As part of the College’s commitment to providing well-prepared educators to America’s largest and most diverse school system, TC welcomed its annual cohort of Abby M. O’Neill Teaching Fellows — convening this year's 10 recipients, O’Neill Fellow alumni and supporters on campus for a celebration of this next chapter.
Committed to teaching in New York City public schools for at least two years, O’Neill Fellows receive tuition assistance toward their preparation to help their future students. Established by a generous gift from the late Trustee Emerita Abby M. O’Neill in 2013, the O’Neill Teaching Fellowship has supported the success of more than 90 scholars studying at TC.
“Our Fellows’ talents extend to thousands of children and young adults across the New York City public school system who benefit from teachers who are well-prepared, caring, and draw a strong network of support as they meet the needs of our schools and communities,” said President Thomas Bailey. ”My favorite part of these events is seeing you all talk with each other, building on your knowledge, sharing your experiences, and staying in touch with us as you impact the public good. It reminds me of the value of our work, and more importantly, the value of our growing network of alumni, supporters and students, working together.”
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Fellowship recipients shared what led them to the teaching profession with Wendy O'Neill and attendees.
Dana Vivar (M.A. ’27); Colby Tofel-Grehl, Vice Dean for Teacher Education and School & Community Partnerships; Maria Kary Lopez (M.A. ’27); Aimee Katembo, Director of the Office of Teacher Education; and Luke Jacoby (M.A. ’27). (Photo: TC Archives)
Current and former O'Neill Fellows chatted during the reception at Teachers College on Oct. 14. (Photo: TC Archives)
President Thomas Bailey chatted with students and alumni. (Photo: TC Archives)
Abby O’Neill's profound support of educators is carried on at Teachers College by her children, including Wendy O’Neill, who represented the family at this year's reception, where Fellows shared what motivated them to pursue the teaching profession and their defining purposes in the classroom.
Here’s how five of this year’s O’Neill Fellows plan to make a difference in NYC schools.
Biancy Garcia (M.A. ’27, Early Childhood Education & Intellectual Disabilities)
How Biancy Will Make a Difference: “Being raised in Harlem with teachers who mirrored my identity in positive ways during my formative years inspired me to do the same for other children of low-income backgrounds,” explains Biancy, who will also earn a Bilingual Extension certificate. “I wish to help continue to inspire educators from marginalized identities to pursue their passions as well as invoke pride in those who have created the space and opportunity for me to attain an education at TC.”
Maria Kary Lopez (M.A. ’27, Deaf and Hard of Hearing)
How Maria Will Make a Difference: Building upon her experience with young deaf and hard of hearing students in NYC schools to develop comprehensive curricula for PreK-12 students. “I hope to be a good role model for my students as their teacher to guide and support them,” says Maria, who grew up in Pasadena, Calif. “I’m passionate about helping my future Deaf and Hard of Hearing students to achieve success and reach their full potential.”
Luke Jacoby (M.A. ’27, Elementary Inclusive Education)
How Luke Will Make a Difference: Serving students with special needs in integrated co-teaching classrooms, which defined Luke’s own “best memories” as a student with learning differences in public schools. “I never want any student to feel left out or feel like they cannot learn in my classroom, and I will work to make sure each student is supported during my time teaching them,” says Luke, who was once told that his own learning difference may stop him from reaching higher education. “I want to make that same impact my teachers had on me.”
Alexander Ruiz (M.A. ’26, Social Studies Education)
How Alexander Will Make a Difference: Teaching in the South Bronx, where he grew up and knows he is “needed” — and impacting policy more broadly. “I've always internalized that the leaders necessary to bring about change and equity to the right that is education exist within our classrooms,” he says, “and that an advocate cannot be a true champion to the causes of education if they have never stepped into a classroom as an instructor and teacher.”
Dana Vivar (M.A. ’27, Mathematics Education)
How Dana Will Make a Difference: “I aspire to utilize everything I have learned at TC to make an impact as an educator by teaching, conducting research, and working toward more equitable access to quality math education, particularly for students in underserved communities,” explains Dana, a Boston University alumna. “I look forward to contributing to projects that connect research with practice, as I believe they offer opportunities to advance meaningful change in mathematics education and will help me grow as both a learner and future educator.”