Welcome to my digital teaching portfolio

I invite you to review my teaching philosophy, content and experience.

Teaching Background

History

With over 7 years of experience in education, I have had the privilege of working in both general and special education settings. My journey began as a classroom teacher in inclusive environments, where I developed a passion for differentiated instruction and meeting diverse learners' needs. I’ve since specialized in supporting students with IEPs, honing my skills in literacy intervention, behavior management, and collaborative teaching. Dedicated to fostering equitable learning environments, I focus on empowering students by building on their strengths and promoting lifelong learning habits.

Approach

As an ELA teacher, I believe that literacy is the foundation for personal growth, critical thinking, and active participation in the world. My goal is to create a classroom environment where students feel empowered to explore diverse perspectives, express themselves thoughtfully, and engage meaningfully with texts. I prioritize fostering a love of reading and writing by offering choice, connecting literature to students' lives, and encouraging inquiry-driven discussions. Through differentiated instruction and a focus on equity, I strive to meet the diverse needs of all learners, helping them build the skills and confidence necessary to succeed both in and beyond the classroom.

  • NWEA-certified Critical Friends Group Coach

  • College Level Teaching Experience

  • NWEA MAP Reading Fluency Training

Testimonials and Professional Endorsements

"What truly stands out about Nina is her unwavering commitment to making reading a priority in her classroom. She doesn’t just teach reading as a skill; she makes it enjoyable and accessible to all students. "

Shana Chilton, Bert Corona Charter High School Reading Specialist

"Ms. Eganova was able to create an enriching, learning environment that promoted the success of al students. Her instruction, which focused on standards-based objectives, prioritized critical thinking, and the application of content to real-world issues."

Elizabeth Vigil, Rosemont High School Principal

Philosophy of Education

  • “Every single one of you has something that you're good at. Every single one of you has something to offer. And you have a responsibility to yourself to discover what that is. That's the opportunity an education can provide." Barack Obama

    My philosophy is based on the solid premise that education enriches people’s understanding of themselves and their place in society. Education embodies the very essence of what makes each of us individuals and it helps us form opinions and points of view. I decided to become a teacher to empower students to take action not just in their personal life but within their community and globally. When I think of my own schooling, I remember fondly the teachers who had a positive impact on my education and who encouraged me to become a better teacher and individual. It is my mission to instill in my students a love of life-long learning and to ensure they can thrive in today’s world.

    The perfect relationship between student and educator is one built on open and positive communication which includes a learning environment that appeals to students individual learning styles and interests. Students need classrooms that are inspiring and where they feel comfortable enough to make connections, pose questions, explore solutions to real-world scenarios, and apply knowledge to different situations. My aim is to create learning goals that emphasize the exploration of multiple disciplines using project-based learning and student-centered learning approaches. Furthermore, I aim to focus on learning objectives that assist students with applying reading, writing, and thinking across the disciplines.

    Learning occurs through a variety of different mediums; however, I believe it occurs during social interactions, peer learning, and interactive activities. These actions allow students to converge the application of speech and interpersonal thinking to create intellectual development of thought. When I teach, I utilize a unique understanding of philosophy as a means of captivating students with a personalized intellectual journey. I incorporate group and whole class discussion sessions, Socratic seminars, learning centers, media, KWL, and cooperative learning strategies to provide students with the necessary tools to develop critical thinking skills. I incorporate hands-on activities, technology, manipulatives, and thematic units to strengthen skills and encourage participation.

    My greatest strength as an educator is my ability to approach every concept through a philosophical lens. I believe all students should be taught philosophical thinking because it teaches them to engage in questions, arguments, and rigorous methods of thinking.  Philosophical thinking is invaluable because the skills it imparts are transferable to every part of the curriculum that emphasizes clear analysis of texts, reading, and writing. I strive to utilize teaching strategies that help students discover active techniques of learning through real-world problem solving.

    My hope is to leave students with a positive impression of education, and to feel they had a teacher that cared for their wellbeing and individual learning path. I sincerely hope that they feel they were able to thrive and develop their unique talents and abilities. I want students to feel they had a knowledgeable, fun, and passionate teacher who brought enthusiasm into the educational process.

Classroom

Management

My classroom management philosophy and style, reflects my commitment to fostering a structured, inclusive, and supportive learning environment for all students. My approach focuses on establishing clear routines, consistently following through on positive and negative consequences, building strong relationships with students, maintaining proactive communication with parents, and integrating reformative justice and trauma-informed practices.

Clear Routines and Predictability

From day one, I establish clear routines that help students know exactly what to expect, promoting a sense of stability and focus. Each class begins with a bell-ringer activity and a displayed agenda, followed by a sequence of lessons that incorporate individual, group, and reflective work. I ensure that transitions between activities are seamless, which minimizes disruptions and maximizes instructional time. By giving students ownership through assigned responsibilities—such as leading discussions or distributing materials—I encourage independence and build a sense of community.

Consistent Consequences: Accountability and Positive Reinforcement

I believe in holding students accountable through consistent, fair consequences. When students meet expectations, I reinforce positive behavior through praise, public recognition, and occasional rewards like participation points or homework passes. On the other hand, when behavior falls short, I follow through with appropriate, logical consequences that are directly related to the action. For example, missed assignments lead to mandatory office hours, and disruptions are addressed with reflective conversations about their impact. I focus on solutions that promote personal growth, rather than relying solely on punitive measures.

Frequent Communication with Parents

I maintain regular contact with parents through weekly individualized updates, providing insights into each student’s academic progress, participation, and behavior. My goal is to ensure that parents are involved and aware of both successes and areas for improvement. I proactively reach out when early signs of challenges emerge, which allows us to address concerns before they escalate. I strive to build strong partnerships with families by balancing constructive feedback with recognition of students' accomplishments.

Relationship-Building with Students

Developing strong relationships with students is at the heart of my classroom management style. I make it a priority to get to know each student’s interests, strengths, and challenges, tailoring my feedback and lessons to meet their needs. I model respect by actively listening to students and valuing their ideas, creating an environment where they feel safe to express themselves and take academic risks. I also integrate team-building activities to foster a collaborative and supportive classroom culture where every student feels like they belong.

Reformative Justice Practices

When behavioral challenges or conflicts arise, I apply reformative justice practices that focus on reflection and restoration. I facilitate one-on-one meetings or peer mediation to help students understand the impact of their actions and take steps to make amends. The goal is to teach empathy and accountability, encouraging students to learn from mistakes and rebuild trust with their peers. My approach emphasizes repairing harm and supporting students in making positive behavioral changes.

Trauma-Informed Practices

I recognize that many students bring personal challenges and trauma into the classroom, and I take a trauma-informed approach to teaching. I create a predictable environment by maintaining stable routines and using calm, consistent language. If students show signs of emotional distress, I focus on de-escalation through quiet conversations and offer them the flexibility they need to stay engaged. I incorporate self-regulation strategies such as mindfulness activities or designated calm-down spaces to help students manage their emotions and stress. My goal is to create an emotionally safe environment where every student feels respected, supported, and ready to learn.

Resume

ENGLISH LANGUAGE ARTS TEACHER

“Nina Eganova is an incredibly dedicated teacher that shows an infectious amount of enthusiasm for teaching.”

Wendy Noonan, Cooperating Teacher, Saugus High School

Dedicated and versatile educator with over a decade of experience across multiple educational settings, including high schools, charter schools, and community colleges. Adept at developing and implementing engaging, data-driven lessons that promote student achievement, language development, literacy, and critical thinking.

Experienced in English Language Development (ELD), arts integration, and project-based learning, with a passion for fostering creativity and academic growth in students. Strong ability to build meaningful relationships with students, parents, and colleagues while maintaining high academic and behavioral expectations.

Areas of expertise include:

• Creative Lesson Planning • Alternative Assessment

• Balanced Literacy Instruction • Classroom Management

• Differentiated Instruction • Integration of Technology

• Real World Applications • Response to Intervention

• Interdisciplinary Approach • Parent Communication & Involvement

EDUCATION & CREDENTIALS

Master of Arts: Education/Secondary Teacher Education (2018) – University of Phoenix, Phoenix, AZ

Bachelor of Arts: Philosophy (2013) – University of California: Los Angeles, Los Angeles, CA

Certification (State of California): English and English Language Arts (Clear)

Certification (State of California): Special Education Mild/Moderate (Internship Permit)

TEACHING EXPERIENCE

BERT CORONA CHARTER HIGH SCHOOL – PACOIMA, CA 07/2021 – 06/2024

English Teacher

Delivered standards-based instruction across all classes, fostering student engagement and success. Applied diverse instructional, management, and assessment strategies tailored to meet individual student needs. Held students to high academic and behavioral standards, creating an environment of excellence. Cultivated a welcoming classroom environment that inspired creativity and a passion for learning. Collaborated with colleagues to design and administer assessments and tracked student progress through data-driven methods.

• Designed rigorous, innovative, project-based learning lessons, incorporating technology and promoting critical thinking.

• Collaborated with team members to create engaging lesson plans and establish positive classroom culture and behavior systems.

• Led a morning reading class as part of the Success For All (SFA) program to enhance literacy skills.

• Mentored students through the school’s advisory program, offering academic and personal guidance.

• Developed and maintained strong relationships with students and their families through open, consistent communication.

ROSEMONT HIGH SCHOOL – SACRAMENTO, CA 03/2021 – 07/2021

English Teacher

Developed and delivered engaging learning experiences that fostered content knowledge, language development, literacy, and written expression. Created a safe, positive, and growth-oriented classroom environment that motivated students to achieve academic excellence. Provided specific, constructive feedback to students and communicated progress effectively with parents to support continuous learning.

• Utilized a variety of instructional strategies, including technology integration, hands-on activities, group collaboration, and real-world applications, to enhance critical thinking and ensure student success.

• Collaborated with course teams to design, analyze, and refine formative and summative assessments to improve instructional outcomes.

• Worked closely with department colleagues and the school community to achieve department, school, and district goals, while continuously growing as an educator.

• Demonstrated strong communication skills in working with students, teachers, administrators, and parents, both orally and in writing.

CONLEY-CARABALLO HIGH SCHOOL – UNION CITY, CA 01//2021 – 02/2021

English Teacher

Provided designated English Language Development (ELD) instruction in classroom settings, small groups, and individual sessions under the supervision of the EL Coordinator. Developed and implemented small-group ELD lessons in accordance with California ELD standards, collaborating with grade-level English teachers and the EL Coordinator.

• Designed and delivered engaging learning experiences aligned with the school's academic model to accelerate student achievement.

• Regularly conducted individual student case management, making proactive, data-driven decisions to support student progress.

• Partnered with the EL Coordinator to create tailored strategies addressing the unique needs of English language learners.

ANTELOPE VALLEY YOUTHBUILD CHARTER SCHOOL – PALMDALE, CA 08/2019 – 03/2020

English Teacher

Taught five English classes daily, along with Art and Drama, using detailed lesson plans and project-based learning. Delivered online instruction through Schoology and Google Classroom to accommodate distance

learning. Utilized Schoology for efficient grading and to ensure working students had consistent access to assignments. Conducted parent-teacher conferences regularly and maintained close communication with families to monitor student progress.

• Developed an arts integration program to foster student engagement through artistic expression, creating a vibrant learning community.

• Coordinated with staff to incorporate practical academic experiences related to Life Skills, Leadership, and Vocational Skills.

• Introduced innovative teaching strategies such as experiential learning and interdisciplinary teaching to fellow educators.

• Organized two trimesters of the school’s Community Action Project, connecting students with local community partners and creating an Art Gallery Walk reflecting students' expressions of oppression.

• Collaborated with the school’s social worker to create a mental health support hotline for students and developed alternative assignments for those facing mental health challenges.

• Directed students in creating a short screenplay on mental health, which was performed as part of the Community Action Project and used as a promotional film for the school.

• Presented seminars on topics like college applications, personal finance, life skills, and resume writing to prepare students for life beyond school.

• Led the student council, organizing successful events and initiatives that boosted student enrollment, retention, and graduation rates.

PIERCE COMMUNITY COLLEGE – WOODLAND HILLS, CA 09/2013 – 05/2019

Teaching Assistant

Implemented engaging lessons that supported academic growth and appealed to students with varied learning styles and intelligences. Assessed student work using a rigorous grading system and maintained accurate records of student progress. Fostered a collaborative and positive learning environment that encouraged student participation and peer-to-peer learning. Promoted self-esteem, confidence, and socialization skills by encouraging students to take an active role in their learning and work cooperatively with others.

• Organized and led study groups to assist students in mastering college-level content, offering one-on-one sessions for those requiring additional support.

• Developed a series of writing workshops that guided students through the writing process, addressing challenges such as critical thinking, reasoning, and paper structure.

COMMUNITY INVOLVEMENT

Event Coordinator

Los Angeles Pierce College LGBT Alliance and Brahma Leftists

(Delegate event planning, communicate with guest speakers, organize event facilities, and create promotional materials)

Antelope Valley YouthBuild Charter Annual MLK Day Community Partnership Event / Voices of Our Youth

Lead Development Coordinator

Advancing Communities Together

(Organize community outreach events for underserved youth; organize fundraising events for new student programs)

RECENT PROFESSIONAL DEVELOPMENT

Student Mindfulness and Learning, Youthbuild Charter School of Southern California (12/2019)

YouthBuild of Southern California Winter Professional Development (12/2019)

Creating Social Justice Youth Leaders, Antelope Valley Youthbuild Charter School (06/2019)

Using PD Online for Schoolwide PD, ASCD Webinar (06/2019)

Using PD Online for Blended Professional Learning, ASCD Webinar (06/2019)

Using PD Online for Individual and Group Study: Portfolios as Performance Assessments in Native American

Literature Coursework, Native American Community Academy (06/2019)

5 Evidence-Based Literacy Strategies for English Learners, Lexia Learning (06/2019)

Development Through the Eyes of an ELL Child, VIPKid (05/2019)

Future Educators Workshop, Futures Grant/TEACH and Educational Pathways (05/2019)

9th Grade ELA

Lessons are designed to enhance students' critical reading, analytical writing, and communication skills through the exploration of diverse literary works.

9th Grade ELA Syllabus

Night by Elie Wiesel Unit Plan

Night Lesson Plan: Analyzing the Use of Foreshadowing and Prophecy

Night Motif Assignment

Unit Plans and Sample Lessons

12th Grade ELA

Lessons are designed to prepare students for college-level reading, writing, and critical thinking by exploring various literary themes and concepts.

12th Grade ELA Syllabus

The Vanishing Half Unit Plan

The Vanishing Half Lesson Plan: Exploring Identity and Duality

The Vanishing Half Individual Activity

AP English Language and Composition

Lessons focus on developing students' ability to analyze complex texts and craft insightful literary arguments.

AP English Language and Composition Syllabus

Animal Ethics Unit Plan

Lesson Plan: Peter Singer’s “All Animals Are Equal”

Lecture Outline: Peter Singer’s “All Animals Are Equal

“All Animals Are Equal” By Peter Singer Independent Assignment

Demo Lesson

Online Lectures

Differentiation and Modifications

A crucial part of education is being able to reach all students. This includes differentiating instruction and utilizing different educational technology to reach every student in the class. Below are examples of leveled task work.

Unit: Romeo and Juliet by William Shakespeare Tier 1-3 Work Tasks

Sample Lesson Plans for Closed Captioning and Voice Applications

As a teacher in the Los Angeles area, I have experience working with a large ELL population. In order to overcome the language barrier I have worked on mastering different technologies that allow my students to follow along with my lessons. These technologies include live closed captioning through PowerPoint, using voice application to ensure that my voice comes out clear, and translation tools to translate texts and worksheets so that all students are able to complete work with their classmates.

Baking Club

When I first started teaching, I knew I wanted to find a way to connect with students outside the classroom. That’s when the idea of a baking club came to me. It started small—just a handful of us experimenting with simple recipes like cookies and brownies. But from the very beginning, the excitement was contagious. I introduced the students to new cuisines—French pastries, Italian breads, and even puff pastry desserts. They embraced the challenge, adding their own twists to recipes. The kitchen became a place of creativity, with students suggesting ingredients, experimenting with techniques, and proudly sharing their successes (and occasional flops!). I loved seeing how baking gave them an outlet for creativity, teamwork, and leadership. And along the way, they learned that with passion and persistence, a simple idea could grow into something amazing.

Get in Touch!

Please feel free to email me with any questions or inquiries. I look forward to connecting with you!