Exploring Novice Teacher Advocacy: A Self-Study Examining Implementation of Equitable Practices

• In Event: Enacting Professional Learning Alongside Practicing Teachers

Abstract

Novice teachers require explicit teaching and mentoring to develop skills, dispositions, and agency to become effective advocates, yet many teacher education programs lack a direct approach to teaching advocacy. Without this skill-set, teachers perpetuate the status quo by not reflecting upon and challenging structural norms. In this self-study, I draw upon poststructural feminist and complexity frameworks to address the gap in preparation programs and early career experiences. Critical incidents culled from my novice teaching, related to navigating professional responsibilities, such as Individualized Education Program (IEP) meetings, for multiply marginalized students with special needs, provide the basis for data and analysis. Strong reflective practices within a novice teacher’s early career can result in effective and long-lasting advocacy for students and families.

Author

• Meredith Valentine, Montclair State University