Two weeks after winter break, a vacant spot sits idle in the Oviedo High School Social Studies department—tucked in the back of building 8, waiting for a brand new teacher. Inside the classroom, students eagerly anticipate the arrival of their shiny new teacher.
Their new teacher is a professor, a motivational speaker and most importantly: a teacher.
“I found out about the opportunity through the district’s job postings while I was exploring positions where I could continue working with students in a meaningful way,” said Angelic Verzaro, the new AP European History, AP Art History, and standard world history teacher. The classes were left devoid of a teacher after the previous teacher left their position.
Verzaro said has a passion for helping others and making changes in other people’s lives in a “meaningful way.” Outside of the red brick walls of Oviedo, she engages in ministry work, motivational speaking, community outreach, college teaching and programs assisting individuals prepare for GED completion.
She is well-versed in the business of working with others for the good of their own well-being—something that goes incredibly well with the profession of teaching in a high school, where so many students are learning their own way, beginning to envision their future and just how they’ll make their dreams a reality. She fits right into the welcoming environment fostered by Oviedo.
“Before applying, I knew that Oviedo was a close-knit community with a highly regarded school system,” Verzaro said. “Now that I’m here, I see how supportive the staff is, how involved the community is, and how much pride students take in their school.”
Hildreth House, AP Psychology teacher and Verzaro’s classroom neighbor, was excited to hear she was finally getting a neighbor after weeks of vacantness.
“I was glad we were getting someone for the students, someone to get them back on track,” House said, “I was hoping that it would be someone who could connect with the students, and get them past this bump in the road.”
In between classes, the pair stand side-by-side, talking to the students and among themselves. Proximity aids them, and it brings them closer together, “we get along really well,” said House.
Verzaro’s transition was a team effort. The staff, especially her social studies department peers like House, aided greatly in her rise to the new role.
“The staff and administration have been incredibly welcoming and supportive,” Verzaro said. “My department colleagues have been especially helpful in sharing resources, answering questions, and helping me transition smoothly into the school year.”
Though Verzaro hasn’t very much time to connect with her current students so far, she’s already made impactful changes and meaningful connections.
“I was happy and excited for the new teacher, but I was nervous she wouldn’t teach it [art history] in a way that I could understand it completely,” said Adolfo Buenrostro Manuel, an AP Art History student.
Canvas, CollegeBoard, and almost all resources were put on hold without a teacher. The students were left to fend for themselves, and move through the course on their own discretion.
“She likes to teach the subject and help us understand it,” said Buenrostro Manuel.
While Verzaro did not have teaching experience in specifically a Social Studies realm, she did teach Physics at the high school level at a previous job. And while it may seem hard to relocate to a whole new subject, of a very different type, Verzaro was up for the challenge.
“At first, there was some nervousness because the subjects are different, but teaching skills are very transferable,” Verzaro said. “Physics focuses more on formulas and experiments, while social studies focuses on discussion, interpretation, and critical thinking. Both require helping students connect ideas to real life.”
Outside of getting the classroom back on track academically, she also fosters an interactive spirit between her classes that’s new to the space, but she still kept things that felt familiar to the students.
“I’m learning a lot more about the art pieces we study—like today, we learned about [how women] were drawn in different eras [of art], and how one piece of art was specifically controversial at the time [because of its contents],” said Buenrostro Manuel.
Outside of school, Verzaro spends time with family at her home, who approved of her new job.
“My family has always been very supportive. They encouraged me, celebrated the opportunity, and continue to support me emotionally as I balance teaching and other responsibilities,” she said.
Verzaro brings the Oviedo community a new voice. She is making the classroom her own, and settling into her new home. Her experience in motivating people from all walks of life brings a new perspective and guiding light students can learn from.
As she settles into her piece of Oviedo’s puzzle, as she decorates her classroom with new decorations, as she makes new and flourishing connections and relationships with students, Verzaro makes an impact. An impact that no matter how small, or sudden, makes all of the difference to at least a few students.
“My passion for helping others realize their potential inspired me to pursue both teaching and motivational speaking. I’ve always wanted to encourage people to believe in themselves and pursue their goals.” Verzaro said. “I’m proud of the lives I’ve impacted through education, helping students and incarcerated individuals reach academic milestones, and building strong relationships with my family and community.”
