Andrea Giampetruzzi, EdD, MEd

Dr. Andrea Giampetruzzi is an educator with over a decade of experience across public education and higher education. Her teaching spans K–12 public school settings as well as undergraduate and graduate instruction in public and private institutions. At the undergraduate level, she has taught courses in curriculum and instruction, and at the graduate level she has taught World Language methods, contributing to the preparation of future educators.

Her work encompasses diverse instructional contexts, including urban and suburban settings and a wide range of age groups. These experiences have informed a flexible, evidence-informed approach to teaching and learning that supports student engagement and instructional effectiveness. She has also mentored pre-service teachers, supporting their professional development and entry into the field.

Beyond the classroom, she has served as a guest lecturer for statewide educator preparation initiatives, including Connecticut’s Alternate Route to Certification (ARC) and the Connecticut Teacher Education and Mentoring (TEAM) Program. Her professional contributions include the (re)design of multidisciplinary curricula across age ranges and participation in the revision of World Language state standards. She holds formal training in curriculum and instruction, grounding her work in both pedagogical theory and applied practice.

Her research examines educational equity, student engagement, and culturally and linguistically responsive interventions, with attention to populations disproportionately affected by systemic inequities. Her dissertation employed a qualitative multiple–case study to investigate chronic absenteeism during the COVID-19 pandemic, focusing on Latinx students from Spanish-dominant households. The study explored contributing factors to absenteeism and evaluated the role of a bilingual home visit initiative, the Learner Engagement and Attendance Program (LEAP), in supporting student re-engagement. Her work underscores the importance of community-based, linguistically responsive approaches to improving outcomes for underserved populations and informing policy and practice.