Dear PERB Panelists, I would like to begin by expressing my sincere appreciation for your time and presence today, and for the opportunity to share my student teaching experience from this past semester. My name is Quinn Weaver, and I am an elementary education major with a minor in special education. I began my journey at the University of New England as a nursing major, driven by a desire to support and care for young children facing illness. However, everything changed when I took EDU 110. In that classroom, I discovered something that truly clicked—I didn’t just want to help children heal; I wanted to help them grow, learn, and thrive every day. That experience led me to follow my passion and transition into elementary education, where I found my true calling. Although entering the field of education was initially challenging, it soon became something I looked forward to every day. I have had the opportunity to complete fieldwork in several schools, including C.K. Burns School, Biddeford Primary School, John F. Kennedy Elementary School, and the Young School, where I engaged in a variety of classroom experiences. During my junior year, I completed special education fieldwork at the Young School, where I quickly realized I had found a community where I truly belonged. I began working as a special education substitute and often found myself supporting students and teachers in a neighboring classroom. Through this experience, I started working closely with Keilly Lynch, who is now my cooperating teacher. I was deeply inspired by her teaching approach, which emphasizes strong student relationships—something I am very passionate about. Over time, I built meaningful connections with both students and staff at the Young School. I communicated with both the principal and Ms. Lynch about the possibility of student teaching there, and I was fortunate to return this year in that role. As the year progressed, I became increasingly comfortable and confident in my teaching each day. I have come to understand that teaching is about far more than delivering content; it is about supporting students throughout their individual journeys and forming meaningful relationships. Last year, I had the privilege of working with several refugee students from diverse backgrounds, an experience that deeply shaped my understanding of what school can truly mean for a child. I came to realize that, for many students, school is more than a place of learning—it is a place of stability, safety, and belonging. This year, I have continued working with students who have experienced trauma, whether in their home lives or in their countries of origin. These experiences have strengthened my commitment to creating a classroom environment where every child feels seen, supported, and valued. By intentionally meeting students’ emotional and mental needs, I have been able to build meaningful relationships that serve as the foundation for both learning and growth. Through this work, I have not only supported my students more effectively, but I have also grown as an educator—strengthening my instructional practices and developing a classroom community rooted in trust, empathy, and resilience.
