Student Profile

My name is Angelita Cuevas Rodriguez, and I am an ESOL (English to Speakers of Other Languages) teacher with Fulton County Schools in Georgia.

I earned my Bachelor’s degree in Elementary Education from Ateneo de Zamboanga University, a Jesuit institution in the Philippines. I initially specialized in General Science before transitioning to English as a Second Language. I later pursued graduate studies at Cebu Normal University, which I paused after receiving an opportunity to teach ESL in China. After several years of international teaching experience, I returned to graduate studies in the United States and recently completed my Master’s degree in English as a Second Language at the American College of Education.

I have over 10 years of experience teaching English to multilingual learners across diverse cultural and academic settings, including students from Germany, Japan, China, South Korea, France, Jordan, and the Philippines. I am currently in my third year of teaching kindergarten through fifth grade in the United States. Through this experience, I recognized the importance of continually strengthening my instructional practices to better support diverse English language learners. My graduate coursework provided research-based strategies and instructional frameworks that have deepened my ability to design culturally responsive and effective learning experiences.

I am committed to lifelong learning and to continuously improving my instructional practice. My goal is to design engaging, differentiated learning experiences that meet the individual needs of my students. I strive to connect instruction to real-life applications so students can develop meaningful and transferable language skills. I am also dedicated to supporting students in becoming confident English communicators while respecting and valuing their home languages as part of their identity.

A key professional goal of mine is to strengthen collaboration with colleagues and to design effective cooperative learning experiences for students. I believe English learners benefit significantly from structured collaboration and peer interaction. I regularly use authentic assessments and student data to guide instruction. During professional learning community meetings, I share student progress and work samples, collaborate on unit planning, and help design common assessments and targeted interventions for students who need additional support.

My long-term goal is to become more active in educational research and to apply evidence-based practices in my classroom. I am particularly interested in conducting action research to identify instructional strategies that most effectively support English language acquisition and academic growth. I intend to share findings with colleagues to contribute to school-wide improvement efforts. To achieve this, I continue to engage with educational research and strengthen my understanding of research methodologies.

Ultimately, my teaching philosophy is grounded in the belief that every child is capable of achieving high levels of success when provided with appropriate support, meaningful instruction, and equitable learning opportunities aligned to their academic and language needs.