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Raising Educational Achievement Coalition of Harlem (REACH)
Nancy Streim, Associate Vice President
Nancy Streim is the Associate Vice President for School and Community Partnerships at Teachers College, and Special Advisor to the Columbia University Provost. Prior to joining Teachers College in 2007, she was Associate Dean for Educational Practice at the University of Pennsylvania's Graduate School of Education. Dr. Streim leads TC's efforts to connect university expertise to improving public education for New York City's children. She is an architect of a "university-assisted public schools model" that systematically addresses conditions related to educational success, including components such as teacher development, early childhood education, physical and mental health, expanded learning opportunities and parent engagement. She has established two successful university-assisted public elementary schools in Philadelphia and New York, and built sustained partnerships with local education authorities, community organizations and the corporate sector to implement the model in a network of pre-existing public schools. She teaches a graduate course in educational entrepreneurship and has raised over $20 million for her work over the years. Dr. Streim has been Principal Investigator on grants from the National Science Foundation, New York State Department of Education, General Electric Foundation and JPMorgan Chase Foundation among others. She serves on the executive board of the Morningside Area Alliance, and is vice president of the Remedco Foundation, which provides grants for community improvement in the neighborhoods near Teachers College. Dr. Streim earned a bachelor's degree with honors from Bryn Mawr College, a master's degree from the State University of New York, and a Ph.D. from the University of Wisconsin-Madison.
Catherine Hogg, Senior Instructional Specialist
Catherine Hogg joined the staff of REACH as the Senior Instructional Specialist in July 2013. Prior to joining the REACH team, she received both a dissertation fellowship and teaching assistant fellowship from Rutgers University, Newark while pursuing her Ph.D. in Urban Systems - Educational Policy. During this time, she was also a part-time lecturer in the Urban Teacher Education Program (UTEP) at Rutgers University, Newark, where she instructed and supervised pre-service teachers around curriculum, instruction, data-driven assessment, and differentiation. Ms. Hogg began her career in Newark, NJ as a high school physics, chemistry, and environmental science teacher at Central High School and later at North Star Academy Charter School. At various points during her six years of teaching, she was also the assistant coach of the boys' football and baseball teams, senior class advisor, and assistant director of the musicals. In addition to teaching, she served as an Instructional Lead for the science department at North Star, a School Director for Teach For America's 2007 Philadelphia Institute, and as Assistant to the Executive Director of Project for School Innovation (PSI), which was a Boston-based non-profit organization dedicated to disseminating best practices for teaching and school leadership in urban charter and district schools. She earned a BA in Chemistry from NYU, an Ed.M. in School Leadership from Harvard University, and is a doctoral candidate for a Ph.D. in Urban Systems - Educational Policy. As a researcher, Ms. Hogg is interested in the role of charter schools in urban school reform, critical/feminist science pedagogy and curriculum, and pathways to higher education for urban students.
Danielle Proscia, Junior Instructional Specialist, REACH
Danielle joined the REACH team in 2016 to support the development, implementation, and monitoring strategies to build the instructional capacity and practices of teachers and teacher teams so that students are productively engaged in rigorous and responsive classroom instruction to support their mastery of the Common Core Learning Standards in order to be college- and career-ready.
She began her career in education teaching high school English in Newark, New Jersey, at both a standard and magnet high school. Subsequently, she taught in the Sayreville Public Schools, teaching 9th and 11th grade English as well as a 7th grade Technology elective. While teaching in Sayreville she supported her students outside of her classroom by volunteering to sponsor student-led after school activities and tutoring struggling students. Danielle has extensive experience in the design of Common Core-aligned assessments and technology-based assessments that meet P.A.R.C.C. expectations. In addition, Danielle co-authored and implemented curricula aligned to the Common Core Standards that reflect diverse perspectives in literature and that provide multiple entry points for students with special needs and students with varied reading levels. She also served as an informal teacher leader in the schools in which she worked.
Danielle is a graduate of Rutgers University Newark, where she majored in English and completed the Urban Teaching Education Program (UTEP) with high honors; she was also nominated for New Jersey Student Teacher of the Year.
Robin Blanc, Expanded Learning Opportunities Associate
Angela oversees the planning and development of expanded learning opportunities across K-12 in REACH schools, supervising graduate student workers and managing partnerships with program providers. Angela joined the College in 2012. Previously Angela worked with Communities in Schools, a national drop-out prevention program, where she case managed 100 youth at-risk through engagement in achievement, attendance and social-emotional learning. Prior to that she worked at KIPP Charlotte where she taught sixth grade English language arts. She received her B.A. in Anthropology from the University of Missouri, St. Louis and is in pursuit of her M.A. in Sociology and Education with a policy concentration.
Ryan Small, Family Engagement Coordinator
Ryan is a native of Brooklyn, New York and attended the University at Albany where he double majored in Psychology and Education. Upon the completion of his undergraduate studies, Ryan enrolled in New York University’s Applied Psychology program where he is currently pursuing his Masters in School Counseling. He has served as a mentor in various settings and continues to be an advocate for youth development. Ryan is fully committed to promoting diversity and family engagement as a means to create a wider range of student support so that all children are more successful in their academic and non-academic progress.
Karoline Alexander, Community School Director
As Community School Director at P.S. 154, Karoline coordinates and oversees the work of TC students and community-based partners providing a range of activities in the areas of attendance improvement and dropout prevention, physical and mental health, health literacy, and expanded learning opportunities, and family and community support and engagement.
Karoline is a dedicated counseling professional with experience advising diverse student groups and first generation college applicants. Previously, Karoline was the Interim School Counselor at Holyoke High School in Holyoke, Massachusetts, where she managed a caseload of over 200 students and provided counseling in academic and career planning as well as personal and social development. While studying for her Masters degree, Karoline worked as a Graduate Assistant for the Cultural Enrichment Department for the Center of Multicultural Advancement and Student Success at the University of Massachusetts Amherst. As Graduate Assistant, she coordinated with various student groups and university staff to facilitate events to spread cultural awareness on campus. Karoline also served as the Teen Director at the Grenville Baker Boys & Girls Club, where she oversaw after-school programs for students in grades 6-12. It was at the Boys & Girls club where she found her passion for counseling and community building through education.
Karoline received her M.Ed. in Counseling and Ed.S. degrees from University of Massachusetts Amherst. She attended Northeastern University, where she received a B.A. in Sociology with a minor in African American Studies and was a full scholarship athlete for the women’s basketball team.
Habib Bangura, Community School Director
As Community School Director at Wadleigh Secondary School for the Performing & Visual Arts, Habib coordinates and oversees the work of TC students and community-based partners providing a range of activities in the areas of attendance improvement and dropout prevention, physical and mental health, health literacy, and expanded learning opportunities, and family and community support and engagement.
Habib is a passionate educator who has dedicated his career to increasing access to high quality education for young people and families in opportunity-deprived communities. He previously served as the Founding Director of a year-long academic enrichment program in Washington DC. Prior to that, he was a member of the school leadership team at an alternative high school in Lawrence Massachusetts. Habib holds an Ed.M. from Harvard Graduate School of Education, an M.S. from Johns Hopkins University School of Education, and a B.A. from George Mason University. He is contributing his training and experience toward improving outcomes for students and families in Harlem.
Michael Dorcelly, Community School Director
Since 2013, Michael worked as a teaching artist and program facilitator in the New York City public schools through The Leadership Program, a community-based organization offering a range of enrichment activities to schools and communities. As a counselor with William Paterson University's pre-college programs, he worked with primarily first-generation students pertaining to issues of college access and preparation. While studying at Teachers College, Michael served as the president of the Black Student Network, a student-led organization devoted to supporting the academic, professional, and social endeavors of Black graduate students. His professional and research interests are centered on school climate maintenance and college access for first-generation and immigrant communities. Michael recently earned his master's degree from Teachers College, Columbia University in Comparative and International Education. He received his bachelor's degree in English Writing and Interpersonal Communication at William Paterson University.