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How to Help Students Recognize and Develop Their Talents

Our first responsibility as educators is to ensure that students develop the broad base of knowledge and the skillset necessary to prepare them for life after they leave formal education. While this challenge is, of course, worthy of our time and attention, there is also a second challenge to which educators need to attend: to scout, find, and develop students’ special interests, aptitudes, and talents.

Gaining skills and a broad understanding across the general curriculum provides students with important preparation for life. However, when we find and tap students’ special gifts and interests, we open the door for them to move beyond compliance with what is expected of them and to pursue a deeper learning experience featuring a sense of purpose, persistence, and commitment that drives their learning.

A first step in discovering a student’s special gifts and talents is to simply be aware of the student's potential and look for these gifts and talents. When we believe every student has talent—even though it may be hidden or undiscovered—our relationships with them shift. We pay attention to signs and signals in students’ words and behaviors that might be evidence of academic, artistic, physical, creative, or leadership talent. We see flashes of creativity, a facility for problem-solving, or a spirit of compassion and empathy as potential evidence of a latent talent to be developed.

While we want all students to grow and progress across a broad array of areas, talent cultivation focuses on an area or areas in which a student might continue to grow in depth and at a rate that exceeds what might be envisioned or expected in the general education context. Often, these specific areas of interest can lead to focused career exploration and help the student make decisions that chart a course for their future.

Of course, uncovering areas of potential interest and talent is only the first step. Our most impactful work lies in cultivating the potential students possess. We can begin by helping students to be aware of what excites them, comes easily for them, or attracts their energy. However, we need to be careful to nurture what the student finds interesting or is passionate about, not what we believe should drive them.

We also need to define talent broadly. Academic, artistic, physical, creative, and leadership talent are commonly noticed, but we might also include empathy, compassion, persistence, and problem-solving in our definition of talent. Many emerging careers and employment options depend on talents that have not traditionally been recognized and celebrated.

Further, we can think of talent development as a continuum. A student may not demonstrate a high level of accomplishment now, but their talent can grow and become increasingly apparent and valuable over time. Talent rarely comes fully developed. Time, practice, commitment, and support are crucial elements for moving toward full development.

We can match growth opportunities with practice and exploration. Students need opportunities to practice and develop new skills. Depending on their ages, we might identify and encourage students to engage in internships, apprenticeships, and other related experiences to grow their talent and skills.

We need to treat mistakes and setbacks as learning opportunities. Students can easily become discouraged when they attempt a difficult task or a challenge and are not immediately successful. We need to help them see less-than-successful attempts as important opportunities for learning rather than evidence of inadequacy or reasons to give up.

We can give students choices and space to develop. Students grow and develop at their own pace. They also need to feel ownership for the path they are pursuing. We may need to step back and give students opportunities to try and fail and make choices about the path that is best for them. In the end, students need to feel ownership and commitment on their own terms, not in response to our and others’ expectations.

Finally, we can allow students to see us stretch and grow. We can be useful models for students when we take risks and continue to grow our skills. When students see us stretching, making mistakes, and learning from our experiences, they can feel freer to try difficult tasks and take on significant challenges without expecting perfection.

Helping students build the knowledge and skills contained in the curriculum can often be a challenge. Students may struggle to see relevance and perceive learning as a compliance activity. When students find areas of special interest and uncover their unique talents, they’re more likely to persist in the face of challenges and commit to their learning path. Our job is to notice, nurture, and nudge.

Visit our Paraeducator Career and Technical Education Pathway page to see how this program for high school students aligns with your school’s Grow-Your-Own program!

April 09, 2026

Ten Signs a Current Student May Be a Future Teacher

It is a fact that tomorrow’s teachers are in today’s classrooms—and those among our students who will become educators likely do not even know it yet! They may not have considered teaching as a future path, or they may have even been discouraged from considering teaching as a career.

Yet there are students in our classrooms who likely demonstrate behaviors and characteristics that make them natural teachers. With encouragement, mentoring, and relevant experiences, they may grow an interest that leads them to choose teaching as a career and commit to a lifelong pursuit of making a difference in the lives of children and young people.

Of course, many of the behaviors that align with teaching can lead to other professions as well. However, we can expose and encourage students to consider the possibility that they might become teachers. We can help them to see themselves as someone who can have a profound impact on the lives of learners, who can stimulate curiosity, share useful knowledge, build important skills, and prepare students to become successful adults and good people.

So, what might we see and hear from students that suggest they have a latent or potential interest in teaching, and that they would find a good fit with teaching? Here are ten of the most common signs:

They are quick to explain ideas and routines to classmates. They are attentive to processes and procedures and they are comfortable translating for others—even without being asked or directed.
They volunteer to assist classmates who struggle. They are patient, empathetic, and understanding of the struggles other students may face.
They ask big picture questions. They want to know how things work. They are likely to be interested in how learning happens. They may inquire why we chose one approach or response over another.
They are quick to take a leadership role during group work. They may focus on ensuring that everyone is included and participates. They work to ensure that the group accomplishes its assigned task.
They pay attention to how lessons are designed and delivered. They may ask about teaching strategies and why certain approaches work better than others. At times, they may even offer suggestions and options for improvement.
They are attentive to classroom dynamics. They often are sensitive to the energy and mood in the room. They notice when some students do not participate or are confused or frustrated. They may even take steps to lower frustration and reduce conflict or come to their teacher’s defense when other students are being unkind to them.
They are quick to volunteer for classroom tasks. These are the students who look forward to opportunities such as distributing materials, setting up activities, and arranging space.
They can be counted on to help when a substitute teacher is struggling. Their grasp of how things are supposed to work and the expectations we hold are ready to be shared.
When given the opportunity to teach a lesson or present on a topic, they show promise. They may not be among the first to volunteer, but their natural teaching behaviors and skills come through.
They may ask about our experience. They may inquire about what led us to teach. They might ask us questions such as what teaching is like and what we like about teaching.

Of course, few students will demonstrate all or even most of these behaviors and characteristics. However, the more evidence we see, the more likely a student is to have a natural inclination to teach. We can also remind ourselves that future teachers do not have to be academically top-achieving students. Intellectual curiosity and capacity are important, but teaching success is also dependent on caring, connecting, and making an impact.

February 19, 2026

The Secret to Finding and Retaining High-Quality Teachers

Are you wondering where you will find the next generation of teachers for your school? You might find yourself searching far and wide to recruit and hire… but the good news is that reality is much simpler. Many of the teachers who will work in your school in the future are sitting in your classrooms today.

Consider the following:

More than 60% of teachers work in the same state where they grew up.
More than half of early-career teachers work within 15 miles of where they grew up.
More than 75% work within 40 miles of their childhood home.
Approximately 75% of teacher applications are for jobs within 150 miles of their current residence.
Teachers who work close to home tend to stay in the profession longer.

The implications of this information are both important and useful. First, the quality of the learning experiences that students who will be future teachers have today will likely carry into their expectations and performance in the future. Ensuring high-quality learning today can increase the quality of tomorrow’s teachers.

Second, students who later become teachers often form interests and aspirations well before entering college. Early exposure to teaching opportunities and exploration of what a career in teaching can offer can increase the likelihood that today’s students will choose an educational professional.

Third, because we have access to them now, we can encourage students who may have an interest in teaching and support them in exploring what teaching is like, including the wide variety of roles teachers play in schools. This opportunity can also make our school a location of first choice.

Fourth, students who see themselves in the role of a teacher are more likely to choose to teach. Giving students practical, hands-on experiences (such as having them plan and lead a lesson as part of a project-based learning activity) can help them to see the possibilities for themselves.

Fifth, we can structure formal experiences through career pathway programs, internships, and apprenticeships to increase the knowledge and confidence students bring to their career decisions. Importantly, these programs are most effective when formal, skills-based learning opportunities are integrated in these experiences.

Sixth, when students have developed teaching-related experiences, skills, knowledge, and confidence, they are likely to find greater success in post-secondary programs and be better prepared for the reality and rewards of teaching when they enter the profession.

Finding and hiring teachers to serve our students is challenging. However, with long-term planning and investment in today’s students, we can increase our potential to hire teachers who understand our community and students, are well-prepared to enter the profession, and who will stay longer.

Visit our Paraeducator Career and Technical Education Pathway page to see how this program for high school students aligns with your school’s Grow-Your-Own program!

References:

Blaushild, N. L., Mackevicius, C., & Wigger, C. (2023). Investigating the “draw of home” and

teachers’ career decisions. EdWorkingPaper No. 23-826, Annenberg Brown University. https://doi.org/10.26300/rcph-kq59

Edwards, W., Kirksey, J. J., Burden, K. Q. L., & Miller, A. (2024). Teaching close to home:

Exploring new teachers' geographic employment patterns and retention outcomes. Teaching and Teacher Education, 145. https://doi.org/10.1016/j.tate.2024.104606

February 05, 2026

Why Encourage Young People to Become Teachers?

These are tough times to be an educator. In fact, a considerable number of current educators indicate they would make a different career choice if making the decision today. Unfortunately, many educators wouldn’t recommend that young people, including their own children, become teachers. Not surprisingly, enrollment in teacher preparation programs has plummeted.

These sentiments are understandable given current conditions. However, when we step back and consider the significance of education to our society and the importance of learning to future generations, the matter takes on a distinctive character. We cannot afford to take a narrow, temporal view without considering the broader context and long-term implications of less-than-quality learning opportunities for our children and young people. We need to encourage our best and brightest young people to consider education as their mission.

Let’s consider two of the most obvious reasons to encourage young people to consider education as a career. First, our children deserve to learn from great teachers. It is true that learning is an autonomous process. However, learning is heavily influenced by the conditions and support under which it occurs. Great teachers expose, inspire, nudge, and guide learners in ways that make learning richer, deeper, and more profound.

Second, our collective future depends on each generation being well-educated and ready to contribute to the success and well-being of our society. Without bright, dedicated, and skilled teachers, we risk the future upon which we all depend. We need young people to take up the challenge of preparing the next generation. Compromising the learning of a single generation can compromise our societal and economic success for decades.

The context within which education finds itself today also is changing and presents myriad opportunities to make a difference. Here are three more reasons we can share to encourage young people to consider a career in education.

Third, we need intelligent, courageous, idealistic educators to advocate for the supports and opportunities that todays and tomorrow’s learners deserve. These are challenging times. The education profession does not currently receive the respect it deserves. Yet, the best hopes for the future, our learners, and the profession lie in the committed advocacy of skilled and courageous educators on behalf of the students whose future they are helping to shape. Changes in society, technology, and the workplace demand that future generations be well-prepared to participate and succeed. This reality represents an opportunity to change the perception and shape of the education profession.

Fourth, opportunities to make changes are greatest during times of disruption. We are living through some of the most disrupted times in memory. There is consensus that education needs to change. Teachers entering the field in the next several years will have more opportunities to shape their practice and profession than any time in recent history.

Fifth, the ability to help others learn will increasingly become a highly respected and well-compensated skill. It is true that teaching in the traditional model is not held in high regard by much of society. However, the ability to help others learn through design, technology, coaching, targeted instruction, and other means promises to grow in perceived value and demand. Learning is increasingly central to success in almost every profession. Those who have the expertise to stimulate and support learning will be afforded a wide range of practice and professional options and opportunities.

In short, our nation needs bright, committed, talented young people to take up the challenge of educating the next generations of citizens. Our future depends on it. We cannot afford to be short-sighted or timid in the face of the challenges before us. We need to encourage young people to consider education and support them in their choice.

November 08, 2022