Teacher Candidate Needs

Teacher Roles

Student teacher will initially have a very limited idea of the variety of roles that a teacher has to play. The link here will introduce them to the wide array of roles that teachers’ find themselves in. See more on roles

Self Care

Teachers are expected to be all things for everyone, sometimes 24/7. This is a great idea, but obviously impossible. Student teachers will quickly find out how overwhelming the job can be. Thus they need to understand that while there will be extremely busy times, they need to make sure they take care of themselves.
Physical, intellectual, mental, and spiritual health matter and sometimes you have to stay home when you are sick. The students will survive your absence (disappointing as that may be). They need to develop good habits to ensure they take care of themselves so they are able to do their best while working with students. See more on self-care.

Self awareness and Goal Setting

(Take a quick survey)

Student teachers (and perhaps most teachers) have trouble identifying their strengths and weaknesses. As a result it is hard to set goals. The link here will give them a chance to view some possible goals and perhaps rank some priorities for themselves. See more about gola setting.

Self Analysis

John Hattie in the Visible Learning Project researched the effectiveness of many educational ideas and reforms. From the research he proposes these critical questions for teachers. Possibly consider these in your self-analysis if they fit:

Who did you teach well, who not so well?
What did you teach well, not so well?
Where are the gaps, where are the strengths, what was achieved, and what has still to be achieved?
How do we develop a common conception of progress with the students and with all the teachers in our school?

Taking initiative

A critical piece of becoming a teacher is taking initiative - even of your own supervision process. A difficult part of this is figuring out where you are comfortable and where you really want to improve. This is aided by going through the self-awareness part. This will open up possibilities. We recommend that the observation process begin with something with which the student teacher is comfortable.
However, the student teacher still must take initiative for the supervision process. This is the first step in developing teachers who take charge of improving their own practice even when they are not being formally evaluated. As a student teacher you will learn that getting good data to reflect on does not have to be intimidating and can in fact be inspiring.


This section opens the door to the assessment and planning process. We begin with assessment as this often helps clarify which direction the plan should head. What are the expectations for the lesson or activity and how do you know you’ve accomplished that? See more on assessment.


Explore the various communities associated with the school: staff, parent groups, the neighbourhood (housing, stores, businesses), politicians. The better you know these the better you will inderstand why things happen (well, maybe).