Gabrielle Szmidt 
511 Higuera Drive 
Oxnard, CA 93030 
(707) 320-3574 
gabrielleszmidt@gmail.com 
  Linkedin.com/in/GabrielleSz
midt-A31832151 

EXPERIENCE  Objective 
 
Ventura Unified School District, V
​ entura — 
Substitute Teacher  To create an innovative, 
creative, and empathetic 
September 2018 - Present 
community within my 
Delivered lesson plans provided by absent teacher. 
classroom 

Pleasant Valley Unified School District, C

​ amarillo —  
Substitute Teacher  Skills 
September 2018 - Present 
Attentive English Language 
Delivered lesson plans provided by absent teacher.  Arts High School Teacher with 
excellent communication 
Thrive Public High School, ​San Diego​ —
​ ​Student Teacher  skills. Uses creativity and 
January 2018 - June 2018  relatability to capture 
Created lesson plans, took control of two ninth grade English classes,  student’s attention. 
planned projects, lead financial literacy class, lead yearbook class and  Enthusiastic about all things 
published school’s first yearbook.  English and wishes to expand 
student’s interest in English 
and Language Arts. Creates 

EDUCATION  lesson plans, units, and 

projects that will get students 

University of San Diego, ​San Diego — ​Master’s of Education  excited about learning​.  

July 2017 - August 2018 

Obtained Master’s Degree and Single Subject Credential in English 

Language Arts. Traveled to Ireland to learn about their education systems. 
Participated in curriculum design class. 

Humboldt State University, ​Arcata — ​Bachelor’s of Arts 

August 2015 - May 2017 

Obtained Bachelor’s of Arts in English with a creative writing emphasis. 

Worked as part of the Toyon Literary Magazine staff 2016 - 2017. 

Napa New Technology High School, N

​ apa— ​High School 
Diploma 
August 2008 - June 2012 

 
 PROJECTS 

Engagement Through Relatability and Contextualization ​— 

Action Research 

This action research project aims to seek solutions to whether or not 

student engagement is supported through using relatable content and 
context. This research took place in a ninth-grade English classroom at a 
public charter school. A needs assessment was conducted, and it was 
determined that student engagement was low. In one cycle, lesson plans 
were implemented to test what types of relatable content would be most 
effective, and in the second cycle, lesson plans were implemented that 
used the content and context the students found the most relatable. 
Findings suggest that relatability and contextualization support with the 
overall engagement in the student behavior, and the unintended support 
of group collaboration. 

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