“I can observe [my mentor] all day, but I won't know why
she's making the decision she's making… having this intentional time to talk to her opens the door to me learning, ‘Why did you do it this way?’” [Teacher Candidate]

“​I had never thought about a classroom in this way before… As teachers [we] can be so focused on, like the content and curriculum specifically. So it was eye opening for sure to look at how kids are being treated...and how power is being used in the classroom. I mean, you don't think about these things normally.” [Teacher Candidate ACT I]

“[ACT II] was also useful to learn [my MT]'s questioning strategies. If you're separated, you're not necessarily listening to your cooperating teacher working with the students one-on-one. You're usually just hearing the questions she'll ask to people in front of the whole group. And so, I think that's also a useful part of it is learning questioning strategies, which is something maybe you don't always have the opportunity to learn.” [Teacher Candidate]

“I felt like [ACT II] allows us to, kind of like get a sense of the student's perspective, student thoughts. Rather than [my MT sharing] what he learned from that student later at the end of the day. So, I felt like [ACT II] kind of allowed us the opportunity to both be there and see firsthand what the student said” [Teacher Candidate]

“Every time we use [ACT I], we're like, ‘Oh, that was so useful.’... I think, like, naturally when you're working with another teacher, we talk about the content or about the students, or like, how did that overall feel? But when it has the focus of equity, like, which students did we talk to? Which assumptions did we have? And how did we move forward from those assumptions to have a more equitable lens to think of how we interact with our students?” [Mentor Teacher, ACT I]

“[ACT I] kind of reminds you that you can't just rest on your laurels and just rely on those six students that are hand raisers. There's other voices that you have to center in the conversation” [Mentor Teacher]

“I had to make myself focus on the equity piece versus just the math. And so when we would huddle, you know, like it was great, because [my teacher candidate] would always bring me back to that question, to whatever question we were focusing on that day.” [Mentor Teacher, ACT I]

“I think there's things that [my TC] notices that I may not notice. And so, like, when we do come back together and talk about things, I'm like, ‘Oh, I didn't know that.’ And so I'm learning some of that information and then, and also seeing how she interacts with the students differently too” [Mentor Teacher]