For Nicole Tsitsopoulos, teaching is about more than curriculum or lesson plans. It is about building community and creating spaces where students feel welcome and safe. This is true for her high school students, as well as the future educators she hosts in her classroom as an Associate Teacher (AT). Nicole started teaching in 2019 and is now in her fourth year as an Associate Teacher (AT).
Nicole’s journey to teaching began with a wide range of interests and influential mentors who helped shape her path. She completed concurrent education at Brock University in chemistry and mathematics, and since graduating, she’s continued her education with AQ courses at Queen’s (Honours Specialist in Chemistry). Yet, her earliest inspiration to teach wasn’t from the scientific world, but from music.
“When I was in middle school, I had a really influential music teacher,” Nicole explains. “He kept telling me, ‘You should really become a music teacher later.’” That encouragement led her to attend an arts-focused high school, where she initially imagined a future teaching music.
Through her high school experience, Nicole found herself drawn to math and science. Exceptional teachers in those subjects sparked a genuine love for learning and problem-solving. “I honestly had the best experience in math and science,” she says. “Those teachers were extremely influential.” Long before entering a teacher education program, Nicole was already teaching, tutoring friends, running lunch-hour help sessions, and discovering the satisfaction that comes from helping others learn.
Nicole’s decision to become an AT was shaped by her own experiences as a teacher candidate. During her practicum placements, she encountered both outstanding mentorship and challenges—experiences that clarified the kind of educator and mentor she wanted to become.
Her first practicum placement set a high standard. “My Associate Teacher was excellent,” Nicole recalls. “They modelled best practices, gave me really insightful, structured feedback, and genuinely fostered my success.” That experience also revealed a deeper truth about the profession. “Teaching isn’t just about curriculum expectations,” she says. “You don’t truly understand what that means until you’re responsible for 90 students.”
As an AT, Nicole’s mentorship philosophy is centred on openness, collaboration, and building a welcoming environment where teacher candidates feel safe to take risks, reflect on their practice, and grow into confident educators. This philosophy has remained constant, yet her understanding of the role has deepened over time. Early on, Nicole viewed herself primarily as the one imparting knowledge. Four years later, she sees mentorship as a truly reciprocal process. “I learn as much from my student teachers as they learn from me,” she reflects. “They bring fresh eyes to my lessons and often introduce new technology or strategies that push me to keep growing.”
For Nicole, hosting teacher candidates has become one of the most meaningful forms of professional development. Hosting teacher candidates keeps her on her toes. “They’ll ask why I teach something a certain way or why I assess a test the way I do,” she explains. “That forces me to reflect on my practice and make sure I’m continually improving.”
In her current position as department head at West Hill Collegiate Institute in the Toronto District School Board, Nicole regularly hosts teacher candidates, and her students are well accustomed to sharing their classroom with future educators. “Students absolutely love the extra support,” she explains. “There’s more individualized help, especially during math practice time.” In Grade 12 classes, teacher candidates also offer a current, relatable perspective on postsecondary education. “They can talk about university life in a way I can’t anymore,” Nicole notes. “That connection really resonates with students.”
One of Nicole’s meaningful experiences as an AT came from a Queen’s teacher candidate, Melody Li. Noticing the “Happy Wall” Nicole had created in her classroom, Melody asked if she could contribute to the space. “She added origami birds that she made with my students, window art constellations with paper stars, and a sunrise display,” Nicole recalls. The project gave students an unexpected creative outlet. “It had nothing to do with math,” she says, “but everything to do with wellness and community.” Students loved being involved in creating the displays, and the impact was immediate. “It gave them a way to decompress and feel connected to the space,” Nicole explains. “It was incredible to see how much a teacher candidate could positively shape my classroom.”
After completing her program at Queen’s, Melody joined West Hill as a teacher and the two now work together as colleagues.
Nicole is a vocal advocate for hosting teacher candidates. “I run around the building telling my colleagues, ‘Take a student teacher—you won’t regret it,’” she says. While acknowledging the added responsibility, she emphasizes that the benefits far outweigh the challenges.
If you are a teacher in our catchment area and are interested in hosting a Queen’s teacher candidate, please contact our practicum office. Each partner district school board has its own process, and we are happy to help you figure out how to become an AT in your district.