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Summer Principals Academy

The Education Leadership Program in the Department of Organization and Leadership

Bababunmi  Adelana

Bababunmi Adelana

B.A. in Communications and Leadership, University of Richmond M.S. in Urban Multicultural Education, College of Mt. Saint Vincent Bunmi is a Testing Coordinator/Data Specialist who also helped to coordinate instructionally targeted assessments and train new teachers to identify strategies to meet student’s needs through literacy and technology. Her goal is to create a learning community in which teachers are enabled to use technological resources to improve student achievement.

Jennie  Aleshire

Jennie Aleshire

B.A. in Art and Peace and Global Studies, Earlham College; M.A. in Art Education, New York University. I have worked as a middle and high school teacher in Louisiana, Honduras, and New York, written curriculum for ESL adults and inmates, worked as a Corp Member Advisor for Teach for America and as a not-for-profit administrator. I want to be a leader of a movement that is bettering public schools and educational policy and work with teachers, staff, community and students to form a positive culture of learning and growth.

Raymond  Ankrum

Raymond Ankrum

Raymond received a B.A. in American History, and a Master of Professional Studies from Stony Brook University. Raymond has also received his Master of Arts in Teaching, from Morgan State University, as well as an Advanced Administrative Certificate, from Coppin State University. Raymond is currently the Associate Director of Harlem Village Academy, a high performing charter school in NYC. Raymond’s ultimate goal is to open up a network of high performing Charter schools to be located in an area of need.

Elizabeth  Babyatzky

Elizabeth Babyatzky

B.A. in Elementary Education and B.A in English, Boston College. After teaching briefly in Boston, Liz joined the founding team of Hyde Leadership Charter School in the Bronx NY. Liz has spent the past three years developing the Middle School English Language Arts curriculum and teaching 6th grade Literature at Hyde. In addition to teaching, she serves as a new teacher mentor, website coordinator and soccer coach. Liz feels passionately about bringing creative, progressive public schools to New York City.

Amy  Boccardi

Amy Boccardi

B.A. in English, George Mason University; M.E. in Curriculum and Instruction. Amy has taught in DC Public Schools for eleven years. She began teaching as an elementary ESOL teacher and has been teaching English 8 for the past seven years at Hardy Middle School. She has worked with DC Teaching Fellows as an advisor and selector and has also served as a staff developer for her local school and district wide, as well as a teacher ambassador for DCPS Office of Human Resources.

Scott  Bruss

Scott Bruss

B.A. in Computer Science, Hamilton College; M.S. in Science of Instruction, Drexel University. Scott is currently serving as a Math teacher and department leader, testing coordinator, technology coordinator, junior class advisor, and a member of the leadership cabinet. He would love to create and grow a new public school developed around a spirit of collaboration and exploration.

Kevin  Bryant

Kevin Bryant

B.S. in Computer Science, College at New Paltz; M.S. in Middle Childhood Mathematics Education, Brooklyn College. Kevin is currently part of several teams that create improvement and progression for his school community. In being part of these teams tremendous amounts of knowledge has been gained, which is continually communicated to educate and instruct staff. Education is a field of constant development and evolution in which educators must also conform to these changes. I decided my growth can now begin as a leader outside of a classroom but as a leader of a school.

Genevieve  Byrd

Genevieve Byrd

B.A. in English from Rutgers University; M.A. in Multicultural Education from Eastern University. Genevieve began her career with Philadelphia Teaching Fellows teaching High School English. Presently she is the Advisor and Editor of the Yearbook at Murrell Dobbins High School. She is also a member of the 9th grade orientation and school selection committee. This year she moved deeper into her leadership role at Dobbins by facilitating and organizing the school's Good Schoolkeeping Committee. Genevieve is a member of the Dobbins Middle States Accrediation team.s

Meghan  Carroll

Meghan Carroll

B.A. in History, College of the Holy Cross; M.A.T., Tufts University. Meghan is one of the founding teachers at Urban Assembly School for the Performing Arts. She is the History department chair as well as a grade team leader. At Urban Assembly School for the Performing Arts she continually reminds her students that "Education equals options”, and believes that their education will give them the ability to choose their future. In order to create successful schools, there must be leaders who believe that given the right circumstances, all students can excel.

Nelsie  Castillo

Nelsie Castillo

B.A. from Middlebury College and M.A. in English as a Second Language from Pace University. After earning her undergraduate degree and working as paralegal at a midtown law firm, Nelsie joined Teach for America in an effort to serve English Language Learners. During her graduate studies, Nelsie also completed her TFA service. She is currently the ESL coordinator and specialist at Bronx Lab School. Nelsie wishes to open her own ESL school in the near future.

Kathleen  Cebulski

Kathleen Cebulski

B.S. in Secondary English Education, Boston University. Kate began her teaching career as a Peace Corps volunteer in South Africa. While working in the township of Nhlazatshe she helped to establish a community library and computer lab, train teachers in the implementation of the new national education curriculum, and prevent the spread of HIV/AIDS through education. Upon returning to the U.S. she taught 8th, 9th and 10th grade English and 10th grade Visual Arts to students at a small school in the South Bronx where she has also been a grade team leader, curriculum writer, mentor, and Fund for Teachers grant recipient. She passionately believes that all students can and should have access to great teachers who prepare them to become part of our global society, and aspires to become a school leader in the South Bronx.

Geoff  Chang

Geoff Chang

A.B. in Politics, Princeton University; M.S.Ed. in Special Education, Queens College. After college, Geoff joined the NYC Teaching Fellows program and taught middle school Special Education, Social Studies, and Humanities in Brooklyn and Manhattan. He has served as lead middle school teacher and projects coordinator, facilitating community service initiatives and student government activities. Geoff is currently an Assistant Principal at Lower Manhattan Community Middle School (M.S. 896).

Christopher  Chiang

Christopher Chiang

B.A. in Political Science, University of California; M.A. in Education, Stanford University. Christopher is a Social Science teacher at Monta Vista High School in the Silicon Valley. He previously taught at a new small school in New York City and in Los Angeles. Christopher is a Google Certified Teacher and provides teacher training on Technology in education. At Monta Vista, he is the founder of a team based civics class called Government Team that operates in a 1-1 netbook setting. Christopher hopes to further his advocacy of civic youth leadership and the transformative nature of computers in the hands of students.

Stephen  Chiger

Stephen Chiger

B.A. in English, Lafayette College; M.S.J in Journalism, Northwestern University. Stephen joined Newark, New Jersey’s North Star Academy in 2008 to teach English and develop the school’s journalism curriculum. Prior to that, he worked at University Academy in Jersey City, as the humanities director and founder of a three-course journalism program. As humanities director, Stephen worked with a team to help the school re-focus on literacy instruction. He has just finished a term as president of the Garden State Scholastic Press Association.

Rebecca  Classen

Rebecca Classen

BFA in Photography and a minor in Political Science, Washington University. She joined Teach for America's New York City corps in 2003 and began teaching literacy at P.S. M.S 3 in the Bronx. She has been working at the school since as a teacher and literacy coach, and loves working with her ambitious colleagues and amazing students. She is thrilled to be a part of the dynamic and innovative SPA community. In the future Rebecca would like to initiate new small school movement and create environments in which both teachers and students thrive.

Katheleen  Cooney

Katheleen Cooney

B.A. in Political Science from the University of Wisconsin-Madison, Katie began her career in education as a Teach for America corps member in the Mississippi Delta. This decision has changed her future goals and she believes she will always remain within the education field. She is currently still teaching high school English at Gentry High School in Indianola, MS. Katie hopes to gain the foundational leadership experience to someday open an all-boys school that focuses on empowerment and academic success.

Jeremy  Daniel

Jeremy Daniel

B.A. English, George Washington University; Peace Corps Morocco, Education sector; M.A.T. Teaching of English, Teachers College, Columbia University. Jeremy began his teaching career in New York City with The Manhattan School for Scientific Inquiry (M.S. 328) during its inaugural year in 2004. He works as the school's ELA coordinator and is a member of its data inquiry team. Jeremy's interested in leading a school that educates for economic and environmental sustainability. He believes that any shift in social awareness and sustainable development must begin with teachers and students.

De-Lea  Deane

De-Lea Deane

De-Lea started her career as a fifth grade math and social studies teacher at Amistad Academy, a high performing urban charter school in New Haven, Connecticut. In 2006 De-Lea was the founding Dean of Students for the Amistad High School where she lead the school honor council and advisory program in addition to her discipline and attendance responsibilities. De-Lea relocated to Washington DC in 2007 where she taught English Language Arts and math. De-Lea is excited to serve as the founding Dean of students for the Achievement First Crown Heights High School in Brooklyn, New York for the 2009-2010 school year.

Tressie  Dust

Tressie Dust

B.S. in Mathematics, University of Illinois at Urbana/Champaign. Tressie started her career in education as a Teach For America Corps Member in Chicago where she taught high school math for 3 years at Benito Juarez Community Academy. She then helped to open Pritzker College Prep, a Noble Street Charter School, as a Founding Math Teacher. Recently, Tressie joined the founding staff at UIC College Prep, another Noble Street Charter High School, as an Assistant Principal.

Shaunte  Edmonds

Shaunte Edmonds

B.A. in Urban Studies, Columbia College; M.A. in Teaching, American University. Shaunte is currently a Middle School Grade Advisor who identifies and creates programs that further develop the talents and leadership abilities of scholars. She also mentors new teachers and works with families to ensure that her school is doing everything possible to help scholars reach their full potential. Shaunte wants to gain a strong foundation before she prepares to live out her lifelong dream, which is to open an all-boys school.

Rashid  Fai’Sal

Rashid Fai’Sal

B.A. in English and elementary education (with distinction) and a B.A. in Sociology from Madonna University; M.A. in education and reading, University of Michigan. As a life-long learner, Rashid earned a certificate in executive leadership from Cornell University. Rashid is principal of a K-5 elementary school in metro-Detroit. He previously served as a fifth grade teacher, reading specialist, and dean of students. . In 2008 he was selected as a finalist for Charter School Administrator of the Year by the Michigan Association of Public School Academies. Rashid research interest includes African American literacy development, urban education, and organizational leadership. He plans to pursue doctoral studies in the areas of urban education and school leadership.

Nicole  Falconer

Nicole Falconer

B.A. in History, Yale University; M.A. in Social Studies Education, Pace University. Nicole started her teaching career as a NYC Teaching Fellow at Frederick Douglass Academy VII in Brooklyn, serving as a Global Studies Instructor, Lead Teacher and Coordinator of Student Activities and has helped to establish her school’s social studies curriculum. She received a New York State Assembly Citation for being an “Exceptional Educator.” Nicole also serves a NYCTF Teacher Selector, reviewing applications and interviewing prospective fellows.

Leah Wiseman  Fink

Leah Wiseman Fink

BA in English, University of Michigan; MS in Education, Lehman College. Entering as a Teaching Fellow, Leah has worked in the New York City Schools since 2003, most recently as Bronx Guild, A Big Picture School. Over the last six years, Leah has served many roles: English teacher, newspaper adviser, and after school coordinator. She is very interested in continuing her work and practice leadership in schools where students learn from real world experiences.

Hope Anne  Flanigan

Hope Anne Flanigan

B.A. in Theatre and English, Southern Connecticut State University. Hope has been teaching for over 10 years in a variety of grades and settings and has initiated and or participated in many school wide programs such as: positive behavior supports, yoga classes, physical management technique, behavior plan implementation and crisis management. She has a strong desire to be an effective leader in a building that serves all children and hopes that this course will help her to achieve the goals of creating a positive climate for both students and faculty.

Cray Mahalia  Francis

Cray Mahalia Francis

B.A. in Psychology, Middlebury College; M.S. in Childhood Education, Mercy College. Cray’s background in child psychology has lent itself to her current role as an elementary educator. Recently, she was nominated to serve her grade as the Third-Grade Literacy Leader; she is responsible for maintaining collaborative efforts among her colleagues, and for providing feedback from conferences. Her interest in educational leadership stems from the belief that education is the responsibility of family, community, and the school in which a child attends.

Joann  Frias

Joann Frias

B.S. in Business Administration, Montclair State University; EdM in Teaching Children Mathematics, William Paterson University. As a mathematics coach, Joann works closely with teachers and administrators to ensure the proper implementation and students’ comprehension of the standards-based curriculum through best practices. She provides high support and sets high expectations while enhancing the professional development of her staff. Joann aspires to be a role model for all women and minorities. She hopes to utilize the knowledge learned through this program to better lead and inspire others.

Miguel  Frias

Miguel Frias

B.A. in Sociology with a minor in Criminal Justice and a M.A in K-5 Elementary Education and Teacher of Students with Disabilities. He is a special education teacher in a public school system in New Jersey. He is a former Vice-Chairman of the Passaic Housing Authority, former Vice-Chairman of the Redevelopment Agency for the city of Passaic, member of the Passaic Young Professionals, and current board member of the United Passaic Organization. His long term goals are to pursue a political career that will bring resources and information to the needed districts at a state and national level.

Kevin  Froner

Kevin Froner

B.A. in English Literature, NYU Arts & Science; M.A. in Adolescent Education, Hunter College. Kevin currently aspires to expand his own leadership capacity as the senior globalization teacher, supervisor of the senior class on the Hunter College campus, and as the founder and director of the Youth Cabinet of America. His ultimate goal is to empower youth through civic engagement and teen leadership. He has developed leadership and administrative experience in all three of these roles, and hopes to transform his own abilities to better guide and support the youth in his program.

Hye-Won  Gehring

Hye-Won Gehring

B.A. in Political Science and International Studies, Montclair State University. Hye-Won became a teacher through the Philadelphia Teaching Fellows program in 2006. She received her Teaching Certification at the University of Pennsylvania in Secondary Social Studies. In the three years she has been teaching history, she has become the chair of the high school Single School Culture Committee, and was nominated for the Lindback Distinguished Teaching Award.

Jamal A. George Sr

Jamal A. George Sr

B.A. in Psychology, York College. Jamal has been a fifth and sixth grade elementary level educator for the past eight years. He prides himself in his talent with working with the "difficult ones" and hopes to evoke this ideology in an entire building instead of one classroom. Jamal hopes to run an educational facility that meets the needs of our future professionals. As a lifelong learner, Jamal wants to hone his craft to become an administrator on the Elementary level of Education in hopes of creating the framework for his students’ future academic careers.

Gregory  Gibson

Gregory Gibson

B.A. in. Marketing, Morehouse College; M.B.A. with an emphasis in Marketing, The Pennsylvania State University; M.A.T. in Middle Childhood/Adolescence Education (Grades 5-12), Manhattanville College. Greg began his teaching career with the Jump Start Program at Manhattanville College after spending 18 years in corporate America primarily in managerial roles. He has taught American History at both the middle and high school levels. Greg currently serves as Dean of Discipline for six and seventh grade students at the IN-Tech Academy MS/HS 368, in the Bronx, New York.

Robyn P. Greenwald

Robyn P. Greenwald

B.A. in Education and Music, Muhlenberg College; M.A. in Reading Literacy Supervision, Fairleigh Dickinson University. Robyn has been teaching for six years and is presently a seventh grade reading and science teacher at the Valley Middle School in Oakland, NJ. She is the school’s Student Council Advisor, Eighth Grade Project Advisor, and serves on the Professional Development Committee. She is also a guest lecturer at The College of Saint Elizabeth graduate level course; incorporating reading strategies into core content areas. Robyn looks forward to becoming a principal and sharing her passion for education with fellow teaching professionals.

Marisa  Guastaferro

Marisa Guastaferro

B.A. in Philosophy, Trinity College; M.S. in Elementary Education, Mercy College. Marisa is currently teaching at The School at Columbia, as a 6th Grade English teacher. In the past she has taught middle school students at two different schools in the Bronx where she has served as a Literacy Coach and a Grade Level Coordinator. Marisa thinks that good leaders are reflective leaders and hopes to be able to apply the philosophy of SPA to any and all leadership roles that she takes on in her career.

Richard  Hallenbeck

Richard Hallenbeck

B.S. in Business, Management & Economics, Empire State College; M.S. in Teaching Mathematics, Brooklyn College. Richards is currently teaching seventh grade Mathematics at PS/IS 188 in the Lower East Side of Manhattan where he serves as chair of the School Leadership Team and advises chess players through after school enrichment groups. Before coming to teaching through the NYC Teaching Fellows program, he managed a warehouse in upstate New York. Richard’s goal is to open his own school that serves also as a research center for middle school instruction, motivation, and emotional development.

Hallie  Iannoli

Hallie Iannoli

B.A. in Humanities, New College, California. Hallie has been a teacher for eight years, she has taught elementary, middle and high school. Hallie has taught nearly every subject, her favorite subject to teach is reading and writing. Her goal is to be a leader at Urban Action Academy-a school that she helped plan that opened last September. Hallie chose Teachers College Summer Principals Academy because of its commitment to social justice and its strong academics and emphasis on critical thinking.

Deborah  Jancek

Deborah Jancek

B.S. in Elementary Education, Bucknell University; M.ED in Special Education-focusing on Learning Disabilities, Vanderbilt University. Deborah is beginning her 10th year in River Edge, New Jersey. She has taught 1st and 2nd grades for a total of 6 years, Resource Center for 2 years and is in her second year as a 5th grade teacher. Her leadership experiences include Co-founding a sorority in college, serving as Professional Development Chair in her district, serving on a Tri-District Curriculum Development Committee, mentoring new teachers, creating and teaching a course for new employees in the district, leading her district report revision committee and is Teacher in Charge of her building (covering when the principal is out of the building). Her professional goal is to become an administrator in an Elementary School and one day open her own Elementary School.

Kristina  Jelinek

Kristina Jelinek

BA in Sociology and Spanish, with concentrations in Public Policy/Public Service and Human Services, Albion College; MS in Urban Education, Mercy College. Kristina began her teaching career as middle school bilingual special education teacher in the South Bronx. As a member of the New York City Teaching Fellows, Kristina has served the Fellows program as a Fellow Advisor. She currently works as the Special Education Coordinator at the Urban Science Academy. Kristina received a Rotary Ambassadorial Scholarship to study Migration and Ethnic Studies at the Universiteit van Amsterdam.

Amanny  Khattab

Amanny Khattab

B.A. in Political Science, Rutgers, The State University of New Jersey. As a third year principal, Amanny has been given the responsibility of creating an environment for her students that is optimal for academic achievement while fostering high standards of moral excellence, enhancing the professional development of her staff, and cooperating with the parents to ensure the overall success of each child. Amanny has been in a leadership position for some time now and would like to focus on her weaknesses and further enhance the leadership skills that she already possess in order to provide her community with a premier school environment.

Evan  Kilgore

Evan Kilgore

B.A. in English Literature, M.S. in Secondary English, Pace University; M.S. School Counseling, Brooklyn College. Evan began teaching as Teach for America corps member in 2002 in the South Bronx. He has taught 8th grade English Language Arts, Visual Arts and a variety of after-school programs. Since August of 2007 he has been Dean of Students at Explore Charter School, this year taking over as coordinator of after-school clubs and sports as well. Evan’s goal is to foster a supportive and collaborative school community that promotes personal and academic excellence

Evan  Klein

Evan Klein

B.A. in Sociology, Bowdoin College; M.A. in Middle School Education, Bank Street College of Education. I am in my sixth year of teaching 6th Grade Humanities at a small, public middle school in New York City. I've served on my school's Lesson Study Committee, Hiring Committee, and co-presented our Spartan Spy Curriculum at the New York City Social Studies Conference. I coached high school tennis for four years; I am in my third year coaching basketball, and my second year as the PSAL Boys Tennis Commissioner.

Patricia  Knauf

Patricia Knauf

B.A. in Anthropology, University of Michigan; M.S. in Childhood Education. Patricia has taught for the past four years at a special education school in the Bronx. Within her classroom she has supervised as many as seven paraprofessionals to meet the highly intensive needs of her students. Her goal is to start a charter school designed specifically to meet the unique needs of students with severe disabilities. Patricia is eager to further her leadership skills and learn best practices for school development.

Jill  Koehler

Jill Koehler

B.S. in Biology from The University of Texas at Austin and a graduated of the UTeach program. After graduation, Jill joined Teach for America in the Rio Grande Valley where she taught physics and chemistry at Pace High School. In 2006, Jill became a founding math teacher at IDEA Frontier College Prep in Brownsville, TX where she is currently the assistant principal.

Jennifer  Kotler

Jennifer Kotler

B.A. in Spanish and Latin American Studies, Emory University; M.S.Ed. in Urban Education/Secondary Foreign Language, University of Pennsylvania. Jennifer has applied her knowledge of language acquisition and bilingual literacy to develop a Spanish literacy curriculum for middle school students. She is the founding teacher of the Spanish literacy program at MS 324 Patria Mirabal Middle School. Jennifer works closely with ESL and content-area educators to promote educational equity and high achievement for English Language Learners (ELLs). Recently, Jennifer wrote and implemented the NYC SIFE / ELL Grant for MS 324, a technology-based literacy program designed for students with interrupted formal education and long term ELL students.

Emily  Krauss

Emily Krauss

B.A.in International Studies, Emory University. After college, Emily joined Teach for America in the Bay Area and taught lower elementary. She has had a wide range of school positions including teaching grades K, 2, 3, GATE, After School, serving on the school leadership team, and heading multiple committees. Since teaching, Emily also trained Oakland Teaching Fellows, supports current TFA corps members, and traveled to Japan with the Japan Fulbright Memorial Fund. Currently, Emily teaches second grade at Think College Now, Elementary in Oakland, CA and aspires to be an elementary school principal.

Jakub  Lau

Jakub Lau

B.A. in English/History, Vanderbilt University; M.S. in English Education, Lehman College. Jakub is currently the 7th grade leader, teacher mentor, and International Program Coordinator at his school. He assists new teachers in implementing best practices and technology in their classrooms. In his role as the IB Program Coordinator, he is working with the administrative team to train the teachers that will teach their inaugural IB class in the 2009-2010 school year. His goal is to open an International School that ultimately offers the full spectrum of the International Baccalaureate Curriculum.

Nicole  Limperopulos

Nicole Limperopulos

B.A. in History, Fordham University; M.S. in History Education, Lehman College. Nicole joined the New York City Department of Education as a Teaching Fellow in 2003. Over the past seven years Nicole has taught a variety of high school History courses ranging from Regents prep to International Baccalaureate. Nicole serves as the Content Team Leader of the History Department, Director of Student Activities, and Coordinator of the After School Program at her school. Nicole’s goal is to lead an urban high school that emphasizes college preparedness and establishes a culture that fosters academic and personal excellence for all students.

Cerise  Little

Cerise Little

B.A. in Elementary Education, North Carolina Central University; M.A. in Counselor Education, North Carolina Central University. Cerise has worked in the field of education for over 12 years. As a guidance counselor/instructional leader, she helped to provide academic, social and emotional support to students, parents, outside agencies, and staff which support students leaning and academic achievement. Her broad range of experiences include regular classroom teacher, Title 1 Facilitator, Curriculum Coordinator, Mentor Coordinator, Supplemental Educational Services Coordinator, Glenn’s Tutoring Coordinator and Guidance Counselor. Additionally, Cerise holds permanent certifications in New York and North Carolina.

Sean  McCarthy

Sean McCarthy

B.A. in English, Fitchburg State College; M.F.A. in Writing, Emerson College; M.A. in English, Breadloaf School of English, Middlebury College. Sean is entering his eleventh year of teaching English in Lawrence Massachusetts. He currently teaches Junior English at Lawrence High School’s Performing and Fine Arts Academy. In 2004 Sean served as Chair of the Assessment Committee during the High School’s successful re-accreditation effort. For three years Sean was the Chair of the LHS Faculty Advisory Board. Sean was recently re-elected as First Vice President of the Lawrence Teacher’s Union 1019.

Anastasia  Michals

Anastasia Michals

B.A. in Economics, Bryn Mawr College; M.Ed. in Middle Grades Education, Mercer University. Anastasia is a fourth year middle school mathematics teacher, In 2005, after graduating from Bryn Mawr College, she joined the Teach For America corps, an opportunity that would change her life forever and shape her future goals to pursue education reform and school leadership. Anastasia taught 6th grade mathematics at Benjamin S. Carson Honors Preparatory Academy in Atlanta, for two years, before becoming a founding teacher of The B.E.S.T. Academy, a single-gender public school devoted solely to the education of young men.

Josey  Mikulyuk

Josey Mikulyuk

Originally from Mishawaka, Indiana, Josey attended college at the Villanova University, PA. Josey started her career in Banking, but she soon joined the NYC Teaching Fellows in 2005 and earned my Masters Degree from Brooklyn College. Subsequently, she has been teaching in the East New York neighborhood in Brooklyn with other fellows. Josey has taught both 8th and 9th grade mathematics, but believe that she can truly improve her students' learning experiences by becoming a school leader. Josey is so proud and excited to be a part of the 2009 cohort for the Teachers College Summer Principal's Academy.

June Morrison-Jones  Morrison-Jones

June Morrison-Jones Morrison-Jones

B.S., University of Guyana; M.A. in Science Education, Brooklyn College; MPH in Community Health, Rice University and PHD candidate. June is currently academic team leader; serve on the curriculum committee and oral defense committee at Middle College High school at LaGuardia Community college. She served as department chair and lead teacher in Dallas Independent school district, also serve as coach for students preparing for national and international science fair. June has taught at both secondary and post secondary level in chemistry.

Uchechukwu Lawrence Njoku

Uchechukwu Lawrence Njoku

B.A. in Film and Media Studies, University of Rochester (NY) and M.S. in Urban Education, Mercy College (NY). Lawrence began his career as a New York City Teaching Fellow in 2005 at Discovery High School in the Bronx where he taught science, film studies and coached track and field. This past year he worked as science department supervisor and special education coordinator at Bronx Early College Academy. Lawrence was selected a 2008-2009 Cahn Fellow Ally for Distinguished Principals at Teachers College/Columbia University. Lawrence’s passion is character education and effective teaching & learning.

Stephanie  Paris-Cooper

Stephanie Paris-Cooper

B.S. Business and Accounting, Sacred Heart University, M.A. Business Education, University of New Haven. After 10 years in Finance, Stephanie began her 7 year teaching career at a business theme magnet school in New Haven, CT. She currently serves as Director, Academy of Finance. She has developed several business and university partnerships, started a student run credit union and develops district curriculum. She has won several teaching awards most notably the National NFTE Best Teacher Award. Stephanie aspires to serve as a Principal in an urban school district

Andrew  Pecunia

Andrew Pecunia

B.A. degree in Political Science from PACE University, An MPA from The George Washington University, and a MA in Teaching from PACE University. Before coming to teaching Drew Pecunia worked in Politics at the United State Senate, at New York’s Division of Budget, The United States Department of Transportation and at major internet web development companies. Drew is a lead social studies teacher at a 100% ELL school in the Bronx, Kingsbridge International Magnet High School. He is also in charge of school data and technology needs. Drew’s goal at the completion of this program is to open his own school in NYC.

Matthew  Pilarski

Matthew Pilarski

B.A. in English, University of Michigan; M.A. in Teachers of English, New York University. Matthew is currently the English Department Chair at The Bronx Academy of Letters. He tries to balance the needs of his fellow pedagogues with the needs of his students, he also teach 9th grade literature. Matthew is a House Leader in the schools version of student government. Matthew hopes to gain as much perspective on being a school leader as is possible

Emmanuel  Polanco

Emmanuel Polanco

Emmanuel has been in the field of education for 10 years. He has 6 years of teaching experience and has been in administrative roles such as dean of discipline, data specialist, and programming chair. Emmanuel is working towards an MA in Educational Leadership. His short-term professional goal is to become a highly effective school building leader. Emmanuel aspires to have the best foundation for stepping into leadership. He believes that SPA will help him understand his role in order for to be effective.

Luis  Quan

Luis Quan

B.A. in History, Yale Universtiy; M.S. Elementary Education with Bilingual extension, Pace Universtiy; Teacher Leader Certificate, Bank Street College of Education. Luis began teaching as a Teach For America (TFA) corps member in the South Bronx. He has taught 4th grade dual language and social studies. He has been the union chapter chair of his school and has worked actively with the school leadership team as a teacher leader. Luis' ultimate goal is to create multiple pathways to academic success for all students, particularly English Language Learners.

Jennifer  Ramos

Jennifer Ramos

B.A. in Integrated Biology, University of California, Berkeley; M.S. in Secondary Science Education, Drexel University. Jennifer has taught high school science in North Philadelphia and in Los Angeles and she has held many leadership positions including: Science Department Chair, Leadership Team Member, and Adjunct Professor for Loyola Marymount University in a Teaching Methods course, and Curriculum Specialist for Teach For America Summer Institute. Next year, she will take part in the principal training program with Green Dot Public Schools as an Administrator in Residence.

Dwayne Shi

Dwayne Shi'Heel Reed

B.A. in English Literature & Linguistics, Morehouse College; Certificate in Secondary Education (6-12), Spelman College; M.Ed in English Education, Georgia State University. Dwayne has taught 9th-12th grade English at Booker T. Washington Comprehensive High School in Atlanta, Georgia since August 2006. During his tenure at Washington High School, he has facilitated professional learning activities, served as a lead class advisor, and has mentored new teachers. Dwayne intends to work toward establishing an all-male boarding school designed to meet the educational and social needs of inner-city adolescent males.

Geoffrey  Roehm

Geoffrey Roehm

Geoff grew up in nearby Montclair, NJ and attended Middlebury College in Vermont for his undergraduate degree. In 2004, Geoff began the New York City Teaching Fellows program. Geoff has been an English teacher in South Harlem. He has taught at least one semester in grades 6-12, and enjoys that challenge of teaching at either the middle school or high school level. Recently, Geoff has become interested in the burgeoning charter school movement in New York City. Upon graduating from the SPA program at Columbia in 2010, Geoff hopes to open his own Charter high school.

David  Rosas

David Rosas

David started his career as an ELL Kindergarten teacher in Phoenix, AZ. David was part of the founding faculty at a K-8 independent school. David has chaired the Diversity committee at his current school, mentored beginning teachers, helped in designing integrated curricula for grade K, 1, and 7, and led whole-staff and small group professional learning workshops on diversity and classroom management. He was the director of his school's summer academic program for two summers. His professional goal is to develop into an educational leader who works with a whole school community to ensure the effective learning of all students

Anna C. Scretching

Anna C. Scretching

B.A. in Elementary Education, College of New Paltz; M.A. in Special Education, College of New Paltz. Anna is in her fifth year of teaching, she has helped develop curriculum, provide professional development, and assisted in administrative duties when necessary. She is also currently a Lead Teacher for the after-school program at her school. Anna’s professional goal is to inspire those around her to lead and achieve in ways they never knew they could before. Anna applied to this program to further her learning, not just as a leader, but as an educator.

Rachel  Seher

Rachel Seher

B.A. in Government, William and Mary; Ph.D. in Political Science, Yale University. Rachel began her career in education while working with adolescent females in New-Haven-area public high schools as part of her doctoral dissertation, entitled Condoms, Bongs, and Visible Thongs. She completed the teacher preparation program at Yale and has taught English in both urban and suburban public high schools in Connecticut. She was a founding Literature teacher and ninth-grade team facilitator at New Haven Academy, a small district magnet school, and currently teaches Political Science and Women's Studies at DePaul University in Chicago.

Danielle Anjanette Coble  Singh

Danielle Anjanette Coble Singh

B.S. in Human Development, Cornell University; M.A. in Transitional Special Education, George Washington University. Danielle is currently working as a special education teacher and mentor teacher at a public charter school. This coming school year, she will work as Director of Academics at a charter school and be responsible for leading the teacher mentor program and supporting the professional development of 50 teachers at the school. Danielle would like to become a principal of a public or charter middle school in Washington, DC.

Sanjay  Singh

Sanjay Singh

B.S. in Kinesiology, University of Maryland; M.A. in Teaching, Trinity Washington University. Sanjay is currently a Math Professional Developer and being in this role has allowed him to help improve the overall profile of his school within the District of Columbia through his ability to work with the teachers in his building to improve their instructional delivery. Sanjay holds the firm belief that one of the best ways to improve Education in America is to tap into the successful practices used throughout the classrooms of our Nation. Collaboration is one of the best ways that educational reform can come to fruition.

Jennifer  Speirs

Jennifer Speirs

B.S. in Art Education, University of South Florida. Upon graduation, Jennifer began her career in “Suitecase City” (Tampa, Florida), teaching 3rd-5th grade. She then joined Teach for America in 2003, which brought me to Philadelphia. Here, she has had the opportunity of collaborating with others to create a public, single-sex high school. During the next summer, she worked as a Corp Member advisor with Teach for America and trained a group of new teachers in Los Angeles. Currently, Jennifer serves as the Institute Coordinator for Early Childhood Education at The Young Women’s Leadership School @ Rhodes High School, an all girls, public high school in North Philadelphia.

Rachel  Staroba-Hallenbeck

Rachel Staroba-Hallenbeck

B.A. in Sociology, Empire State College; M.S. in Education of Children with Disabilities, Brooklyn College. Rachel currently teach bilingual special education to 10 students in Woodside, Queens. She has had the opportunity to “loop” with the same cohort of students from kindergarten onward and they are in their fourth year together. She also works with the Special Education subcommittee of the School Leadership Team and teach English Language Learners in the after school program. Prior to joining the NYC Teaching Fellows program, Rachel was a community organizer in upstate New York.

Kara I. Stevens

Kara I. Stevens

Kara has 7 years of educational experience. In addition to working with the Dominican Commission to UNESCO on international projects around topics of slavery, racism, and stereotyping, Ms. Stevens has designed and implemented literacy pilot projects based on Critical Pedagogy in after-schools throughout the South Bronx and South Jamaica in New York. Currently, Ms. Stevens works as an elementary school teacher in her native Hollis, New York, where she hopes to found an all-girl small school based on the three pillars of academic rigor, social responsibility and global awareness.

Ian  Stone

Ian Stone

A.B in Economics, Harvard College. Ian has ten years experience in the business world, last serving as Vice President of Operations for an investment advisory firm in San Francisco. He taught for six years at the elementary level and worked for five years in district leadership as a curriculum and instruction specialist. He is now Project Coordinator for curriculum and instruction at Jefferson County Public Schools in Colorado.

Keisha D. Sykes

Keisha D. Sykes

Keisha D. Sykes , B.A. in Child Psychology, Rutgers University; M.A. Education Leadership, Teachers College, Columbia University. Keisha's interest in the field of urban education was sparked early in life as she became aware of the stark contrast between the education she received in the suburban school she was bussed to each day versus the education her siblings received in the urban neighborhood where she lived. Knowing that her success in life was a direct result of the superior education she received in the Los Angeles Unified School District's gifted and talented education program (GATE), Keisha vowed to create the same opportunities for urban students. Keisha began her education career as a K-5 elementary school teacher in New Jersey, where she taught for 5 years in a high needs urban school district. She then became interested in the charter school movement and taught at several charter schools in Brooklyn, NY before joining the founding team of Brooklyn Ascend Charter School. Keisha currently serves as School Director of Brooklyn Ascend Charter School, a K-12 school in the Brownsville area of Brooklyn.

Archie  Tyson

Archie Tyson

B.A. in History and Africana Studies, Grinnell College. Archie, a native of Memphis, Tennessee, began his career in education as a Teach For America (TFA) corps member in the Mississippi Delta. He taught eighth grade math and coached multiple sports at Lakeside Middle and High Schools in Lake Village, AR. Following his two year commitment to TFA, Archie remained in the Delta to continue teaching at Lakeside Middle. Next year, he plans to continue his commitment to education as the Dean of Students as Lakeside High school.

Patrick  Walsh

Patrick Walsh

B.A. in Political Science; University of Florida. Patrick has taught Special Education and Social Studies in the New Orleans area since 2003. He served as Social Studies department head and helped develop projects and curriculum using project based learning. Patrick is looking forward to leading a school that challenges students and prepares them for a lifetime of learning.

Carland  Washington

Carland Washington

B.A. in African and Afro-American Studies, University of North Carolina at Chapel Hill and completed teaching certification in secondary social studies education from North Carolina Central University while participating in the NCTEACH program. Carland serves on the University-School Teacher Education Program advisory board for the School of Education at North Carolina Central University. Currently, Carland works at Durham (NC) School of the Arts serving as Department Chairperson for Middle School Social Studies. He serves as Student Council Adviser, and is an elected member of the Faculty Advisory Council.

Roberta  Washington

Roberta Washington

B.S. in English Education, Delaware State University; M.A.T. in English, Brown University. Roberta has taught 7-10 grades in Rhode Island and Virginia. Teaching at the secondary level revealed the great need for a solid early childhood education. For this reason, her goal is to serve as an elementary school leader. Roberta is motivated by a desire to be fully prepared for her role as a school principal. She wishes to be an effective leader, influential in providing the solid educational foundation crucial for success in later years.

Jason  White

Jason White

B.A. in Economics and Theater, Brandeis University; M.A. in Mathematics Educations, Teachers College, Columbia University. Jason has spent the last five years as a mathematics teacher and the past two years as the Mathematics Department Leader at the Williamsburg Charter High School in Brooklyn, NY. On state Regents exams, Jason’s students consistently outperform other students in the district by a wide margin. Jason’s goal is to develop his leadership abilities so he can better facilitate the growth and development of other teachers, helping them create richer environments for learning in their own classrooms.

Matt  Willard

Matt Willard

B.A. in Russian Studies, Carnegie Mellon University; M.S.Ed. in Special Education, Queens College. Matt discovered a love for working with children as a Preschool Science Coordinator at the New York Hall of Science in Flushing, Queens. This experience led him to join the New York Teaching Fellows, which placed him at P.S. 153 in Maspeth, Queens. There he has held numerous positions: resource room, 12:1 special education, collaborative team teaching and general education teacher. Currently, Matt is a technology lab teacher, leader of the technology integration team and a founding member of our inquiry team.

Rachel  Willis

Rachel Willis

B.A. in Government, Smith College; Certificate in Elementary Education (P-5), Agnes Scott College. Rachel is a 2004 Teach for America alum who completed her service in Atlanta. She is actively involved in leadership within her school where she serves as co-chair of her grade level and is a member of the Design Team, Principal’s Advisory Committee, and the Instructional Task Force. Rachel would like to obtain the skills she needs in order to provide effective leadership and have a greater impact on student achievement within schools.

Andrine  Wilson

Andrine Wilson

B.A. English Literature and a minor in African study, University of Pennsylvania and M.A. in Secondary Education from Pace University. After graduating with honors, Andrine joined Teach For America' s NYC Corps and returned to her hometown of the Bronx, New York. She began teaching eleventh and twelfth grade English at Renaissance High School for Musical Theater and Technology. In addition, she also served at Coordinator of Students and Senior Advisor and was responsible for the implementation of all extracurricular activities at her school. She will become the first female Dean of Discipline. Andrine hopes to open her own school focusing on multicultural education.

Yvette  Winder

Yvette Winder

B.A. in Art Education, Morris Brown College; M.S. in Curriculum, Instruction & Teaching, NOVA Southeastern University. Yvette has worked in a nationally recognized Urban School District which has provided her with different dimensions of authentic rigorous delivery. She has found her experiences to be very valuable in providing the next learning phase of her career growth. Yvette has chaired the Fine Arts Department at several schools, as well as created and facilitated professional development workshops and seminars for Teachers and Administrators in the Arts.

Nicole  Ziccardiz

Nicole Ziccardiz

B.A. in Childhood Education from Pace University and M.A. in Literacy Studies from Hunter College. Nicole is heading into her fifth year at the elementary level, and currently teaching second grade at a downtown Manhattan school, P.S. 89. Nicole aspires to be a master teacher-leader at her school. In the next couple of years, she is open to taking on more formal leadership roles, perhaps as an assistant principal, or curriculum supervisor. Nicole believes it is really important to understand children's needs at the classroom level, and then use that insight later on as a building leader.

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