Matthew Bellomo Email & Phone Number

• Collaborate with science colleagues to develop engaging and relevant student-centered lessons about science phenomena for diverse learners
• Infuse global competencies into my curriculum by having students investigate the world and local issues, recognize perspectives, communicate with diverse audiences and take action
• Plan assessments and activities with real-world applications, scenarios and local problems
• Design culminating STEM Engineering Projects in each unit to promote creativity and critical thinking, generate student interest and foster student voice/ownership
• Consistently incorporate inquiry and problem-based investigations to boost engagement
• Utilize positive behavior rewards system (class star chart and stamp sheet) and public praise to foster student collaboration and stimulate an encouraging classroom climate

• Per-Diem Substitute Teacher, Grades 6-12
• Assumed all duties of the regular classroom teacher
• Adhered to all school and classroom procedures, guidelines and policies
• Followed lesson plan instructions left by the teacher
• Maintained normal classroom routines and discipline procedures
• Collected student work and left a summary of work covered

• Tutored students who have not passed the Living Environment Regents through the school’s Academic Intervention Service (AIS) program
• Tutored identified at-risk students in Living Environment in one-on-one and group settings, and provided in-class assistance to these students during instruction
• Created support materials (graphic organizers and review packets) for students in both programs
• Taught half of Ecology unit in AP Biology course
• Judged the Long Island Science Congress competition
• Proctored NYS Regents, AP, midterm and final exams

• Planned and taught engaging inquiry-based lessons in collaborative and honors classes that involved student-centered collaboration, cooperative learning and real-world applications
• Designed interdisciplinary activities and scaffolded independent and guided practice by implementing Universal Design for Learning (UDL) principles
• Modified instruction to address the needs of learners with IEPs/504s and different abilities
• Integrated meaningful technology and different forms of media into daily lessons
• Created and implemented various innovative informal, formal and formative assessments
• Monitored students’ progress by logging assignments, participation and assessments

• Planned and taught engaging inquiry and constructivist-based lessons in life science that involved student-centered collaboration and cooperative learning
• Analyzed formative assessments to inform daily student progress and adjust learning goals
• Engaged with teachers from each core area during team meetings to coordinate assignments and foster a sense of community between students
• Implemented classroom management techniques, and incorporated prior academic learning and cultural/personal/community assets
• Designed and implemented interactive STEAM measuring unit where students were challenged to “renovate” a local park
• Created an Estuary Organism Research Project where students designed, carried out and presented a group initiated research experiment

• Assumed all duties of the regular classroom teacher
• Adhered to all school and classroom procedures, guidelines and policies
• Followed lesson plan instructions left by the teacher
• Maintained normal classroom routines and discipline procedures
• Collected student work and left a summary of work covered
• Maintained a positive learning atmosphere in the classroom

• Counseled freshmen commuters to help them adjust to college life
• Acted as a positive role model and mentor for the commuter students
• Was available and accessible to respective commuter students
• Established and maintained relationships of trust and confidentiality with students
• Promoted a healthy and positive commuter community
• Provided useful information about commuter services and resources

• Helped to support the department by providing administrative and executive support
• Prepared spreadsheets, emails, fliers and presentations for events
• Managed and organized records and documents
• Edited/contributed to the monthly newsletter and posted updates on social media
• Called prospective LGS freshmen on behalf of the program

• Actively assisted where needed (e.g. check assignments, handle materials, etc.)
• Worked with small groups of students
• Participated in individual and small group teaching activities
• Performed demonstration lessons
• Interacted with other school staff as appropriate
• Analyzed, reflected, discussed and evaluated educational experiences

• Stimulated and nurtured children's natural interest in various science topics: chemistry, engineering, marine science, ecology and crime scene investigation
• Provided leadership and guidance for a group of 12-20 campers between the ages of 9-13
• Assisted teacher in carrying out lesson plans
• Participated in conducting the general camp program

• Assisted students with Living Environment lab recovery/make-up
• Prepared students for the New York State Regents examination

• Planned exciting summer programs related to science for teens
• Created and organized trips based on weekly themes (engineering wonders, tech trek, animal adventures, marine discoveries and transportation marvels)

• Mentored transfer and international students with first-year college transition
• Communicated with FOrE class students on a consistent basis
• Promoted positive campus spirit and be a representative of Adelphi University
• Managed student situations effectively
• Encouraged academic success and campus involvement

• Ensured children’s safety while overseeing meals, activities and childhood education
• Organized toys and materials
• Prepared healthy meals and snacks for children
• Helped children with homework and school work
• Assisted children in whatever they needed
• Prepared various activities involving creativity and fun

• Guided prospective students and guests through an informational campus tour
• Provided information on Adelphi's history, academic offerings, and campus activities
• Represented Adelphi University to prospective students
• Provided a positive visit experience to all guests
• Shared personal college experiences

• Guided high school students to various locations on the Adelphi campus and at Winthrop University Hospital
• Acted as a biology and chemical laboratory assistant when needed
• Provided a safe living space for those who decided to reside on campus (acted as a resident assistant)
• Facilitated ice breakers and promoted a positive learning environment through hands-on activities in lab
• Ensured that all individuals actively participated in the program and felt comfortable

Master’S Degree, Adolescent Education, 4.0

Tesol Certification: Individual Pathway Program

Global Education, 4.0

Certificate Of Advanced Graduate Study, Middle School Extension, 4.0

Bachelor Of Science (B.S.), Biology, General, 3.50 (Cum Laude)

Activities and Societies: Levermore Global Scholars Student Leadership Council, C.A.L.I.B.E.R., Commuter Student Organization, Sigma.

Advanced Regents Diploma With Honors, 99.35

Activities and Societies: DECA (Historian and Attendance Chairperson), Italian Club (President and Vice-President), World Hunger Club.