Teacher candidates and their vision for observable impact on their students

For a number of my teaching years, I have worked collaboratively with teacher candidates, and it is the hope that both of us collectively agree that there is a noticeable impact on our students. I recently attended Cale Birk’s three-part series on how we observe educators doing and demonstrating if they were effectively meeting the needs of all of their students.

My teacher candidate this year consistently coordinated his time and ideas with mine. He was always flexible, adaptable and respectful. He demonstrated a somewhat reflective practice in his performance. During our daily feedback sessions, he was able to look at the strengths and areas of improvement in his lessons. Teacher candidates must apply new ideas and suggestions to enhance their development as teachers and lifelong learners.

Across the first three weeks of the practicum, he developed a learning plan that somewhat demonstrated an inquiry-oriented teacher. His inquiry questions focus on a novel study, getting to know the students and how to meet their learning styles better, using technology in the classroom and exploring instructional strategies. In addition, a teacher candidate shares their learning plan before the teaching block, indicating a commitment to their growth as a developing teacher. Indeed, he did, and I offered suggestions along the way.

It takes practice and time to devote to the success of all students. I demonstrated accommodations and modifications to meet the needs of learners, recognizing the diversity and abilities within a class of 28 students of all students. The teacher candidate is sincerely devoted to the success of all students. It’s not an easy task to create an effective program and interactive activities to ensure the success of every student. It takes practice to be attentive to those who occasionally lose their focus. He encouraged risk-taking, asking questions and encouraging feedback while building on the existing classroom structures to maintain an inclusive learning environment for all. On his last day, we both celebrated the successes of all students.

Steve Bollar, in his “The Art of Relationships” chapter, for example, recalls how his art teacher nurtured his growth by providing a safe space in her classroom for him to work before the beginning of the school day. When he suggested “letting a few of my friends hang out in the morning with me,” the teacher readily agreed that “by the end of the school year, there was a sizable group of students hanging out in the art room before the school day began.” Hearing that story brought back memories of how teachers need to connect with their students to nurture their growth as lifelong learners.

Some examples of observable evidence that impacted my students included that he encourages students to develop and have confidence in their ability to think independently and with others. I promote voice and choice when producing a final product. Teachers must shift ownership to students. Using the KAHOOT learning tool, students could generate questions after they complete their novel study.