1 00:00:01,070 --> 00:00:04,010 Welcome to Digication Scholars Conversations. 2 00:00:04,170 --> 00:00:06,130 I'm your host, Kelly Driscoll. 3 00:00:06,320 --> 00:00:10,510 In this episode, you'll hear part one of my conversation with Janet 4 00:00:10,510 --> 00:00:14,899 Van Loon, assistant professor in the education department and Co-director 5 00:00:14,920 --> 00:00:18,770 in the Center for Social Science Research at Bucknell University. 6 00:00:19,590 --> 00:00:24,570 More links and information about today's conversation can be found on Digication's 7 00:00:24,700 --> 00:00:25,840 Twitter, Facebook, and Instagram. 8 00:00:27,040 --> 00:00:31,040 Full episodes of Digication Scholars Conversations can be found on 9 00:00:31,049 --> 00:00:33,580 YouTube or your favorite podcast app. 10 00:00:36,060 --> 00:00:38,990 Welcome to Digication Scholars Conversations! 11 00:00:39,020 --> 00:00:45,060 I'm your host, Kelly Driscoll, and I'm So pleased to welcome today, Janet Van Lone. 12 00:00:45,120 --> 00:00:49,580 Janet is assistant professor in the education department and Co-director 13 00:00:49,599 --> 00:00:53,760 for the Center for Social Science Research at Bucknell University. 14 00:00:53,990 --> 00:00:55,120 Welcome, Janet. 15 00:00:56,009 --> 00:00:57,599 Thank you so much for having me. 16 00:00:57,600 --> 00:00:59,200 I'm very glad to be here, Kelly. 17 00:00:59,779 --> 00:01:01,480 Yes, thank you so much. 18 00:01:01,510 --> 00:01:11,175 And I actually had the opportunity to, see Janet present at a recent ABLE event, 19 00:01:11,665 --> 00:01:16,764 and that's how I got to know a little bit about what Janet was working on at 20 00:01:16,765 --> 00:01:22,264 Bucknell University using Digication, and then had the opportunity to learn 21 00:01:22,264 --> 00:01:27,295 a little bit more about you, um, when I discovered your professional ePortfolio 22 00:01:27,554 --> 00:01:29,705 that you created in the platform. 23 00:01:31,755 --> 00:01:35,955 Reading that just made me so excited to potentially have 24 00:01:35,955 --> 00:01:37,585 the opportunity to talk to you. 25 00:01:37,635 --> 00:01:42,315 So, I'm so excited that it's come to fruition and here we are today. 26 00:01:43,115 --> 00:01:46,414 And, um, just can't wait for you to be able to share your 27 00:01:46,414 --> 00:01:48,035 story with our listeners. 28 00:01:49,110 --> 00:01:52,780 Thought we would just kind of kick things off today with you sharing a little bit 29 00:01:52,780 --> 00:01:56,230 about how you made your way to Bucknell. 30 00:01:57,560 --> 00:01:59,150 Oh, that's a long story. 31 00:01:59,750 --> 00:02:01,900 I'll try to give you the brief version. 32 00:02:02,900 --> 00:02:07,270 Um, yes, as you, you explained, I'm an assistant professor, so 33 00:02:07,270 --> 00:02:09,370 I'm still working towards tenure. 34 00:02:09,420 --> 00:02:14,400 Um, and I, I like, since I've been here, they've called me early, 35 00:02:14,450 --> 00:02:16,230 an early career professional. 36 00:02:16,230 --> 00:02:21,870 Um, However, this is not really my early career because I had a 37 00:02:22,080 --> 00:02:26,390 career prior to this, um, being in the education department. 38 00:02:26,420 --> 00:02:28,740 I worked as a middle school teacher. 39 00:02:29,010 --> 00:02:33,160 That's how I started my career, um, working in as a middle school special 40 00:02:33,160 --> 00:02:37,610 education teacher outside of Philadelphia in the Rose Tree Media School District. 41 00:02:37,660 --> 00:02:44,410 Um, I absolutely loved teaching middle school, um, and You know, speaking of 42 00:02:44,410 --> 00:02:49,190 portfolios, way back when we used to get our teaching jobs, we would bring 43 00:02:49,190 --> 00:02:54,050 in a giant binder with all samples of student work, and we would lug this 44 00:02:54,090 --> 00:02:58,680 giant thing around to job interviews, um, and then put it out on the table and 45 00:02:58,690 --> 00:03:00,189 hope that maybe somebody worked on it. 46 00:03:00,459 --> 00:03:04,979 So this is such an upgrade for pre service teachers, and I always 47 00:03:04,979 --> 00:03:06,940 share the stories of the giant. 48 00:03:07,305 --> 00:03:10,325 Portfolios that we had to drag around when I was looking for jobs. 49 00:03:10,365 --> 00:03:16,644 But, um, yeah, so I started my career as a teacher, um, and never really had plans 50 00:03:16,684 --> 00:03:23,454 of leaving my middle school position, but, um, a move with my, my husband's position 51 00:03:23,475 --> 00:03:26,374 took us to the Finger Lakes in New York. 52 00:03:26,725 --> 00:03:31,845 Um, at the same time I had two young children, so I took a little break from. 53 00:03:32,040 --> 00:03:35,110 Teaching in the classroom and started working in the education department 54 00:03:35,110 --> 00:03:38,860 at Hobart and William Smith Colleges as a student teaching supervisor. 55 00:03:38,860 --> 00:03:42,240 So that was my first introduction into working with pre service 56 00:03:42,280 --> 00:03:44,030 teachers and higher education. 57 00:03:44,459 --> 00:03:48,350 Eventually, I started teaching as an adjunct there, some education courses. 58 00:03:48,759 --> 00:03:53,050 Um, and once I did that, I decided that I absolutely loved 59 00:03:53,390 --> 00:03:55,500 working with pre service teachers. 60 00:03:55,780 --> 00:04:00,979 That, um, there were so, there was just so much hope, um, and I felt. 61 00:04:01,310 --> 00:04:06,160 really impactful in that work and being able to be in the classroom um, and help 62 00:04:06,160 --> 00:04:07,820 them really get their feet on the ground. 63 00:04:07,820 --> 00:04:12,290 The first year or so of teaching can be really challenging, um, so I want 64 00:04:12,300 --> 00:04:17,019 my pre service teachers to leave feeling really well prepared um, 65 00:04:17,049 --> 00:04:21,089 to teach a wide variety of students and know how to meet their needs. 66 00:04:21,579 --> 00:04:26,770 Um, so that, that was my goal and when it came time to decide whether to go back 67 00:04:26,770 --> 00:04:29,640 into the classroom or not, um, I decided. 68 00:04:29,660 --> 00:04:33,900 to go back to school and get a PhD, um, which I did at the 69 00:04:33,900 --> 00:04:35,110 University of Connecticut. 70 00:04:35,750 --> 00:04:39,300 I really liked their program in, uh, educational psychology and special 71 00:04:39,300 --> 00:04:49,060 education, um, and finished that in 2018 and was hired here at Bucknell for what 72 00:04:49,079 --> 00:04:52,529 is absolutely the perfect fit job for me. 73 00:04:52,920 --> 00:04:55,140 Um, I get up and love. 74 00:04:55,295 --> 00:04:56,715 Coming to work every day. 75 00:04:56,765 --> 00:05:02,035 And, uh, sometimes, you know, a career takes you in a, it's not a straight path. 76 00:05:02,035 --> 00:05:04,415 It's kind of a zigzag when you follow your passion. 77 00:05:04,814 --> 00:05:07,234 Um, and that has landed me here. 78 00:05:07,255 --> 00:05:10,585 And one of the things that I love about this job so much is that I'm 79 00:05:10,665 --> 00:05:14,705 still spend a lot of time out in schools with my pre service teachers. 80 00:05:15,085 --> 00:05:15,625 Um. 81 00:05:15,830 --> 00:05:19,860 During the student teaching semester, I spent an entire fall semester. 82 00:05:19,860 --> 00:05:21,320 I'm out in schools with them. 83 00:05:21,820 --> 00:05:26,009 Um, so I'm still on the ground, you know, in the middle of K-12 education, 84 00:05:26,049 --> 00:05:31,780 seeing what's happening, seeing firsthand the challenges, um, the joys, the 85 00:05:31,780 --> 00:05:35,780 funny stories, all of that, and helping my student teachers along the way. 86 00:05:36,120 --> 00:05:41,245 Um, and then I, I love, um, Um, all of the research that I am able to do. 87 00:05:41,284 --> 00:05:45,545 I'm also the Co-director for the Center for Social Science Research here, working 88 00:05:45,545 --> 00:05:47,105 with students on research projects. 89 00:05:47,125 --> 00:05:52,664 So there's just a lot of ways to be really creative, um, at the 90 00:05:52,664 --> 00:05:58,965 higher ed level and, and really form relationships with my students. 91 00:05:59,164 --> 00:06:01,635 Um, That end up lasting a long time. 92 00:06:01,645 --> 00:06:05,445 I'm still in touch with a lot of my alum who have graduated and 93 00:06:05,445 --> 00:06:06,855 they're now in teaching positions. 94 00:06:07,285 --> 00:06:08,875 Um, so it's, it's wonderful. 95 00:06:09,330 --> 00:06:10,250 Can't say enough about it. 96 00:06:10,760 --> 00:06:11,680 Yes. 97 00:06:11,729 --> 00:06:17,140 And thank you so much for sharing that background and history. 98 00:06:17,140 --> 00:06:23,039 And as you were speaking, I just, uh, we have all of these interesting 99 00:06:23,039 --> 00:06:25,379 kind of intersections, Janet. 100 00:06:25,390 --> 00:06:28,479 So I just don't even know where to start, but I'll, I'll start 101 00:06:28,480 --> 00:06:30,350 with a big thank you first. 102 00:06:30,680 --> 00:06:35,530 Um, because I know from My own background and story. 103 00:06:35,530 --> 00:06:43,930 I have two children that were in special ed classrooms in middle school, and I 104 00:06:43,930 --> 00:06:51,619 cannot say enough about the power of the educators that they had at that time. 105 00:06:51,960 --> 00:06:57,410 And we felt so grateful to have that available for them. 106 00:06:57,700 --> 00:07:04,049 It was a huge time of transition, um, as adolescence is for everyone, but I 107 00:07:04,049 --> 00:07:09,009 think there's other layers of challenges that go along for some students. 108 00:07:09,580 --> 00:07:14,299 And so I first want to just send a big thank you through the, 109 00:07:14,349 --> 00:07:19,320 through the screen here for all the work that you did in that area. 110 00:07:19,369 --> 00:07:24,479 And I'm sure it's playing a part in the. 111 00:07:25,005 --> 00:07:30,805 importance that you set in building relationships with the students that 112 00:07:30,805 --> 00:07:36,005 you're working with and is probably a big reason why you're remaining in touch 113 00:07:36,014 --> 00:07:41,674 with so many even as they go off into their careers and in future classrooms. 114 00:07:41,935 --> 00:07:47,865 So it makes a lot of sense that that's been Part of your, your background 115 00:07:47,895 --> 00:07:53,844 and continuing to work hard to make future classrooms better through all 116 00:07:53,844 --> 00:07:57,925 the preparation work that you're doing with your, your current students. 117 00:07:58,525 --> 00:07:58,775 Yep. 118 00:07:58,915 --> 00:07:59,675 I hope so. 119 00:08:00,974 --> 00:08:01,624 I hope so. 120 00:08:01,624 --> 00:08:07,755 But, um, yeah, it's, it is really a privilege to work with these students. 121 00:08:07,895 --> 00:08:11,505 Um, they are, they are so inspiring, really. 122 00:08:11,505 --> 00:08:16,485 They, they end up inspiring me because they, Are bright and 123 00:08:16,485 --> 00:08:21,665 creative, and they are choosing to go into a field that, you know, we 124 00:08:21,665 --> 00:08:24,315 know we have challenges right now. 125 00:08:24,655 --> 00:08:30,275 Um, we have teacher shortages, um, and and they're out there working 126 00:08:30,344 --> 00:08:31,685 so hard to make a difference. 127 00:08:31,855 --> 00:08:34,835 Um, so it's just such a privilege to be a part of that 128 00:08:34,835 --> 00:08:40,125 process and to to be a mentor. 129 00:08:40,405 --> 00:08:43,044 to, to them as they get started in their careers. 130 00:08:43,085 --> 00:08:47,074 And, um, you know, I hope that they know that they can come back to me. 131 00:08:47,095 --> 00:08:51,274 We just try to be supportive throughout their, their own journey. 132 00:08:51,425 --> 00:08:53,024 So, yes. 133 00:08:53,025 --> 00:08:53,394 Yes. 134 00:08:53,395 --> 00:08:59,734 So at Digication, we've talked a lot about the importance of being seen, 135 00:08:59,744 --> 00:09:02,214 being heard and being recognized. 136 00:09:02,744 --> 00:09:08,435 And You had some language kind of around that, even just built 137 00:09:08,464 --> 00:09:14,405 into your whole philosophy around teaching and how you approach that. 138 00:09:14,405 --> 00:09:19,024 Could you talk a little bit about that and maybe some strategies 139 00:09:19,024 --> 00:09:25,170 that you have to connect with your Students and try to build up 140 00:09:25,189 --> 00:09:28,630 that kind of recognition for them. 141 00:09:30,010 --> 00:09:30,740 Oh, yeah. 142 00:09:30,760 --> 00:09:38,519 Um, so I guess I can talk a little bit about my approach to teaching and how 143 00:09:38,940 --> 00:09:45,760 I try to model for my students what I'm hoping they can create in the classroom. 144 00:09:46,280 --> 00:09:52,549 Um, one of the, one thing that I really want them to do is, is to understand 145 00:09:52,549 --> 00:09:56,509 the importance of the relationship that they're forming with their students 146 00:09:56,509 --> 00:09:58,560 in their class, their K-12 classrooms. 147 00:09:59,010 --> 00:10:05,200 Um, so in order to do that, I need to be a model of that practice and, um. 148 00:10:05,395 --> 00:10:11,375 Try to try to do that with them, um, and create an environment in the classroom, my 149 00:10:11,375 --> 00:10:17,349 college classroom, that Is is a model for what they can do in their own classroom, 150 00:10:17,360 --> 00:10:19,870 which, of course, is going to everybody is a little bit of a different style. 151 00:10:20,250 --> 00:10:26,030 Um, and and they'll find their own way, but creating a space for 152 00:10:26,030 --> 00:10:31,349 students that is inclusive, um, where everybody feels a sense of belonging, 153 00:10:31,779 --> 00:10:34,939 um, where everyone feels like they. 154 00:10:35,180 --> 00:10:38,770 They will be challenged, and they're going to be held accountable and to 155 00:10:38,770 --> 00:10:43,040 high expectations, but at the same time, like, it is okay to make a mistake. 156 00:10:43,420 --> 00:10:45,570 Um, it is okay to ask questions. 157 00:10:46,020 --> 00:10:47,709 Um, I want you to ask questions. 158 00:10:47,710 --> 00:10:51,665 I will ask, ask you not what questions do you have, but You, 159 00:10:51,825 --> 00:10:53,195 you have to think of a question. 160 00:10:53,705 --> 00:10:59,105 Um, so it's, it's really about creating a space where everyone 161 00:10:59,105 --> 00:11:00,545 feels a sense of belonging. 162 00:11:00,545 --> 00:11:04,525 And there are some really specific things that I do to create that space. 163 00:11:04,675 --> 00:11:09,005 Um, one of the things in the beginning of the semester and our semester started, 164 00:11:09,105 --> 00:11:14,395 uh, we're just about to head into week three, um, is that when students come 165 00:11:14,395 --> 00:11:17,380 in, they They all make a name tag. 166 00:11:17,380 --> 00:11:21,150 I think knowing names, like, immediately is really important. 167 00:11:21,170 --> 00:11:25,925 And then I have them all, um, for the first Several weeks of classes, 168 00:11:25,925 --> 00:11:27,485 they have to sit in a different spot. 169 00:11:27,984 --> 00:11:31,104 I think oftentimes when we're, when we're going into a college class, we'd like 170 00:11:31,104 --> 00:11:35,635 first day you pick your, your spot and you stay there the entire time, right? 171 00:11:35,635 --> 00:11:35,805 Right. 172 00:11:35,864 --> 00:11:39,915 That is my spot, but I completely like throw things off by, um, 173 00:11:39,925 --> 00:11:43,295 just having them constantly switch and sit next to new people. 174 00:11:43,545 --> 00:11:45,234 And I really reinforce, um. 175 00:11:45,474 --> 00:11:47,015 That behavior coming in. 176 00:11:47,324 --> 00:11:50,655 As soon as you sit down, you're not sitting there and taking your phone out. 177 00:11:50,944 --> 00:11:54,415 You are sitting there and talking to the people around you and making connections. 178 00:11:54,765 --> 00:11:59,175 So I give them some prompts, not to answer about necessarily about the class, but 179 00:11:59,375 --> 00:12:02,025 to get them building a class community. 180 00:12:02,324 --> 00:12:05,764 So asking there, the person next to them, something about themselves. 181 00:12:06,044 --> 00:12:10,964 And it's kind of forced interaction, but I think in this day and age, um, with 182 00:12:10,974 --> 00:12:16,064 phones and technology, it's really nice to have part of that forced interaction 183 00:12:16,064 --> 00:12:20,194 in a classroom and that's something that I want them to be able to to 184 00:12:20,194 --> 00:12:22,235 create in their own K-12 classrooms. 185 00:12:23,064 --> 00:12:28,214 And I'm sure once they've had some time to have those interactions and 186 00:12:28,214 --> 00:12:33,254 learn more about each other that that community becomes quite important, 187 00:12:33,704 --> 00:12:35,875 especially when they're out doing their. 188 00:12:36,835 --> 00:12:41,715 Student teaching and you know, right in the thick of it, right? 189 00:12:43,485 --> 00:12:44,525 It really does. 190 00:12:44,555 --> 00:12:50,445 And, and I'm, I'm intentionally creating for them a collaborative environment. 191 00:12:50,454 --> 00:12:52,815 I always say teaching is not a competitive sport. 192 00:12:53,479 --> 00:12:57,540 Um, and the more that you feel that you are surrounded by, and not 193 00:12:57,540 --> 00:12:58,879 everybody has to be your best friend. 194 00:12:59,290 --> 00:13:03,699 So, um, you know, I've had student teaching cohorts where a couple of them 195 00:13:03,759 --> 00:13:05,969 actually live together and that's great. 196 00:13:06,089 --> 00:13:07,009 They are really good friends. 197 00:13:07,019 --> 00:13:08,859 But, um, but it. 198 00:13:09,170 --> 00:13:09,780 That's okay. 199 00:13:09,780 --> 00:13:14,150 In this classroom, it doesn't matter who you are, where you came from, we're 200 00:13:14,180 --> 00:13:18,650 all going to collaborate together and, and be colleagues here because when 201 00:13:18,650 --> 00:13:22,810 you get out to your teaching position, that's what you want to create there, 202 00:13:22,810 --> 00:13:24,219 a really supportive environment. 203 00:13:24,959 --> 00:13:27,580 So, yeah, yeah, that's great. 204 00:13:28,290 --> 00:13:36,760 So, um, I know you mentioned a bit about the research work that you're doing too. 205 00:13:36,790 --> 00:13:39,290 Could you talk a little bit about that also? 206 00:13:40,640 --> 00:13:41,070 Sure. 207 00:13:41,100 --> 00:13:45,680 Uh, so I, I have kind of my own research agenda. 208 00:13:45,719 --> 00:13:51,710 I, my, focus in my research is looking at, I do a couple of different things. 209 00:13:51,720 --> 00:13:58,660 I started looking initially at using video analysis in student teaching 210 00:13:58,759 --> 00:14:04,809 classrooms, so having pre service teachers video their teaching and then actually 211 00:14:04,820 --> 00:14:06,700 look at themselves for certain things. 212 00:14:06,714 --> 00:14:11,175 Using certain teaching behaviors and strategies and find times that 213 00:14:11,175 --> 00:14:14,954 they were doing it or find times that they would have liked to do it 214 00:14:14,954 --> 00:14:16,594 or how it would have been useful. 215 00:14:16,944 --> 00:14:21,824 Um, so that's one thing that I do that I, that I find is really interesting. 216 00:14:22,295 --> 00:14:28,224 Um, But at Bucknell, we have a lot of opportunities to get involved in 217 00:14:28,224 --> 00:14:32,045 helping our students become researchers, which is really fun, or having our 218 00:14:32,045 --> 00:14:34,515 students be involved in our research. 219 00:14:35,224 --> 00:14:38,814 So I've had students work on their own projects and I'm kind of 220 00:14:38,814 --> 00:14:40,494 providing some support for them. 221 00:14:40,495 --> 00:14:47,569 And, uh, or, you know, just work on some things with, with me this 222 00:14:47,590 --> 00:14:53,000 past summer, I had a grant from the Pennsylvania Department of Education. 223 00:14:53,010 --> 00:14:57,795 They, they had grant opportunities for, um, they were called 224 00:14:57,825 --> 00:14:59,255 teacher prep to practice grants. 225 00:14:59,974 --> 00:15:05,584 So we got a grant here at Bucknell and we use that to work with our partner 226 00:15:05,584 --> 00:15:10,824 districts and their mentor teachers and bring them in for in service training. 227 00:15:10,824 --> 00:15:14,314 But I also did a research study with it and I had students that were really 228 00:15:14,584 --> 00:15:19,704 working on that study, so they came to the trainings as both participants 229 00:15:19,770 --> 00:15:24,579 of the trainings end as researchers and they collected some data and then 230 00:15:24,579 --> 00:15:28,629 throughout the summer they were analyzing that data and there, I still have one, 231 00:15:28,760 --> 00:15:32,219 um, researcher who's working on that right now and we're actually going to 232 00:15:32,230 --> 00:15:36,689 be presenting, uh, sharing that work coming up at a conference in Chicago. 233 00:15:36,689 --> 00:15:40,980 So there are just a lot of different ways to get students involved in research here. 234 00:15:41,300 --> 00:15:41,689 Yeah. 235 00:15:41,790 --> 00:15:45,140 And what a great opportunity for the students too to be involved 236 00:15:45,140 --> 00:15:48,569 in the research and have all of this encouragement from you. 237 00:15:49,135 --> 00:15:54,775 To be out there presenting at conferences alongside people that have been in 238 00:15:54,785 --> 00:15:57,495 the field probably for, for decades. 239 00:15:57,805 --> 00:16:01,165 And just go on. 240 00:16:01,765 --> 00:16:05,894 Yeah, it's, it's a great opportunity, you know, especially for undergraduate. 241 00:16:05,914 --> 00:16:08,354 We were working with undergraduate students. 242 00:16:08,585 --> 00:16:13,865 So, um, I know when I was an undergrad, I didn't have opportunities to do research. 243 00:16:14,255 --> 00:16:18,950 Um, so it's, it's just a really, I think in some ways unique. 244 00:16:19,280 --> 00:16:23,490 Um, I think if you're at an institution where there are doctoral 245 00:16:23,500 --> 00:16:27,849 students, then maybe those, those opportunities don't go, you know, to 246 00:16:27,849 --> 00:16:29,800 the undergraduate students as often. 247 00:16:30,069 --> 00:16:33,810 But we have so many students here who are involved working directly with 248 00:16:33,810 --> 00:16:38,930 professors, either on, on their own research projects, um, or helping the 249 00:16:38,930 --> 00:16:41,120 professor like in their research lab. 250 00:16:41,490 --> 00:16:44,280 And my other role on campus is the Co-director for the Center 251 00:16:44,280 --> 00:16:45,670 for Social Science Research. 252 00:16:46,050 --> 00:16:53,295 Um, We, we have some student fellows that, you know, they're advised, they 253 00:16:53,305 --> 00:16:57,424 have a faculty advisor, but it's a project that they've developed just something, 254 00:16:57,425 --> 00:17:02,694 a question that they had, um, they're really are often new to research methods 255 00:17:02,694 --> 00:17:05,085 and, um, just kind of getting started. 256 00:17:05,375 --> 00:17:09,545 So we use a cohort model where we, through the center provide them 257 00:17:09,545 --> 00:17:10,985 with some support and guidance. 258 00:17:11,505 --> 00:17:15,245 Um, but then they have their faculty advisor who has expertise 259 00:17:15,335 --> 00:17:18,345 in whatever area they're working in. 260 00:17:18,365 --> 00:17:22,455 Um, so, you know, the social sciences, we've got psychology, sociology, 261 00:17:22,455 --> 00:17:26,174 anthropology, political science from many different, uh, fields. 262 00:17:26,565 --> 00:17:29,995 So I'm not an expert in, in those fields, but we have the 263 00:17:29,995 --> 00:17:31,505 faculty to support them as well. 264 00:17:31,515 --> 00:17:33,025 You have all of that access. 265 00:17:33,085 --> 00:17:33,465 Yeah. 266 00:17:33,660 --> 00:17:34,320 It's really wonderful. 267 00:17:34,320 --> 00:17:39,889 I think I happened upon one of the, um, I don't know if it's one of the 268 00:17:39,899 --> 00:17:45,040 students that was associated with this grant, but this, um, uh, paper that they 269 00:17:45,050 --> 00:17:48,699 had published, and I believe they also were presenting at a conference and it 270 00:17:48,699 --> 00:17:50,960 was around trauma informed teaching. 271 00:17:51,709 --> 00:17:52,269 Oh, yes. 272 00:17:52,639 --> 00:17:53,229 Oh my gosh. 273 00:17:53,459 --> 00:17:56,524 I mean, we need, We need more of that. 274 00:17:57,215 --> 00:17:57,504 Yes. 275 00:17:58,235 --> 00:17:58,495 Yes. 276 00:17:59,674 --> 00:18:01,195 So, yeah, absolutely. 277 00:18:01,235 --> 00:18:05,414 Um, that was part of the grant, but that, that was actually another student 278 00:18:05,444 --> 00:18:09,954 that I had who has now graduated and is doing amazing work in that area. 279 00:18:10,014 --> 00:18:13,835 Um, If you saw that on my portfolio, I did. 280 00:18:13,845 --> 00:18:14,365 Yes. 281 00:18:14,475 --> 00:18:14,925 Yeah. 282 00:18:14,925 --> 00:18:15,855 I'll give a shout out. 283 00:18:15,865 --> 00:18:17,225 Her name is Nicole Rettig. 284 00:18:17,254 --> 00:18:22,365 And, um, she did, she's published about three papers at this point 285 00:18:22,384 --> 00:18:24,235 on trauma informed practices. 286 00:18:24,725 --> 00:18:27,175 Um, so she is quite a superstar. 287 00:18:28,614 --> 00:18:34,784 So, yeah, those kinds of experiences are, and then to watch her, you know, initially 288 00:18:34,784 --> 00:18:38,834 get some experience and come in and have these questions about like, well, what 289 00:18:38,834 --> 00:18:44,675 are we doing about helping teachers when we have kids who have experienced trauma? 290 00:18:45,004 --> 00:18:45,995 What does that do? 291 00:18:46,044 --> 00:18:48,094 How does that, you know, does that burn the teachers out? 292 00:18:48,104 --> 00:18:51,094 How, how do they work with students, you know, initially? 293 00:18:51,385 --> 00:18:55,635 Come in with those questions and then undertake like these really 294 00:18:55,645 --> 00:18:59,695 interesting research studies was really cool to be a part of. 295 00:19:00,255 --> 00:19:01,875 Yeah, absolutely. 296 00:19:01,914 --> 00:19:06,245 And I know, you know, for in K-12 teaching, there's these 297 00:19:06,255 --> 00:19:11,144 kind of built in opportunities for professional development. 298 00:19:11,624 --> 00:19:15,930 Um, and I know in the The districts that I've been in, they're kind of 299 00:19:15,930 --> 00:19:22,659 presented with a, a menu, if you will, of, of different opportunities. 300 00:19:22,700 --> 00:19:27,060 And I've always just felt like I feel like some, you know, I know there's 301 00:19:27,089 --> 00:19:33,405 risk of burnout, but I feel like there's certain Topics, um, you know, trauma 302 00:19:33,405 --> 00:19:40,955 informed teaching, um, special needs students that may, I wish could be kind 303 00:19:40,955 --> 00:19:47,864 of at the forefront of that menu because there's so, you're encountering so much 304 00:19:47,865 --> 00:19:52,274 of that in every classroom really today. 305 00:19:52,705 --> 00:19:53,294 Um. 306 00:19:53,295 --> 00:19:53,959 Yes. 307 00:19:54,270 --> 00:19:59,520 That I, you know, I wish there were ways to, um, yeah, kind of, 308 00:20:00,100 --> 00:20:03,750 you know, I would hate to require certain professional development 309 00:20:03,919 --> 00:20:08,310 over others necessarily, depending on everyone's different backgrounds. 310 00:20:08,310 --> 00:20:12,820 But I wish that there could be more emphasis on things that could 311 00:20:12,820 --> 00:20:14,759 reach more students potentially. 312 00:20:14,940 --> 00:20:15,920 That's my Right. 313 00:20:16,570 --> 00:20:16,600 Right. 314 00:20:17,250 --> 00:20:17,470 Yeah. 315 00:20:17,890 --> 00:20:18,270 Yeah. 316 00:20:19,930 --> 00:20:21,330 There's so much to know. 317 00:20:21,720 --> 00:20:22,390 Yeah, right. 318 00:20:22,470 --> 00:20:28,500 And, and when we have like the rates of early career teacher attrition right now, 319 00:20:28,760 --> 00:20:34,560 we really need to be targeting, um, using, you know, professional development as a 320 00:20:34,560 --> 00:20:39,189 tool to target skill development in areas that are going to help teachers to stay. 321 00:20:39,620 --> 00:20:43,750 And, you know, you're really hitting it on the nose there thinking 322 00:20:43,750 --> 00:20:44,880 about trauma informed practices. 323 00:20:44,880 --> 00:20:49,285 And then also, um, one area that I'm really interested in also 324 00:20:49,285 --> 00:20:50,815 is positive behavior supports. 325 00:20:51,465 --> 00:20:56,564 So how do we kind of create a classroom environment where we're preventing, um, 326 00:20:56,945 --> 00:21:00,995 You know, the disruptive behavior from happening, creating a really positive and 327 00:21:00,995 --> 00:21:04,955 nurturing environment that kids can be productive and learn and grow and feel 328 00:21:04,965 --> 00:21:11,375 good about themselves, while at the same time protecting our teachers, especially 329 00:21:11,384 --> 00:21:16,514 early career teachers, health and well being so that we don't burn anybody out. 330 00:21:16,654 --> 00:21:17,754 That's really critical right now. 331 00:21:17,915 --> 00:21:20,004 Yeah. 332 00:21:20,264 --> 00:21:24,975 Um, and for so many students, you know, that classroom environment, it 333 00:21:24,975 --> 00:21:32,314 may be the only time where they are feeling safe and supported and It 334 00:21:32,314 --> 00:21:33,875 sounds like you've taken my class. 335 00:21:34,885 --> 00:21:36,115 I say that all the time. 336 00:21:37,735 --> 00:21:45,125 I told you coming into this, I was really excited to speak to you, um, because so 337 00:21:45,125 --> 00:21:53,550 much of what you're doing just, um Really speaks to my, my heart and, um, and we 338 00:21:53,550 --> 00:21:56,730 have these interesting parallels in that. 339 00:21:56,770 --> 00:22:03,749 So when I was creating Digication, um, you know, I didn't set out with 340 00:22:03,759 --> 00:22:06,919 a, um, you know, fancy business plan. 341 00:22:06,920 --> 00:22:08,680 I'm going to go make a product. 342 00:22:08,790 --> 00:22:16,210 Um, I was creating it alongside my, um, co founder and husband, uh, Jeffrey Yan. 343 00:22:16,210 --> 00:22:19,909 And we were both teaching at Rhode Island School of Design at the time. 344 00:22:20,299 --> 00:22:20,729 Okay. 345 00:22:20,759 --> 00:22:25,760 And I was teaching in the education department and he was as well. 346 00:22:25,819 --> 00:22:30,989 So we were in this kind of process of trying to modeling best practices 347 00:22:30,999 --> 00:22:33,350 with technology for teaching. 348 00:22:33,689 --> 00:22:37,140 And We're init. 349 00:22:37,470 --> 00:22:41,550 We were initially kind of working with students and having them learn a lot 350 00:22:41,550 --> 00:22:48,740 of what we felt didn't necessarily address becoming a better teacher. 351 00:22:48,745 --> 00:22:51,860 So we're like, we really need to create some tools that make it easy 352 00:22:51,860 --> 00:22:53,720 for them to do what we wanna do. 353 00:22:53,720 --> 00:22:55,610 They don't have to learn. 354 00:22:56,455 --> 00:23:02,035 HTML and JavaScript and all of these things to be able to connect with each 355 00:23:02,035 --> 00:23:04,835 other and present their work and ideas. 356 00:23:04,835 --> 00:23:07,954 And there weren't things that really fit everything that we were 357 00:23:07,955 --> 00:23:09,854 trying to do for the individuals. 358 00:23:10,225 --> 00:23:15,015 Students and also the program and, you know, replacing those big binders for 359 00:23:15,025 --> 00:23:17,585 them to be able to share after graduation. 360 00:23:18,035 --> 00:23:20,264 So, you know, I was familiar with all of that. 361 00:23:20,264 --> 00:23:24,745 And so we had started teaching around the same time a little over 20 years ago. 362 00:23:24,875 --> 00:23:32,074 And, uh, and classrooms in some ways were very different than they are today 363 00:23:32,084 --> 00:23:34,194 in terms of the types of technology. 364 00:23:34,594 --> 00:23:36,804 Um, but I think in many ways. 365 00:23:37,600 --> 00:23:44,160 Are the same and that, you know, we're still human beings that are looking for 366 00:23:44,480 --> 00:23:50,330 connection and mentorship and community and you mentioned belonging, you know 367 00:23:50,330 --> 00:23:55,829 all of these things are just central to to who we are so providing those spaces 368 00:23:55,850 --> 00:24:02,100 for students to connect with money one another and You know, share their stories 369 00:24:02,120 --> 00:24:06,620 and, you know, all of that builds up and models what they can then bring 370 00:24:06,620 --> 00:24:11,780 into their classrooms, as you said, and I think it's very, very powerful. 371 00:24:12,290 --> 00:24:13,190 Absolutely. 372 00:24:13,610 --> 00:24:14,070 Yeah. 373 00:24:14,449 --> 00:24:14,899 Yeah. 374 00:24:14,980 --> 00:24:15,210 Yeah. 375 00:24:15,989 --> 00:24:20,679 So, I wanted to, um, We're going to delve in a little bit into 376 00:24:21,049 --> 00:24:27,419 how maybe you got introduced to Digication and some of the ways that 377 00:24:27,889 --> 00:24:29,719 you're using it with your students. 378 00:24:29,729 --> 00:24:32,669 And then we can also talk a little bit about how, how and 379 00:24:32,669 --> 00:24:34,219 why you use it personally. 380 00:24:35,104 --> 00:24:38,334 Okay, that sounds good. 381 00:24:38,415 --> 00:24:39,395 Um, yes. 382 00:24:39,874 --> 00:24:46,435 So the first group that I used it with, it was, they were my pandemic group. 383 00:24:46,584 --> 00:24:48,965 So there was just so much going on then. 384 00:24:49,395 --> 00:24:56,105 Um, and they, we needed to have, we wanted to have the portfolio finished by the 385 00:24:56,125 --> 00:24:57,855 end of their student teaching semester. 386 00:24:58,355 --> 00:25:03,180 My elementary group, um, student teachers in the fall semester. 387 00:25:03,780 --> 00:25:08,650 So we, I introduced it to them as soon as they got back, but it was 388 00:25:08,650 --> 00:25:10,280 the first time that I was using it. 389 00:25:10,799 --> 00:25:15,890 It was a new platform at Bucknell that Bucknell was kind of rolling out 390 00:25:15,969 --> 00:25:18,690 as part of their Pathways program. 391 00:25:19,129 --> 00:25:24,650 Um, so I decided to give it a try in my student teaching seminar. 392 00:25:25,060 --> 00:25:31,085 Um, but I wasn't really Uh, proficient at, at using it. 393 00:25:31,105 --> 00:25:32,305 I didn't know a lot about it. 394 00:25:32,745 --> 00:25:39,015 Um, so that semester I was really learning alongside my students and 395 00:25:39,374 --> 00:25:44,515 there are some folks at Bucknell who have expertise in using it and 396 00:25:44,515 --> 00:25:46,025 they were very familiar with it. 397 00:25:46,344 --> 00:25:49,984 So they came in, thankfully came into my student teaching seminar 398 00:25:49,984 --> 00:25:53,934 and they gave us some guidance for putting, you know, setting up our 399 00:25:53,934 --> 00:25:55,974 portfolios and getting things started. 400 00:25:56,385 --> 00:26:00,615 And I found that The student teachers, you know, of course, they're, um, a 401 00:26:01,155 --> 00:26:03,004 little better with technology than me. 402 00:26:03,355 --> 00:26:06,774 And they, they were really picked it up very quickly. 403 00:26:07,125 --> 00:26:10,495 Um, and I found that and they were using it. 404 00:26:10,504 --> 00:26:12,285 So they were consistently using it. 405 00:26:12,525 --> 00:26:18,955 And I realized at some point over the summer that I wanted to be able to be 406 00:26:18,955 --> 00:26:22,945 the person and I'm going to have to send them to somebody else on campus and make 407 00:26:22,945 --> 00:26:29,470 an appointment to get some help with, um, with their, With their ePortfolio, I 408 00:26:29,470 --> 00:26:34,130 wanted to be able to provide that guidance and feedback and help them get set up. 409 00:26:34,460 --> 00:26:38,340 And in order to really learn it, I needed to make my own portfolio. 410 00:26:39,120 --> 00:26:44,019 So, this was happening at the same time we have a, a 10 year 411 00:26:44,019 --> 00:26:46,709 review process that we go through. 412 00:26:46,739 --> 00:26:51,300 Um, and I was up for my 4 year review and I was putting all 413 00:26:51,300 --> 00:26:53,610 of that together and I thought. 414 00:26:54,074 --> 00:26:59,215 It would be, you know, we break everything down as professors into our teaching, 415 00:26:59,254 --> 00:27:00,955 our scholarship, and our service. 416 00:27:01,485 --> 00:27:06,414 And I thought it would be really neat to, you know, my, my student teachers making 417 00:27:06,414 --> 00:27:10,194 a portfolio based on our Pennsylvania teacher preparation competencies. 418 00:27:11,205 --> 00:27:16,955 I can kind of outline what I've done on my portfolio and have it as like a, a 419 00:27:16,995 --> 00:27:20,424 little extra thing for my tenure review. 420 00:27:20,935 --> 00:27:22,735 So that was my, my first. 421 00:27:23,524 --> 00:27:26,995 Kind of two goals in making my own professional portfolio. 422 00:27:27,004 --> 00:27:32,514 One was to learn how to be proficient and use it so that I can help guide my 423 00:27:32,514 --> 00:27:34,654 students and answer questions from them. 424 00:27:35,064 --> 00:27:41,214 And then the other was just to have something, a way to, to kind of display 425 00:27:41,214 --> 00:27:47,544 my own work in, in, on a platform that was inviting and user friendly and pretty. 426 00:27:48,675 --> 00:27:52,594 Um, so that was kind of what, what got me started with it. 427 00:27:53,555 --> 00:27:59,285 About 3 years ago or so, and from there, so that was my 1st 428 00:27:59,315 --> 00:28:00,665 cohort that I used it with. 429 00:28:01,045 --> 00:28:06,224 And then the process over the next 2 cohorts, like, I feel really good about. 430 00:28:06,860 --> 00:28:08,990 This group that I'm working with right now. 431 00:28:09,360 --> 00:28:16,149 Um, I finally figured out just in our program kind of where to start and 432 00:28:16,230 --> 00:28:22,149 how to, how to help them so that their student teaching is very intensive. 433 00:28:22,350 --> 00:28:24,060 So they really need to. 434 00:28:24,530 --> 00:28:28,470 Know the platform and have the, it's also not just knowing the platform, 435 00:28:28,470 --> 00:28:34,760 it's understanding what I want them to do and, um, right, like it's, this 436 00:28:34,760 --> 00:28:39,390 is all connected to the Pennsylvania teacher preparation competencies. 437 00:28:39,789 --> 00:28:43,280 So they need to know the competencies, they need to understand the 438 00:28:43,280 --> 00:28:46,280 rubric and what we want them, the kind of artifacts that we want 439 00:28:46,280 --> 00:28:48,250 them to use for each competency. 440 00:28:48,715 --> 00:28:53,585 They need to understand, um, how, what the reflections should be 441 00:28:53,585 --> 00:28:57,975 looking like, um, that are connected to each artifact that they choose. 442 00:28:58,645 --> 00:29:00,734 So, I've pulled it back. 443 00:29:00,734 --> 00:29:03,785 Fortunately, I work with the students this semester before. 444 00:29:04,535 --> 00:29:10,330 Um, so, we That my group right now, they're not student teaching to the fall 445 00:29:10,520 --> 00:29:16,699 until the fall and this week in class that we got them all set up on Digication. 446 00:29:17,069 --> 00:29:21,870 They are just at that very beginning stage of setting up their portfolio. 447 00:29:22,210 --> 00:29:26,320 Bucknell has a number of videos where they kind of walk students through. 448 00:29:26,330 --> 00:29:28,880 So in class, we took time and. 449 00:29:29,250 --> 00:29:30,770 Watch some of those videos. 450 00:29:30,810 --> 00:29:31,790 They followed along. 451 00:29:31,800 --> 00:29:33,420 They started their portfolios. 452 00:29:33,820 --> 00:29:35,330 I showed them some examples. 453 00:29:35,330 --> 00:29:38,730 We looked at the, um, rubric for the expectations. 454 00:29:39,170 --> 00:29:43,069 Um, and my goal for the end of this semester is that 455 00:29:43,069 --> 00:29:45,520 they have everything set up. 456 00:29:45,765 --> 00:29:51,995 With at least two artifacts in different competencies and reflections so that I 457 00:29:51,995 --> 00:29:56,435 can provide them feedback on those and they really understand the expectation. 458 00:29:56,795 --> 00:30:00,395 And then when their student teaching, there's, they, they're 459 00:30:00,395 --> 00:30:02,290 already, they can just go Right. 460 00:30:03,185 --> 00:30:06,685 Familiar with how to get all of that content and Exactly. 461 00:30:06,835 --> 00:30:07,255 Right. 462 00:30:07,255 --> 00:30:10,255 And they're not simultaneously, um. 463 00:30:10,480 --> 00:30:15,990 Trying to just get started on their portfolio, um, and figure 464 00:30:15,990 --> 00:30:18,890 out what the expectations are while they're student teaching. 465 00:30:18,920 --> 00:30:21,940 They can see, Oh, this would be great for my portfolio. 466 00:30:22,210 --> 00:30:23,480 I'm going to plug that in here. 467 00:30:23,750 --> 00:30:25,730 So I'm excited about it. 468 00:30:26,219 --> 00:30:26,869 Yeah. 469 00:30:26,900 --> 00:30:33,040 And I mean, with the results that you've gotten, even in these, you know, first 470 00:30:33,180 --> 00:30:37,630 few cohorts have been quite extraordinary. 471 00:30:37,660 --> 00:30:41,010 I love how, for those that have. 472 00:30:41,385 --> 00:30:47,155 You know, chosen to make theirs public, how incredibly visual they are. 473 00:30:47,735 --> 00:30:54,734 And I love the way that they're organized because even someone that may not be 474 00:30:54,755 --> 00:31:00,485 familiar with the, um, you know, the student outcomes, student teaching 475 00:31:00,495 --> 00:31:05,105 outcomes that they're working towards and the standards that are set by the state. 476 00:31:06,005 --> 00:31:14,465 It still feels very comfortable going in and learning about them and the, um, 477 00:31:14,855 --> 00:31:20,454 different kinds of, you know, curriculum and lesson plans that they're developing. 478 00:31:21,930 --> 00:31:26,400 But when they get into the details, they have that opportunity to look at their 479 00:31:26,400 --> 00:31:34,360 reflections, why the students feel like they've met certain standards, and I 480 00:31:34,369 --> 00:31:40,300 feel like it's a very inviting, open way for the students to be able to kind 481 00:31:40,300 --> 00:31:49,780 of share that experience and alignment with a multitude of different audiences. 482 00:31:50,995 --> 00:31:51,945 Absolutely. 483 00:31:52,445 --> 00:31:58,515 And I love, uh, and it's something that you actually included in, uh, as a, um, 484 00:31:58,555 --> 00:32:01,375 section of your portfolio is advocacy. 485 00:32:01,925 --> 00:32:05,984 And I do think, you know, when they're kind of thinking about 486 00:32:05,995 --> 00:32:09,234 what they're, what they're sharing and how they're sharing it. 487 00:32:09,720 --> 00:32:15,480 That all of that material does become this extraordinary tool for advocacy. 488 00:32:15,770 --> 00:32:20,449 If you know, if they're sharing it with different people, um, beyond the program. 489 00:32:20,450 --> 00:32:26,530 And even as these early teachers with this experience have so much to offer. 490 00:32:27,060 --> 00:32:29,040 In what they have done. 491 00:32:29,540 --> 00:32:38,490 Um, I saw, um, a student, I think it was, um, sort of a science oriented kind 492 00:32:38,490 --> 00:32:41,670 of lesson plan for, around pumpkins. 493 00:32:42,269 --> 00:32:47,040 Um, and I love the way that they presented it. 494 00:32:47,050 --> 00:32:50,090 You know, you just have this like great big picture of. 495 00:32:50,335 --> 00:32:55,995 Kind of the materials that were given to the students and some of the vocabulary 496 00:32:55,995 --> 00:32:58,565 that was associated with those materials. 497 00:32:59,025 --> 00:33:03,565 Um, but they also did a lovely job, um, documenting what the 498 00:33:03,565 --> 00:33:05,865 actual plan was going to be. 499 00:33:05,895 --> 00:33:09,685 So you can kind of read through that as a PDF. 500 00:33:09,685 --> 00:33:14,300 And then they have images that were very thoughtfully taken that, you know, don't 501 00:33:14,300 --> 00:33:19,890 show the students faces, but show them kind of interacting with the project and 502 00:33:20,250 --> 00:33:29,840 it's just so, um, you know, thoughtfully organized and, um, yeah, I think just, 503 00:33:29,840 --> 00:33:33,969 just wonderful invitation on each of the pages where they've included their 504 00:33:33,969 --> 00:33:40,460 work and then you get some insight into their process and thinking and what 505 00:33:40,470 --> 00:33:43,320 they learned from, from that experience. 506 00:33:43,820 --> 00:33:51,430 And I was curious, you know, as we're kind of talking about, um, kind of your 507 00:33:51,430 --> 00:33:58,200 thought process and, and how you want to scaffold this experience for them, 508 00:33:58,210 --> 00:34:00,960 you know, when they were going to be introduced to it, how they were going 509 00:34:00,960 --> 00:34:08,605 to be using it alongside the student teaching, um, did you talk about at that 510 00:34:08,625 --> 00:34:11,435 stage and maybe it's something that's kind of built into the curriculum before they 511 00:34:11,435 --> 00:34:20,345 even get to this, this kind of process of, um, reflective learning or, you know, why 512 00:34:20,345 --> 00:34:26,675 you want them to have this kind of body of work at the end that they can share? 513 00:34:28,665 --> 00:34:29,845 Yeah, absolutely. 514 00:34:29,845 --> 00:34:30,425 I think. 515 00:34:30,770 --> 00:34:38,930 In our certification program, like from freshman year until they graduate, 516 00:34:39,510 --> 00:34:45,289 reflection is a component that is embedded into everything that we're 517 00:34:45,289 --> 00:34:52,130 asking them to do, um, and I'll say guided reflection, you know, prompting 518 00:34:52,140 --> 00:34:58,475 students, um, to To think about, think really critically about what they're 519 00:34:58,475 --> 00:35:05,835 seeing, about what they're doing, um, about the needs of their classroom and 520 00:35:05,865 --> 00:35:08,305 their own personal growth as a teacher. 521 00:35:08,915 --> 00:35:15,165 Um, which I think is one, as I, as I was thinking about what we might talk about 522 00:35:15,165 --> 00:35:21,695 today, um, I started just considering like next steps for where I might go 523 00:35:21,695 --> 00:35:29,675 next with, with Digication and, um, We're currently really using this as more of 524 00:35:29,675 --> 00:35:37,185 a product portfolio, so it's polished, you know, and kudos to my students. 525 00:35:37,185 --> 00:35:39,484 Like, they are, the reason they look so good is because my 526 00:35:39,485 --> 00:35:43,424 students are creative and they are organized like they're teachers. 527 00:35:43,445 --> 00:35:45,394 So that's what you're going to get. 528 00:35:45,454 --> 00:35:52,000 Um, so, It's, it's, they're polished and that's intentional because they are 529 00:35:52,000 --> 00:35:54,360 sharing these with potential employers. 530 00:35:54,930 --> 00:35:59,000 So many of our students, um, you know, rather than bringing the big 531 00:35:59,009 --> 00:36:02,919 giant portfolio, like I did when I was looking for my teaching position, um. 532 00:36:03,170 --> 00:36:06,900 They are putting, just bringing like a pamphlet or they're putting it on their 533 00:36:06,900 --> 00:36:09,990 resume, a QR code for their portfolio. 534 00:36:10,300 --> 00:36:15,069 And then right in an interview, it's, you know, they're pulling it up. 535 00:36:15,709 --> 00:36:16,870 Somebody can take their phone out. 536 00:36:17,159 --> 00:36:20,640 They can say, reference something that they know is on their portfolio 537 00:36:20,640 --> 00:36:22,219 in the middle of an interview. 538 00:36:22,450 --> 00:36:25,610 You know, if they're asked a question about classroom environment What 539 00:36:25,610 --> 00:36:29,340 kind of environment do you want to take, uh, create in your classroom? 540 00:36:29,680 --> 00:36:33,530 They can talk about that and say, I have an example on my portfolio 541 00:36:33,560 --> 00:36:35,440 in my classroom environment tab. 542 00:36:35,849 --> 00:36:39,720 Um, so it is very much a product portfolio right now. 543 00:36:40,450 --> 00:36:44,650 I would like to include, keep that because that is very useful 544 00:36:44,650 --> 00:36:46,640 for them in, in their job search. 545 00:36:46,710 --> 00:36:53,019 Um, but in also include as, as you're saying, this idea that like just 546 00:36:53,060 --> 00:36:58,020 being reflective and thinking about growth as a teacher, like we are 547 00:36:58,310 --> 00:37:00,940 in this field, lifelong learners. 548 00:37:00,970 --> 00:37:05,500 We need to be lifelong learners because the field is changing. 549 00:37:05,779 --> 00:37:09,779 The research is always giving us new information and guidance about what to do. 550 00:37:10,239 --> 00:37:12,180 Um, and, and. 551 00:37:12,515 --> 00:37:15,895 The needs of our students in our classrooms are always changing. 552 00:37:16,465 --> 00:37:22,365 So we need to constantly be learning and be reflective about our practice 553 00:37:22,704 --> 00:37:29,625 and be willing to kind of, um, think really critically, you know, whether 554 00:37:29,625 --> 00:37:32,871 you've been, whether you're a first grade, first year teacher, or you've 555 00:37:32,871 --> 00:37:37,435 been teaching for 20 years, really thinking critically about your practice. 556 00:37:37,885 --> 00:37:38,455 And. 557 00:37:38,815 --> 00:37:41,035 And where you can grow and learn. 558 00:37:41,085 --> 00:37:48,624 So I'd like to, as a next step, um, at some point, include a process 559 00:37:48,645 --> 00:37:55,905 component of that, uh, just showing how did they start and how have they 560 00:37:55,914 --> 00:38:00,495 grown that they can go back and see, oh, well, look where I was in my first 561 00:38:00,495 --> 00:38:06,135 field placement when, you know, we did a group lesson and I was nervous to 562 00:38:06,185 --> 00:38:11,430 even get up in front of the class and how far, how, how was I feeling then? 563 00:38:11,430 --> 00:38:13,920 Like, maybe it went really well and you have great pictures from it, 564 00:38:14,310 --> 00:38:16,110 but what was my reflection then? 565 00:38:16,110 --> 00:38:17,880 Like, how was I feeling about that? 566 00:38:17,880 --> 00:38:18,780 How did it go? 567 00:38:19,170 --> 00:38:25,430 Um, and I think that growth and knowing that that growth is not 568 00:38:25,435 --> 00:38:29,150 just a part of your pre-service teacher program, but a part of your. 569 00:38:29,930 --> 00:38:34,880 of your life, of your career as a teacher, um, is really important. 570 00:38:34,960 --> 00:38:37,820 So I think that's going to be one of my next steps for it. 571 00:38:38,970 --> 00:38:43,589 Here's a preview of what's coming up next in part two of my conversation 572 00:38:43,590 --> 00:38:47,959 with Janet VanLone, Assistant Professor in the Education Department and 573 00:38:47,959 --> 00:38:52,770 Co-director of the Center for Social Science Research at Bucknell University. 574 00:38:53,565 --> 00:38:58,945 I like what you said about, like, the messy moments kind of being, oftentimes 575 00:38:58,945 --> 00:39:05,555 being what gets us to where we are, um, but I think sometimes, you know, as I 576 00:39:05,565 --> 00:39:09,275 said, I'm working with undergraduate, traditionally undergraduate students 577 00:39:09,385 --> 00:39:17,785 who are, you know, 18 to 22 years old, give or take, um, and um, I, I think 578 00:39:17,795 --> 00:39:23,545 they sometimes come in with this idea that like they should, shouldn't have 579 00:39:23,545 --> 00:39:28,295 these messy moments that everything should just be, be just great, right? 580 00:39:28,585 --> 00:39:31,985 You know, not everything's going to go well all the time and that's okay. 581 00:39:31,985 --> 00:39:33,204 That's all part of the process.