Hi, I’m Jess Cristiano.
I’m a lifelong learner, a community-rooted educator, and someone who has never lost sight of what it means to be human first.
For over a decade, I’ve worked in schools, refugee shelters, nonprofit programs, and mentoring spaces across Western New York—always alongside young people from richly diverse and multilingual backgrounds. My journey into teaching didn’t begin in a traditional classroom; it began in spaces where language was survival, healing was daily work, and relationships were everything. I’ve written grants to keep youth programs afloat, coached kids in sports, and managed trauma-informed programming for asylum-seeking children. Along the way, I earned a Master’s in Education from Niagara University and dual certification in TESOL and English Language Arts.
What drives me is connection. The work I do is grounded in empathy, curiosity, and the belief that every student brings brilliance to the table. I believe school should be a place where students feel seen, supported, and empowered to use their voices—and that means creating a classroom environment that’s as emotionally safe as it is intellectually challenging.
Teaching, to me, is not just a profession—it’s a promise. A promise to keep learning, keep listening, and keep building spaces where every student can thrive.
ABOUT ME
ABOUT ME
Teaching Approach
I teach with both structure and soul.
My approach to teaching English as a New Language (ENL) blends evidence-based strategy with human-centered care. I lean into my training in trauma-informed education and cultural competency, using these tools to scaffold not just language learning, but also identity, agency, and belonging. Every lesson I plan is designed with multiple entry points—visual supports, vocabulary anchors, peer collaboration, and student voice—because I believe multilingual learners deserve access to the same depth of content as their peers.
I also recognize that language acquisition is not linear. It’s emotional. It’s relational. It unfolds through trust. That’s why my classroom is built on connection and respect. I actively engage with students’ stories, their lived experiences, and their home languages as assets, not obstacles. I use formative assessments to guide instruction, and I reflect daily—asking, What worked? What didn’t? Who still needs a bridge, and how can I build it?
I am flexible, collaborative, and always willing to adapt in real time. Whether I’m co-teaching with content area educators, working in small ENL groups, or pushing into general ed classrooms, my goal is the same: create language-rich, emotionally safe learning environments where every student feels capable, confident, and seen.