OATE Newsletter
Volume 1 Issue 1 : May 2025
My name is Kaylee Riddell, and I’m currently placed in Medina City Schools at A.I. Root Middle. School in a 7th grade ELA classroom. My licensure area is in Middle Level Education, with my content areas being ELA and Social Studies for grades 4–9. I’ve been fortunate to have a very hands-on student teaching experience, with consistent opportunities for feedback and professional growth. The team of teachers I work with are collaborative, the administration is supportive, and the students are truly wonderful.
1. What has been the most rewarding part of your student teaching experience?
The most rewarding part of student teaching has been witnessing student growth—both academically and socially. Watching students gain confidence, take risks, and develop their own voices has been incredible. Building relationships with students and staff has also transformed the way I teach; those connections bring purpose and joy to every lesson and remind me why I chose this career in the first place.
2. What has been the most challenging moment, and how did you handle it?
One of the most challenging parts early on was classroom management and finding my “teacher voice”. Especially, coming in mid-year and learning names, personalities, and group dynamics all at once. Until I really got to know the students, it was tough to establish routines and rapport. With support from my mentor teacher, professors at the University of Akron, and peers in my colloquium, I picked up a lot of helpful strategies that allowed me to manage the classroom more confidently and effectively. It made all the difference.
3. How has your perception of teaching changed since you started?
My perception of teaching has definitely evolved. I’ve come to deeply appreciate the knowledge, skill, and experience that seasoned teachers bring to the table. It’s humbling to see how much they juggle and how much they adapt, day after day. I’ve learned that being a great teacher really is about being versatile, patient, reflective, and constantly willing to learn. I always knew that teaching would be hard work, but being “boots on the ground” has given me a much
clearer and deeper understanding of just how much heart and skill it takes.
4. Is there anything you wish you had known before starting your placement?
I wish I had known just how important it is to come in with an open mind and be ready to pivot; sometimes right in the middle of a lesson. What works for one class might not work for another, and being able to read the room and adapt quickly is key. Getting to know your students helps with this more than anything. I’d also tell new student teachers not to hesitate to lean on their mentor teachers or teammates. Ask questions. Borrow ideas. Teaching really is a team effort. You have to be willing to accept help and feedback.
My name is Benjamin Rogalski and I’m currently a student teacher at AI Root Middle. School in Medina, Ohio. Root is one of two middle schools in the Medina district, which makes it home to approximately 700 students! My area of licensure is Middle Level (4th-9th grade) ELA and Social Studies, and I’m currently placed in an 8th Grade Language Arts classroom! I’m responsible for teaching four classes, two of which are with gifted students. This means they’re recognized for “performing or showing potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment.” (Ohio Revised Code 3324.01) In total, I have eighty-three students I am responsible for. I’ve been extremely fortunate to have a strong support network between my mentor teacher, school administration, my professors, and the rest of the teaching staff at AI Root.
1. What has been the most rewarding part of your student teaching experience?
I know this is the typical response, but my first answer would absolutely be making connections with the students and faculty. In my eyes, there is nothing better than connecting with my students, and watching them grow, even if it’s only for a short 16 weeks! The bond I’ve made with my students is something I’ll always carry with me, and it’s going to be extremely hard to say goodbye to them on May 8th. I look forward to creating more meaningful relationships with my future students, wherever I may end up teaching!
2. What has been the most challenging moment, and how did you handle it?
The biggest challenge for me would have to be classroom management. I went into student teaching thinking it would come naturally, and that couldn’t be further from the truth. You hear all the time that you learn to manage your classroom through experience, which is true, but you still need to be explicit in finding what works for you. This is something I am still working towards now, as I’m sure many of my fellow rookie teachers are as well. To sum this up, I would say that handling classroom management is an ongoing task. No two classes are alike, (seriously!) and you need to know your students well to figure out what works best. Try different strategies until you find what works for your teaching style, ask your mentor teacher for advice, and adjust things as necessary!
3. How has your perception of teaching changed since you’ve started?
Growing up with a parent who was a teacher, I had some understanding of what being a teacher entails, but I’ve seen my perceptions change since teaching myself. On the outside, I thought I already knew the job: lesson plans, grading stacks of papers, and the regular parent-teacher conferences. Now with the roles being reversed, I can see the aspects I missed growing up… The hours spent aligning standards, designing accommodations, and modifying learning materials so that every unique learner has access to quality instruction all add up, and managing your time well is absolutely essential. Additionally, I can recognize how important it is for teachers to show up for their students. Being present in the halls, greeting students as they come in for the day, offering words of encouragement between class changes, and just being a smiling face has such a profound impact on how your kids perceive you, and their level of excitement for being there.
4. Is there anything you wish you had known before starting your placement?
For the most part, I feel like my Professors at the LJFF School of Education prepared me well for my placement, and imparted me with quality advice. Something that has really stuck with me throughout my student teaching is to treat your placement as if it were the longest job interview of your life. While I currently have no idea whether or not I will have the opportunity to interview for a position here at AI Root, keeping the mindset that this is a chance to get involved in the school community, volunteer your time, make connections, etc. has proved to be invaluable to developing as a teacher. Be ready to step out of your comfort zone! As educators, we have to adapt to the ever-changing environment of teaching.
Dr. Jeremy Brueck, Associate Professor, University of Mount Union
1. What core beliefs guide your approach to teacher education?
I believe that mistakes are central to the learning process. All learners—regardless of age or background—grow through the opportunity to make and reflect on their mistakes. This belief is particularly important when working with teacher candidates, many of whom have been academically successful and are used to focusing on grades. I strive to shift their mindset toward seeing mistakes as a "first attempt in learning," and to grow from each challenge they face. Providing timely, constructive feedback is critical—not just for learning content, but for building confidence and professionalism. Modeling this belief is essential. I aim to demonstrate acceptance, empathy, integrity, resilience, and determination in my own teaching. These traits help prepare future educators to create meaningful, inclusive learning environments and ease their transition from student to professional.
2. What has been one of your most significant challenges as a teacher educator, and how did you navigate it?
One of the most significant and ongoing challenges has been navigating the ever-changing legislative landscape in Ohio, especially since the onset of the COVID-19 pandemic. Adapting our teacher preparation program to meet evolving state requirements while ensuring that candidates receive high-quality training and licensure support has become increasingly complex. Additionally, we’re seeing a wider range of student backgrounds as candidates enter our program. Some arrive with College Credit Plus, Advanced Placement, or International Baccalaureate credits, allowing them to enter upper-level coursework earlier than ever. However, while they may have the academic credentials, many lack field experience and the maturity that traditionally comes with more time in college. This has contributed to an increase in dispositional issues both in the field and in our classrooms. Balancing the developmental needs of these increasingly younger candidates with the expectations of PK–12 schools remains a major challenge, alongside keeping pace with state and federal mandates. I continue to adapt by fostering close partnerships with field mentors and reinforcing core professional dispositions throughout our coursework and field experiences.
3. If you could redesign teacher education from the ground up, what would it look like?
If I had the opportunity to redesign teacher education, I would begin by rethinking the emphasis we place on traditional grading systems. Although we have made strides in using data to inform instruction and assessment, grades are still too often used as a form of punishment rather than as a tool to support mastery learning. I believe this mindset needs to shift. A redesigned model would place a much stronger emphasis on mentoring and apprenticeship. Practicing teachers are stretched thin, and our teacher candidates can be a valuable resource to PK–12 schools—if structured correctly. Expanding opportunities for co-teaching, job-embedded field experiences, and long-term clinical placements would better support both schools and future educators. Additionally, I would re-evaluate how we structure the 120-credit hour program. Finding the right balance between required coursework, clinical hours, and preparation for Ohio Assessments for Educators (OAE) is increasingly difficult. We must ensure candidates are prepared for licensure while also being ready to meet the day-to-day challenges of the classroom. A redesigned system would aim for more integration and flexibility, always prioritizing what’s best for PK–12 learners and the communities we serve.
There is a grassroots referendum effort underway to repeal SB 1. You can learn more about the process and volunteer by visiting the SB 1 Petition website.
On May 5th, Ohio Attorney General Dave Yost certified the initial petition, which allows the campaign to move forward with the process of collecting approximately 250,000 valid Ohio voter signatures by the law's effective date. If enough valid signatures are collected, the law will be stopped and voters will have the opportunity in the November 4, 2025 general election to either repeal or
July 14 & 15 – Akron, Ohio
2025 Ohio Teaching Financial Literacy Conference
Ohio’s Learning Standards for Financial Literacy for students in grades K-12 were adopted by the Ohio State Board of Education in February 2018. Ohio educators representing diverse content areas such as social studies, family and consumer science, mathematics and business education updated the high school financial literacy standards and expanded the financial literacy standards to include grades K-8.
Connect with K-16 educators across Ohio to share your expertise and learn from fellow educators in financial and economic education. Inspiring keynotes and featured speakers, vendors, and industry leaders will be on-site. 30+ unique breakout sessions all facilitated by experienced educators, in such topics as budgeting and money management, credit and debt, investment, and insurance and risk-management. Practical tips and standards-based resources will be offered. For more information contact Barker Center for Economic Education barkercenter@uakron.edu.
October 9-10 - Dublin, Ohio
"Forging Ahead"
Maintaining rigor and consistency amidst the changing landscape and legislation in Ohio teacher preparation.
The Ohio Confederation of Teacher Education Organizations (OCTEO) is a non-profit, state-wide umbrella organization that brings together five Ohio teacher education organizations at a spring and fall conference each year. The member organizations are:
Ohio Association of Teacher Educators (OATE) -
Ohio Association of Colleges for Teacher Education (OACTE)
Ohio Association of Private Colleges of Teacher Education (OAPCTE)
State University Education Deans (SUED)
Ohio Field Directors Forum (OFDF)
Ohio Council of Professors of Educational Administration (OCPEA)
