Student Spotlight Chloe Hardesty

As someone who grew up in West Virginia and comes from a family of teachers, WVU felt like the perfect place to continue that legacy. I wanted a school that not only valued education but also understood the importance of community, and WVU offered both. The College of Applied Human Sciences stood out to me because of its strong emphasis on hands-on experience and its commitment to preparing future educators to make a real impact. I knew I would be supported, challenged, and surrounded by people who were just as passionate about teaching as I am.

Becoming a teacher has always been in my heart; I have wanted to become one for as long as I can remember. Growing up, I was always helping out in my mom’s classroom, and once I got to middle school, I started volunteering at her school whenever I was presented the opportunity. I have always felt excited when I help someone learn something. Those early experiences showed me how rewarding teaching can be, and from that point on, I never really considered doing anything else.

What separates WVU’s program from others is how much they prepare you for the real world of teaching. We are placed in classrooms at the beginning of our junior year and learn alongside experienced educators. We weren’t just reading about teaching in our classes, we got to experience it. Throughout my time here, I have learned that professors in the education department genuinely care about each student’s success and take the time to help each of us succeed.

I began my student teaching journey during my junior year by observing two different classrooms: one in the fall and another in the spring. These placements were in both lower and upper elementary grades, and through them I gained at least 170 hours of classroom experience. It was incredibly valuable because I got to compare different age groups and see firsthand the range of teaching styles and classroom management strategies. These observations helped me reflect on what grade levels I felt most connected to and gave me insight into what kind of teacher I want to be.

In my senior year, I entered Residency I and Residency II, where I completed a total of 750 hours of student teaching. One of the things I appreciated most was how we gradually phased into full-time teaching and then slowly phased out. That structure made the transition smoother not only for us as student teachers, but for the students. It allowed us to build strong relationships, take ownership of the classroom, and then leave in a way that felt thoughtful and natural. These hands-on experiences truly shaped my teaching philosophy, built my confidence, and confirmed that this is exactly what I’m meant to do.

My mentor teacher during both observation and residency was extremely influential for my experience. They really took me under their wing and treated me like a co-teacher from the beginning. They were patient, encouraging, and honest, which I believe helped me grow so much in confidence and skill. Watching the way they built relationships with students and handled each day with calm and purpose showed me the kind of teacher I want to be. Their guidance made a lasting impact on me both professionally and personally.

Take in everything you can and don’t be afraid to ask questions. The more you observe, try new things, and reflect on your experiences, the more confident you’ll become. Also, build strong relationships with your peers, professors, and mentor teachers. Those connections will support you every step of the way. And remember, it’s okay to not have everything figured out. Teaching is a journey, and every experience, even the tough ones, help you grow.

The moments that stand out most aren't tied to a classroom or an assignment, but are around the friendships I built within my cohort. We went through everything together: long nights of lesson planning, observations, and all the ups and downs in between. There were so many genuine moments of support, laughter, and encouragement that made this journey so much more meaningful. Whether we were studying, venting, or celebrating small wins, I always felt surrounded by people who truly understood and cared. Those relationships are something that I will carry with me long after graduation.

Juggling coursework, student teaching, a part-time job, and my social life was definitely a challenge. There were times when having so many different things going on at once felt very overwhelming. But during those times I was able to lean on the multitude of support systems that I was lucky enough to have – friends, family, other classmates, and even professors were there for me when I needed it most. Through these challenges, I continuously reminded myself of the impact that I want to make. I can say that organization, self-care, and passion got me through it.

Earning this degree means everything to my family and me. I am going to be a third-generation West Virginia teacher, and that's a legacy I hold very close to my heart. This degree is a symbol of hard work, perseverance, and a belief in the power of education. It is a proud moment for my family, and for me, the beginning of a journey that I have dreamed of for a long time.

After graduation, I will be pursuing a master’s degree in education with an emphasis in mathematics through algebra I while I work as an elementary school classroom teacher. I want to keep learning so I can be the best teacher possible and eventually shape the future of education here in West Virginia and beyond.

The sense of pride and community. Mountaineers look out for each other, and that feeling follows you everywhere you go. Whether it’s in a classroom, on campus, or out in the world – once you’re a Mountaineer, youx are part of something bigger. There’s just something special about WVU that sticks with you no matter where you go.