prepared to navigate the complexities of the profession.
Competency-based rubrics
Setting competency-based learning rubrics facilitates adequate reflection, leading to more substantial learning outcomes for pre-service teachers in Janet’s care. This means that, through her teacher education program, Janet sets up assessments, assignments, and reflective exercises specifically for mastering each of the Pennsylvania Teacher Preparation Competencies(e.g., planning and preparation, classroom environment, knowledge of diverse learners assessment.)
The students must understand the rubrics, what the instructors want them to do, and the artifacts they are expected to use for each competency. These rubrics become a roadmap for pre-service teachers, guiding their learning journey by highlighting a clearly defined knowledge, skills, and behaviors expected of pre-service teachers within each competency area.
For example, lesson plans created on ‘explicit instruction’ might relate to the "planning and preparation" competency. Similarly, a reading intervention experience could relate to "knowledge of diverse learners" and "planning and preparation."
Not only that, Janet then sets goals for attaining specific artifacts. For example, the goal for one semester could be that at the end of the semester, the student has everything set up with at least two artifacts in different competencies and reflections. This outcome-driven assessment helps pre-service teachers understand how their coursework translates into the real-world skills they need to be effective educators.
By understanding the criteria outlined in the rubrics, pre-service teachers can choose artifacts that effectively showcase their competencies and write reflections that demonstrate their growth and understanding.
Frequent reflection and documentation in the classroom
Janet uses frequent reflection and documentation by prompting her students to interact with each other and then reflect on those interactions. Before initiating those prompts, she throws the class arrangement off by making her students sit in a different spot, next to new people for the first several weeks of classes. This strategy prevents distractions, such as when students arrive and get busy on their phones. Instead, they are inspired to spark conversation and connect with their new partners. You are sitting there, talking to the people around you, and making connections.
To facilitate this process, Janet gives her students prompts. Unlike typical classroom questioning, these prompts are designed to foster connections and a sense of community. While the initial interactions might feel "forced," Janet highlights how exercising these prompts blossom into a genuine classroom community. Over time, with continued reflection, her students learn each other's strengths, develop trust, and foster collaboration. This focus on community building mirrors the importance of creating a supportive environment in future classrooms.
Documentation comes into play after the initial interaction. Janet's students write in their journals about their experiences and reflect on their new connections. This process helps solidify the interaction and its significance in building a supportive environment.
This strategy infers that, through reflection and documentation, pre-service teachers gain valuable experience, develop communication skills, and solidify their understanding of the importance of fostering a positive learning environment - all of which are instrumental for their success as future educators.
Promoting experiential learning
Promoting experiential learning in teacher education is a powerful strategy, but it's even more effective when paired with reflection. Janet shares two example tactics she uses to execute this strategy.
First, involving pre-service teachers in ongoing research projects provides hands-on experience. Through a cohort-based learning model, Janet and other teacher program instructors, such as the faculty advisor, provide research support and guidance to pre-service teachers and undergraduates. Reflecting on this experience through journaling, reports, or presentations helps them to solidify their learning and consider practical applications in the classroom.
When students participate in research studies, they join the training as participants and researchers. They collect data and analyze it throughout the summer. For example, their work can be presented at conferences. That is just one of the different ways students get involved in research.
Janet also encourages her students to attend school board meetings. This activity exposes pre-service teachers to the broader educational context. Following up with reflection activities like writing papers, creating visuals, or group discussions helps them connect this experience to their understanding of education and the complexities of the education system.
Therefore, teacher education instructors like our guests understand that actively engaging in real-world experiences and reflecting on them helps pre-service teachers gain a deeper understanding, develop critical thinking skills, and solidify their commitment to teaching.
Guided reflection with mentors and alumni
This collaborative approach helps Janet's students gain valuable insights into their progress and identify areas for continued growth as they embark on their teaching careers. For example, they hold an event called "Portfolio Night," which fosters reflection in several ways.
- Pre-service teachers present their work throughout the semester, prompting them to revisit their experiences and identify growth areas.
- Mentors, including student teaching supervisors and potentially alumni, provide feedback on the portfolios, offering new perspectives and sparking deeper reflection.
The informal setting encourages conversation and discussion among peers, allowing them to compare experiences and gain insights from one another.
Faculty involvement adds another guidance layer, prompting further reflection on the presented materials. Thus, it creates a structured space for pre-service teachers to safely engage in reflection facilitated by mentors, alumni, and faculty.
Work presentations at conferences and seminars
Conferences and seminars, such as those hosted by the Center for Social Science Research at Bucknell University (where Janet is the Co-director), serve as valuable tools for fostering reflection. Pre-service teachers present their work, including ePortfolios and internship experiences, to an audience beyond the education field. This articulation encourages them to revisit and analyze their learning journey as educators-in-training. The external audience provides a fresh perspective, sparking new insights through questions and comments that prompt deeper reflection.
Furthermore, presentations allow pre-service teachers to showcase successful practices from their internships or ePortfolios, fostering reflection on their teaching methods and effectiveness in engaging students. Perhaps most importantly, the positive feedback from the audience validates the dedication and hard work invested by pre-service teachers. This recognition is a powerful motivator, solidifying their commitment to teaching as they embark on their careers.
Advocacy in Teacher Education: Empowering Change and Growth
Teacher education programs are vital in equipping future educators with advocacy skills. Through advocacy, teacher education programs equip educators to advocate for positive change within the education system and society. This involves activities such as:
- promoting educational equity,
- supporting diverse learners, including bilingual and gifted students,
- engaging in political and programmatic actions,
- collaborating with various stakeholders, such as policymakers and
- building competencies in communication and rights-based approaches
Let's examine two of Janet Vanlone's methods:
Organizing meetings with policymakers
Janet's approach to advocacy exemplifies fostering collaboration with policymakers. Teachers shouldn't just be passive policy recipients.
By organizing trips to meet with policymakers, Janet provides undergraduates and pre-service teachers with firsthand experience in engaging directly with those who create educational policy. This interaction bridges the gap between policy ideals and classroom realities. Policymakers gain a deeper understanding of the practical impact of their decisions, while pre-service teachers learn to communicate their concerns effectively.
Beyond personal advocacy, Janet leads the PSEA student group, cultivating a culture of advocacy within the program. Through these efforts, pre-service teachers develop the skills and confidence to use their voices to advocate for positive change within the education system. Janet's model highlights how collaboration with policymakers strengthens advocacy in teacher education, empowering future educators to become active agents of positive change.
Collaborating with colleagues and administrators
Beyond direct engagement with policymakers, Janet VanLone recognizes the importance of fostering advocacy within the school system. The Pennsylvania teacher education guidelines, which Janet follows, emphasize collaboration and communication. Building this foundation, Janet encourages her student teachers to attend school board meetings. This seemingly simple activity serves multiple purposes. By attending conferences, pre-service teachers gain valuable insights into the community's perspective on education and identify pressing local educational issues. Reflecting on their experience encourages them to consider the impact of regional policies and potentially formulate solutions.
Furthermore, attending meetings allows them to connect with administrators and potentially build relationships with future colleagues. This fosters collaboration, a crucial foundation for advocating for curriculum adjustments within the school. Janet's approach equips pre-service teachers with the knowledge and confidence to become active participants in shaping their school environment, empowering them to advocate for positive change alongside colleagues and administration.
By equipping pre-service teachers with the knowledge, skills, and dispositions necessary to become effective advocates, teacher education programs empower individual educators and the entire education system to strive for continuous improvement and ensure all students reach their full potential.
Benefits of Reflection and Advocacy in Teacher Education
Strengthening employment opportunities
Unlike Janet's younger days, when candidates bring a giant binder with student work samples to job interviews, reflective portfolios enhance a pre-service teacher's ability to showcase their skills and values to potential employers.
One reason is the ability to demonstrate teaching skills seamlessly in real-time. With reflective ePortfolios, pre-service teachers can easily reference specific examples during interviews. Imagine discussing classroom environment strategies. They can confidently state, "I have an example in my 'Classroom Environment' tab," then seamlessly showcase their approach with impactful pictures, videos, or other digital media. This allows teaching candidates to demonstrate their teaching skills clearly and engagingly. Janet refers to them as a Product Portfolio due to their utility function.
Beyond showcasing skills, reflective portfolios also help pre-service teachers highlight values and identities critical to job success. They encourage pre-service teachers to explore their identity and core values as educators. This is crucial for landing a teaching job today because employers seek candidates with a genuine passion for teaching, not just technical proficiency. Through guided reflection, Janet prepares her students to be able to record and recall these values and share them in real-time during the interview.
Retaining valuable employees
The teaching profession combats high teacher attrition due to burnout and stress, among other factors. Janet's approach combats this by reinforcing Positive behavior support through reflection. Reflection equips pre-service teachers with skills to analyze experiences, identify stressors, and develop coping mechanisms. That way, they learn to manage stress and build resilience against demanding situations.
Learning to create positive classroom environments equips pre-service teachers to prevent disruptive behavior, reducing stress and burnout associated with managing complex dynamics. Furthermore, this focus on positive behavior support can be seen as advocacy for teacher well-being. That's because the program prioritizes strategies that protect teacher health and prevent burnout, conveying that teacher well-being matters.
Equipping teachers with essential skills and tools for success
According to the Pennsylvania teacher preparation guidelines, which Janet aligns her work towards, pre-service teachers must acquire six competency levels to certify program completion. The competency areas are:
- Planning and Preparation
- Classroom environment
- Instructional delivery
- Professional Conduct
- Assessment
- Knowledge of diverse learners
Pre-service teachers can develop a deeper understanding and achieve each competency area by reflecting on their experiences and advocating for resources and learning opportunities.
For example, Janet trains her students to use video analysis as an instructional delivery method. That means Pre-service teachers can reflect on video recordings of their teaching and assess their use of specific teaching behaviors and strategies.
In cases where students can benefit more from collaboration between educators and student's families, pre-service teachers can advocate for school-wide procedures and policies that promote collaboration between educators and families.
Empower your teaching journey with reflection and advocacy.
As we've seen, teacher education programs that nurture reflection and advocacy empower pre-service teachers to become thoughtful, adaptable, and impactful educators. Reflection allows them to analyze experiences, identify areas for growth, and refine their teaching skills. Advocacy equips them to be champions for positive change within the education system. By embracing these practices from the very beginning of their careers, pre-service teachers can cultivate a lifelong commitment to learning, collaboration, and making a lasting difference in the lives of their students.
Want to learn more about the importance of reflection? Check out the resources below:
Digication Podcast: Episode 134: The Importance of Reflection and Advocacy in Teacher Education Part 1
Digication blog: How Active Reflection Makes Learning Happen at Oxford College With Jill Petersen Adams.