Mariel Melesio
Beyond the Cohort: Mariel Melesio
A proud graduate of the Science Master Teacher Leadership Academy, Mariel Melesio, now serves as an English Language Program Coordinator at Jordan Community School. She doesn’t just teach students to find their voice, she coaches teachers to hear it.
How has your experience coaching teachers differed from teaching students directly?
Coaching teachers requires a different kind of patience and courtesy than working with students. When you're in the classroom, students tend to trust and connect with you fairly quickly; respect comes more naturally. But with teachers, you really have to work for it. It's about listening intentionally, meeting them where they are, and taking the time to build a relationship so they feel open to learning from you. You have to earn that space.
Have there been any "aha" moments or wins you'd like to share?
Absolutely. The wins I've noticed most have come from teachers who are genuinely welcoming and open to growth. What's also been exciting to discover is that first-year teachers are hungry. They really crave guidance on how to improve. That eagerness makes the coaching work feel especially meaningful.
What have you learned about yourself through this shift in roles?
This transition has shown me just how deeply I love education — not just teaching, but the whole ecosystem of learning and supporting others. I've realized that I genuinely enjoy learning from people just as much as I enjoy supporting them. That's been a real gift.
What strategies have been most beneficial in supporting multilingual students?
One of the most impactful tools I've leaned into is AI. I've used it to differentiate lessons and assignments in order to align them to the WIDA Can Do Descriptors. It helps me tailor content to meet students exactly where they are in their English language development, whether that's in reading, writing, speaking, or listening.
Note: If you’re using AI, be sure to check for accuracy and biases before implementing.
Can you walk us through your responsibilities in your new role?
My work centers on progress monitoring multilingual students' English proficiency across all four domains. A big part of that is checking in with teachers to support them in differentiating their lessons so their multilingual students are truly included in instruction, to ensure they’re not just present, but participating. I also run Newcomer groups to front-load basic phonemic instruction for students who are brand-new to the language. And on the compliance side, I ensure we're meeting state requirements for progress monitoring through the ACCESS assessment.
Right now, I serve around three to four teachers at any given time. Building those relationships as a first-year in this role, in a new school, has been its own challenge, but I'm hopeful that as trust grows, I'll be able to expand that reach. Each week, I coach two teachers directly, facilitate school-wide professional learning, and lead grade-level meetings focused on the continuous growth of our students.
Beyond the Cohort: Mariel Melesio
A proud graduate of the Science Master Teacher Leadership Academy, Mariel Melesio, now serves as an English Language Program Coordinator at Jordan Community School. She doesn’t just teach students to find their voice, she coaches teachers to hear it.
How has your experience coaching teachers differed from teaching students directly?
Coaching teachers requires a different kind of patience and courtesy than working with students. When you're in the classroom, students tend to trust and connect with you fairly quickly; respect comes more naturally. But with teachers, you really have to work for it. It's about listening intentionally, meeting them where they are, and taking the time to build a relationship so they feel open to learning from you. You have to earn that space.
Have there been any "aha" moments or wins you'd like to share?
Absolutely. The wins I've noticed most have come from teachers who are genuinely welcoming and open to growth. What's also been exciting to discover is that first-year teachers are hungry. They really crave guidance on how to improve. That eagerness makes the coaching work feel especially meaningful.
What have you learned about yourself through this shift in roles?
This transition has shown me just how deeply I love education — not just teaching, but the whole ecosystem of learning and supporting others. I've realized that I genuinely enjoy learning from people just as much as I enjoy supporting them. That's been a real gift.
What strategies have been most beneficial in supporting multilingual students?
One of the most impactful tools I've leaned into is AI. I've used it to differentiate lessons and assignments in order to align them to the WIDA Can Do Descriptors. It helps me tailor content to meet students exactly where they are in their English language development, whether that's in reading, writing, speaking, or listening.
Note: If you’re using AI, be sure to check for accuracy and biases before implementing.
Can you walk us through your responsibilities in your new role?
My work centers on progress monitoring multilingual students' English proficiency across all four domains. A big part of that is checking in with teachers to support them in differentiating their lessons so their multilingual students are truly included in instruction, to ensure they’re not just present, but participating. I also run Newcomer groups to front-load basic phonemic instruction for students who are brand-new to the language. And on the compliance side, I ensure we're meeting state requirements for progress monitoring through the ACCESS assessment.
Right now, I serve around three to four teachers at any given time. Building those relationships as a first-year in this role, in a new school, has been its own challenge, but I'm hopeful that as trust grows, I'll be able to expand that reach. Each week, I coach two teachers directly, facilitate school-wide professional learning, and lead grade-level meetings focused on the continuous growth of our students.