Professional Refrences
My references include Dr. Timothy Martin, Postdoctoral Fellow at Simon Fraser University and Contract Faculty at York University, who recognized my academic excellence, creativity, and meaningful contributions in the field of education. I am also honoured to be supported by Cosmo Femia, Department Head of Religious Studies/Chaplain at Loretto Abbey Catholic Secondary School and Executive Member of Centro Scuola e Cultura Italiana, who has witnessed my dedication, professionalism, and growth as an educator within a diverse and community-focused learning environment.
My resume reflects my growth as an educator committed to creating inclusive, engaging, and student-centered learning environments. Through my work with the Toronto Catholic School Board, York Catholic District School Board, Centro Scuola e Cultura Italiana, and the City of Vaughan, I have built a strong foundation in classroom management, differentiated instruction, and supporting diverse learners.
My experiences across schools, tutoring, and community programs have shaped my focus on building student confidence, fostering belonging, and creating equitable learning spaces. Guided by my Catholic faith, I am also committed to service, which is reflected in my ongoing involvement within my church community. Overall, my work reflects a dedication to supporting every student with empathy, purpose, and a belief in their ability to succeed.
Teaching Resume
Words from my MT
Adrianna successfully created a safe space for students to engage in class discussion. Students with special learning needs were included and guided appropriately. Materials for the lesson were prepared well before delivery and were organized in a logical and physically accessible way. The resources used were detailed, appropriate and engaging. Rationale for the lesson was appropriate and effective, dividing up students for the small group activity in an equitable manner.
Adrianna was well prepared for the lesson and was able to deliver the learning goals well to all students. Instructions were clearly given, and Adrianna was able to answer students’ questions clearly and effectively.
Adrianna was able to access prior learning by engaging students in a “mastering short answers” workshop. The lesson aligns closely with the specific expectations for reading and literature studies, focusing on key skills such as comprehension strategies, text analysis, and making connections between the text and personal experiences. Adrianna’s use of various reading strategies, such as guided reading and group discussions, shows that she is effectively applying these strategies to meet the curriculum's goals. Additionally, her focus on students' ability to analyze themes, identify perspectives, and make inferences was significant in maintaining students’ attention throughout the lesson.
In Adrianna’s lesson, learning engagement was sustained through clear conceptual links between Indian Horse and students' personal experiences, making the material relevant. The lesson's timing was well-managed, with appropriate segments for each activity, and smooth transitions kept students focused. Effective classroom management ensured students remained on task throughout. For the closing, Adrianna monitored time to allow for reflection and identified emerging themes in student responses, adjusting her approach as needed. The assessment of learning was conceptually aligned with the learning goals, as comprehension questions and
discussions focused on key themes in the novel. The assessment protocol was clear, with students knowing the success criteria and how to structure their responses. Using class discussions, Adrianna provided timely, transparent feedback, ensuring the assessment process was both formative and reflective.
In turn, student talk was actively encouraged through group discussions, paired work, and opportunities for independent reflection. Adrianna provided students with time to engage in thoughtful conversation, ensuring they had a chance to verbalize their ideas and make connections to their own experiences. She valued and fostered student input by actively listening, responding to their contributions, and facilitating a dialogue that respected each student's voice and perspective. This dialogue helped build a classroom culture where students felt comfortable sharing and exploring ideas, enriching the learning experience for everyone.
Words from my Students