Dr. Nancy Streim joined Teachers College in 2007 in the newly created position of Associate Vice President for School and Community Partnerships and Special Advisor to the Columbia University Provost. In her role as the head of the Office of School and Community Partnerships (OSCP), Dr. Streim leverages faculty and student research, teaching, and service to enrich learning and improve outcomes in New York City public schools, especially those in the local community. Major initiatives include the development of the Teachers College Community School and the Teachers College Partnership Schools network. The OSCP also provides a broad array of enrichment programs for local schools including the Reading/Math Buddies, Performing Arts Series, Harlem Schools Partnership for STEM Education, Harlem Ivy after school program, and Earth Friends.
Before coming to TC, Dr. Streim was Associate Dean for Educational Practice at the University of Pennsylvania’s Graduate School of Education where she and President Fuhrman developed the university-assisted school model that guides the work at TC. She holds a B.A. in Art History from Bryn Mawr College, an M.Ed. in Higher Education Administration from SUNY-Brockport and a Ph.D. in Educational Psychology from the University of Wisconsin-Madison.
Mr. Cahn spent the preponderance of his career at Sanford C. Bernstein & Co. where he was a research analyst, Research Director, Managing Director of Research Services and Managing Director of Fixed Income Investment Management. He was a member of Bernstein’s board of directors. After he retired from Bernstein, he was the CEO of Cahn Medical Ventures, a venture capital firm specializing in early stage life science companies, from which he has also retired. Mr. Cahn holds a B.A from Washington and Lee University and an M.B.A. for Columbia University.
A former architect, Mr. Asher was principal of Brooklyn Technical High School from 2006-2016. Prior to that he was the founding principal of a new specialized secondary school for Math, Science & Engineering as a college collaborative high school. He is currently the Senior Advisor, Talent Management and Innovation for the New York City Department of Education.
Randy is a 2010 Fellow.
Andrew S. Adelson held a series of positions at Sanford C. Bernstein & Co., Inc. He was the Chief Investment Officer of Global Value Investment Management Services, the chairman of the Global Value, Global Value Balanced and International Value Equity Investment Policy Groups of Alliance Bernstein’s Bernstein Investment Research and Management unit (“Bernstein Unit”), and a member of the U.S., Emerging Markets, Canadian, European and U.K. Value Equity Investment Policy Groups of the Bernstein Unit. He joined Bernstein in 1980, and until 1983 was a Research Analyst covering the aerospace industry. From 1983 until 1987, he was Research Director for Investment Management, and from 1987 through 1990, Managing Director of Institutional Services. Starting in 1990, he developed the international investment management services for Bernstein. Mr. Adelson is also member of the Board of Directors at The Hastings Center.
Mr. Adelson was named to the Institutional Investor All-America Research Team in 1982. He earned a B.S. and an M.B.A. from the Wharton School of the University of Pennsylvania in 1977 and 1978, respectively.
Rhonda Perry is the principal of the Salk School of Science, a public middle school in district 2 in Manhattan. She has served as the school's principal since 2001. The Salk School has a unique partnership with the New York University School of Medicine. Under Ms. Perry's leadership, the school has been awarded the BlackBoard Media Award for best middle school in the city on two occasions and is considered one of the best public middle schools in the state.
She is a graduate of Barnard College, Columbia University; Teachers College, Columbia University and Baruch School of Public Affairs.
Rhonda is a 2013 Fellow.
Steve Sussman is the President of the Curriculum Division for Sussman Education Company, a leader in K-12 digital and print sales distribution that has served New York City schools for over 40 years. In 2011 he helped launch Lightswitch Learning, a national K-12 sales organization that has recently published several best-sellers in the parent engagement arena. For almost 20 years, Steve has collaborated with various educational leaders in New York City and beyond conducting market research to inform the design of supplemental programs that meet the demands of education policy, and evaluating thousands of educational solutions to bring the newest and best to schools across the country.
Ms. Cahn is the Managing Director at the Center for Public Research and Leadership (CPRL). The mission of the Center for Public Research and Leadership (CPRL) is to revitalize public education while reinventing professional education. CPRL conducts rigorous coursework, skills training, and research and consulting projects to ready talented graduate students for challenging twenty-first century careers enhancing the education sector’s capacity to improve the outcomes and life chances of all children.
Her prior roles include the founding COO for Public Square Partnership and Deputy Chief Portfolio Officer at the NYC Department of Education. Amanda began her career as a high school English teacher. She holds a BA from Rice University, an MA Ed in Secondary Education from the University of Phoenix, and an MBA in Social Enterprise from Columbia University. She is an alumna of TFA, TFA’s School Systems Leaders Fellowship, and Education Pioneers.
Kim Sweet is the Executive Director of Advocates for Children of New York (AFC), where she is responsible for AFC’s overall direction, operations, and effectiveness. Prior to joining AFC, Kim worked at New York Lawyers for the Public Interest (NYLPI) for ten years, most recently serving as Associate General Counsel. In 2010, Kim received the Felix A. Fishman Award for Excellence in Advocacy from New York Lawyers for the Public Interest for her exceptional commitment to equal education opportunities for all children. She was also awarded a fellowship with the Tenenbaum Leadership Initiative of Milano the New School for Management and Urban Policy in 2008, and in 2003, she received a Legal Services Award from the New York City Bar Association for “extraordinary dedication and outstanding work in providing civil legal assistance to the poor in New York City.”
Kim holds a B.A. from Brown University and a J.D. from Columbia Law School. She also taught for two years as an adjunct professor in the Urban Law Clinic of New York Law School.
Mason Haupt retired from a career in fixed income investment management. His career included positions at Soros Fund Management and as a Partner at Five Mile Capital Partners. He was a director at Salomon Brothers.
Grace Suh is Director, Education Programs, Corporate Citizenship & Corporate Affairs at the IBM Corporation. In her position, Grace manages IBM’s global education portfolio of STEM (science, technology, engineering and mathematics) and teacher professional development programs. These programs include Teachers TryScience (teacherstryscience.org), MentorPlace (www.mentorplace.net), and Teacher Advisor., Powered by IBM Watson. Grace also manages the P-TECH 9-14 School Model (www.ptech.org), beginning at Pathways in Technology Early College High School in Brooklyn, New York, and now being replicated in 58 schools in the United States and Australia. Prior to IBM, Grace worked at the Children’s Defense Fund, a national child advocacy organization in Washington, D.C. where she focused primarily on child welfare policy. In addition to the corporate and nonprofit sectors, Grace has worked on education and children’s issues in state and city governments. Grace serves on a number of education committees and boards, including the Schools That Cang. She has a master’s degree in public policy from the John F. Kennedy School of Government at Harvard University and a bachelor’s degree from Columbia University.
|Bill||Albers||Owner/Chairman of the Board, American Excelsior Company|
|Fred||Bloch||Senior Vice President, Growth, Anti-Defamation League|
|Kevin||Brine||Author, Artist, Investor|
|Henry||D'Auria||Senior Vice President, AllianceBernstein|
|Guy||Davidson||Senior Vice President, AllianceBernstein|
|Steve||Dolcemaschio||Former Chief Operating Officer, Comcast Entertainment Group|
|Phil||Eagan||Chief Operating Officer, Viking Global Investors|
|Dave||Ferry||Senior Vice President and Investment Counselor, Capital Group Private Client|
|Roger||Hertog||Former President of Sanford C. Bernstein, former Vice-Chairman of AllianceBernstein and founder of the Hertog Foundation.|
|Jeff||Kronthal||Managing Partner, Co-Chief Investment Officer, KLS Diversified Asset Management|
|David||Levine||Former Senior Managing Director, Fixed Income, Sanford C. Bernstein & Company|
|Jamie||Litt||Research and Evaluation Manager, New York City Department of Education|
|Gary||Litt||Managing Director, Soros Fund Management|
|Jon||Mann||Senior Vice President, Merrill Lynch|
|Rich||Pzena||Founder and CEO and Chief Investment Officer, Pzena Asset Management|
|Jonathan||Reiss||Director, Society of Quantitative Analysts|
|Harold||Rosen||Executive Director, Grassroots Business Fund|
|Greg||Sawers||Chairman and Investor, TriplePoint Software|
|Lisa||Shalett||Head of Investment, Portfolio Strategies and Wealth Management, Morgan Stanley|
|Richard||Torres||Senior Staff Scientist, Regeneron Pharmaceuticals|
|Frank||Trainer||Former Senior Managing Director, Fixed Income, Sanford C. Bernstein & Company|
|Mark||Tsesarsky||Co-Head of Fixed Income and Commodities, Millennium Management|
Eleanor Drago-Severson is Professor of Education in the Organization and Leadership Department of Teachers College, Columbia University . Her research and teaching passions include school leadership, qualitative research methods, and supporting adult development in K-12 schools, ABE/ESOL programs and higher education contexts. Ellie is author of two recent books: Becoming Adult Learners: Principles And Practices For Effective Development (Teachers College Press, 2004) and Helping Teachers Learn: Principal Leadership For Adult Growth And Development (Corwin Press, 2004). Helping Teachers Learn was awarded the Outstanding Staff Development Book of the Year for 2004 by the National Staff Development Council.
A developmental psychologist, Dr. Drago-Severson's work is inspired by the idea that schools must be places where adults as well as children can grow. She served as lead researcher on the Adult Development Team of the National Center for the Study of Adult Learning and Literacy (NCSALL) at Harvard University and consults to schools and educational leaders on matters of principal and teachers' professional development, and leadership that supports adult development and learning. Ellie has served as teacher, program designer, program director, consultant, and professional developer in a variety of educational contexts including higher education, Adult Education Community Centers, and K-12 schools in Florida , New York and Massachusetts .
Dr. Carolyn Riehl's research reflects a broad concern for how schools can be organized and administered so that they are lively, humane, equitable, and productive settings for learning and accomplishment for both teachers and students, especially students who traditionally have been poorly served by schooling.
She situates her scholarship at the juncture between sociology of education and organizational and administrative studies, the fields in which she pursued graduate training. The sociological perspective addresses the dynamic interrelationships among individuals, social groups, organizations and institutions, and wider sociocultural contexts, with particular regard to issues of equity. The administrative/organizational perspective covers technical, interpretive, and critical approaches to the design and administration of school programs and structures and the intricacies of culture and meaning in schooling. These fields are complementary in their attention to educational practice and to the cultural and institutional foundations of that practice. They converge in questions about how to organize and administer schools. Yet their concerns, while overlapping, are not identical.
Sociological approaches to schooling explore the role of schools within society and their effects on individuals and groups, but almost never frame administration as an important aspect of the social order of the school. Administrative approaches focus on leadership and administrative practice, organizational dynamics, and the process of change, but rarely look at school organization and administration through wider interpretive perspectives on human action or social structure.
Her work tries to build bridges across these disciplines and to generate unifying approaches to the problems of knowledge and practice that they raise. Dr. Riehl's scholarship reflects different epistemological traditions, ranging from "soft positivism" to interpretive and critical studies; she finds something of value in each tradition. She utilizes both qualitative and quantitative methods in her empirical work. Her research has clustered around three general themes: studies of school organization; studies of the practice of school administration and leadership; and scholarship on research. An additional theme focusing on issues of diversity and equity stretches across all three clusters. She can be reached via email at firstname.lastname@example.org, or by telephone at 212-678-3728.
Jeffrey M. Young is a Professor of Practice in Education Leadership at Teachers College, Columbia University. Before joining the faculty at TC, Dr. Young served as Superintendent of Schools in Cambridge, MA from 2009 through 2016, following terms as Superintendent in Newton, Lexington and Lynnfield, MA. He began his career in education as an English teacher, Department Chair, and Curriculum Coordinator in Brookline, MA. Dr. Young was a member of the Adjunct Faculty at the Boston University School of Education and has delivered talks at various institutions of higher learning as well as at the International Education Conference in Beijing, China. Among his distinctions, he has been recognized by the Massachusetts Association of School Superintendents with the President’s Award; Brandeis University with the Levitan Award for Leadership; and the Cambridge NAACP with the Martin Luther King, Jr. Award for his work “to provide an effective, innovative education to ALL of Cambridge’s children regardless of race or class.” Dr. Young received a B.A. in English and American Literature from Brandeis University, a Masters Degree in Education from Tufts University, and a Doctorate in Education from the Harvard Graduate School of Education. As a new member of the TC faculty, Dr. Young is struggling with his identity as a fan of the Boston Red Sox.
Dr. Terrence (Terry) E. Maltbia, Principle, Organizational Effectiveness Consulting and Training (Ofx), with nearly 30 years of diverse experience as an executive, external and internal consultant and sales professional. He works with clients to implement research-based best practices focused on leveraging human capital assets in pursuit of achieving extraordinary results.
Prior to forming Ofx, Terry held several management positions with Westvaco Corporation (now MeadWestvaco) including OD Center of Excellence Leader; Director, Training & Leadership Development; Group Manager, Marketing Personnel Development; Manager, College Relations and Corporate Employment and Field Sales Manager. He began his career in field sales with Westvaco Corporation directly out of college. Terry has also held senior consultants positions with both the Alexander Group and Rath & Strong (process improvement).
Lisa A. Sahulka joins the Cahn Fellows after a role as Chief Operating Officer at The Southern Poverty Law Center. Ms. Sahulka served as Chief Financial Officer for the Juvenile Welfare Board (JWB) of Pinellas County, Fla. She provides educators with free resources that teach schoolchildren to reject hate, embrace diversity and respect differences. She is a career-long proponent of administrative effectiveness in mission-driven enterprises. During more than 15 years with JWB, she developed infrastructure and processes supporting some 60 external programs serving thousands of children each year. Prior to moving to Florida, she served positions with CARE, Covenant House, and the Jacob Riis Settlement House. She also served as an adjunct professor at Eckerd College in St. Petersburg, and served abroad at Casa Alianza in Antigua, Guatemala, and the International English Schools in London.
Dr.Barbara McKeon’s career has focused on serving the needs of the
most vulnerable populations. She has earned her Bachelors Degree in
Anthropology from Rutgers University, Masters in Communication
Disorders from the University of Vermont, and a Doctorate in Educational
Leadership, Management and Policy from Seton Hall University. She has
written and been featured in numerous articles and has spoken extensively
both nationally and internationally on topics in education including
improving school culture, school turn-around, aspiring leadership,
building relational trust and integrating restorative practices. Dr. McKeon serves on the Community Schools Advisory Board and TRACE, a
committee dedicated to improving integration for incarcerated youth. She
has held adjunct professorships at Pace, Brooklyn College and the
University of Vermont and is a Cahn Fellow for Distinguished Principals.
Dr. McKeon is a fitness instructor, a clown in the Macy’s Thanksgiving Day
Parade, holds a Guinness World Record and is the mother of two
daughters and four granddaughters.
Lily Woo has served as the principal of PS 130 Manhattan, District 2 for over 24 years. As principal, she helped transform the school from a Title I School in Need of Improvement (SINI) into a recognized NYC, NYS and US Department of Education Title I Distinguished School.
Lily has served in many roles in the NYC public school system throughout her career; she has worked as an ESL teacher, an ESL staff developer, and then later as a director for a demonstration project for the Division of High Schools. In 1981, she joined the NYS Education Department as an associate, working in the field of ESL and bilingual education. She returned to the NYC public school system in 1990 as Principal of PS 130 from where she retired in August 2014.
Lily received the NYC and NYS Departments of Education’s Title I Distinguished Educator Award in 2002 and was one of the 16 principals to be selected for the first cohort of the Cahn Fellows Program in 2003. In 2004, she was selected by the World Olympics Committee as an “Everyday Hero” and ran part of the New York City leg of the Summer Olympics torch relay that year. In 2010, she received the “Principal of the Year” Blackboard Award for her work at her school and for her service to the community. Over the years, she had served on many Chancellor’s Advisory Committees, as a mentor principal for the NYC Leadership Academy and as an adjunct instructor at Baruch College’s Aspiring Leaders Program. She currently serves as an adjunct instructor at Bank Street College’s Principals Institute.
Joshua Hernandez has been working in business operations for over ten years across several industries, it was working at a NYC Charter High School that Mr. Hernandez learned how much of a passion he had for the education system and the operational procedures that are implemented to help a school thrive and succeed. He joins the Cahn Fellowship Program with the belief that by supporting some of our top educational leaders, within their respective states; will pave the way for the continued success of Educational Leadership within our nation causing a ripple effect that reachs not only the students but the faculty and staff within schools.
As Director for Teaching and Learning at Queens South Field Support Center (FSC), Jennifer oversees a team of instructional leads, academic policy, assessment, performance and Advance specialists, who support 151 schools across South Queens. Prior to this role, Jennifer served as Director of New Principal Support (NPS) within the NYCDOE’s Office of Leadership, supporting a team of full-time NPS Coaches, Master Principals and Coaching Fellows, who coach approximately 150 new principals annually. From 2008 to 2016, Jennifer served as Principal of P.S./I.S. 178, The Holliswood School. Under Jennifer's leadership, PS/IS 178Q became a five-time NYSED Reward School and four-time CSA Performance Award School. Jennifer possesses a B.A. in English, an M.S.Ed in Early Childhood and Elementary Education, and an M.S.Ed in Educational Leadership. She is also a graduate of the New York City Leadership Academy and the Cahn Fellows Program for Distinguished Principals at Teacher’s College. A proud product of NYC public schools, Jennifer has served as a successful teacher, a former Assistant Principal, a CSA Executive Board Member, a mentor principal, a Cahn Fellows Program Advisor and both of her children have attended NYC public schools.
Anna Cano Amato, a 2015 Fellow, has been principal of P.S.110 in Brooklyn since 2006. Her school community embodies its vision of Growing Hearts and Minds through the many unique initiatives that address the academic, social and emotional growth of its students. She has earned advanced degrees from Queens College and St. John’s University as well as an administrative degree from the College of St. Rose. P.S. 110 was the first New York City public school to be recognized for fulfilling its vision and received the “Educating the Whole Child in the 21st Century” award from the New York ASCD for creating a healthy, safe, engaging, supportive, and challenging school environment.
Mathew Ditto, a 2013 Cahn Fellow, is the former Chief Innovation Officer of the Chicago Public Schools and former principal of Andrew Jackson Language Academy. Prior to his principalship, Ditto was the Associate Director of the Center for Urban Education at DePaul University. He attributes his commitment to education to his experiences as a Peace Corps Volunteer in East Africa. He is a member of the Education Leadership Program at the University of Illinois in Chicago, and a graduate of DePaul University’s School of Education with a master’s degree in teaching and learning.
Kathy Moloney, a 2009 Cahn Fellow, recently retired as the principal of P.S. 100, the Coney Island School. Previously, Moloney served as an Assistant Principal at Cavallaro Intermediate School and Instructor for the Cluster 6 Teacher Leadership program developing Professional Learning Communities within schools. Kathy has been a part of the District 21 Leadership Team and worked as Adjunct Professor for the College of Mt. St. Vincent, conducting Graduate Courses in curriculum and child development.
Margaret Russo has been the principal of P.S.160 in Brooklyn for fourteen years. She was assistant principal of I.S. 259 and taught at P.S. 127 and Nativity-St. Peter Claver. Under her leadership, P.S. 160 has initiated extensive arts programs, Socratic Seminars, a national award-winning chess program, coding program, a Peer Assisted Learning Program (PALS) and multiple programs for parents, including a GED program.
Although she has received many awards, including the Monsignor Francis X. Downing Award from the NYC DOE Catholic Teachers Association, Outstanding Educator of the Year from Education Update, Principal Collaboration Award from District 20 UFT, Elementary School Principal of the Year from Association of Orthodox Jewish Teachers of the NYC Public Schools, Principal of the Year from the NYC DOE Emerald Society and the Hopefest Award from the Francesco Loccisano Memorial Foundation, her favorite awards are the letters and cards hanging in her office from students thanking her for being the “best, fun principal”. She had the privilege of participating in the Cahn Fellows Program for Distinguished New York City Principals as both an Ally and a Fellow. She is presently Elementary School Principals Executive Board Delegate to the NYC Council of School Administrators.
Margaret is active in her community and enjoys reading, music, and baseball. Her favorite thing to do when not spending time with her students and teachers is spending time with her husband Anthony, their five children and seven grandchildren.
Evita Sanabria, a 2014 Cahn Fellow, has been the Principal of P.S. /I.S. 127 since August 2008. Sanabria received her Master’s Degree from New York University in Guidance and Counseling and her Professional Diploma in Administration and Supervision from Queens College. She has been working for the New York City Department of Education for past 28 years where she began her career a paraprofessional. “Women In Education” recently awarded her for the development and progress of the community through education Latin American Intercultural Alliance.
Orlando Sarmiento has been the principal of Newcomers High School since September of 2009. Orlando has focused on strengthening the school’s quality of teaching, learning and support services for students, all of whom are immigrant students as well as English language learners. He was one of the founding faculty members of Newcomers High School, where he started his teaching career as a bilingual social studies teacher in September of 1995. Orlando attended the National University of Colombia in Bogota majoring in Anthropology, graduated with a BA in Political Science and History from College of Education.
Tara Shelton has served as the principal of South Loop Elementary School in Chicago for the past eleven years. Principal Shelton attributes her school’s outstanding success to its dedicated, hard-working teachers and staff members. Tara graduated with a B.A. in Elementary Education from Southern University A& M College, and acquired her Master’s Degree in Administration from Chicago State University. She is currently pursuing a Doctorate in Urban Education at the University of Illinois at Chicago.
Melessa L. Avery is a native of Atlanta Georgia and has been a resident of NYC for over 25 years. She Holds a B.A. from Shaw University, M.A. from Brooklyn College, and a Certificate of Administration from the City University of New York. She has been in the New York School System for 28 years serving as a teacher for 15 years, Assistant Principal of P.S. 346 for three years and principal of P.S. 273 for 11 years. Melessa has worked in Red Hook, Park Slope, Sunset Park, and East New York. She currently serves as the District 19 CSA Chairperson. Ms. Avery is a 2010 Teachers College Columbia University “Cahn Fellow” a program for “Highly Distinguished New York City Principals”. In July 2015 she was selected as District 19’s first Master Ambassador Principal one of only seven in New York City and the first African American female to hold this post. Melessa served as a Cahn Fellow Alumni Advisor for the 2017 - 2018 school year! She has been featured in the Daily News several times, New York Times, and was a featured guest on WNYC. Melessa Avery was featured on Channel 1 in “The Best of Brooklyn” series in October of 2015.
Alan Cohen is the former Principal, PS 69 – Journey Prep, Bronx and is currently Co-Chair of the Harvard Principal Center Advisory Board. He is a 2006 Cahn Fellow.
A 2005 Fellow, just recently retired as principal of PS 51 in District 2, Manhattan. Nancy grew up on the Lower East Side with five brothers and sisters and is a product of the NYC Public Schools. She and her husband Norman have three wonderful children, a son who is finishing his earth science degree at Brooklyn College and twin daughters who graduated in May, 2013. One daughter has a degree in political science and history. The other daughter has a degree in sociology and Spanish. Nancy has a love for music and still sings in the Brooklyn Philharmonic Chorus and shares her love of travel, photography, cooking and film, theatre and books with her husband. Nancy has Master of Arts degrees in Environmental Education, Special Education and Supervisor and Administration. Her Bachelor's Degree was in Elementary Education. She is extremely proud of well-rounded education that she and her school has provided for the students at P.S.51 that includes a rich arts education, inquiry based project based learning, and academic rigor. In 2004, P.S.51 was named as a No Child Left Behind Blue Ribbon School by the U.S. Department of Education. In 2008-09, Time Warner Cable awarded her the National Champion Principal Finalist Award. She was named “Outstanding Educator” by Education Week in 2010. For the past 7 years, she has mentored assistant principals in the Advanced Leadership Program for Assistant Principals for the Council of Supervisors and Administrators.
Ailene Altman Mitchell has been principal of The Park Slope Education Complex at Middle School 88 in NYC since 2005. Ailene’s core belief is that students learn best in an intimate setting with personalized, blended learning attuned to their needs and strengths. Her passion for educating all students transformed M.S. 88 from one of the most challenged New York City Public Schools into one of the most prominent middle schools in the United States. As a foundational member of Chancellor Carmen Fariña’s signature instructional initiative, Learning Partners Program, Ailene’s school was spotlighted as an innovator host model school. M.S. 88’s innovative practices have attracted prominent visitors such as Bill Gates, Hadi Partovi, Fred Wilson, and education ministers from countries as far as Denmark and Turkey. In recognition of her work Ailene was named Master Principal from 2015 to 2017, serving as a mentor to NYC public school principals. As a definitive voice on personalized learning to raise student achievement, she has presented at Discovery Education’s Future Now Conference, ASCD conference, International Conference on Education, Discovery Education Leadership Summit, ISTE Conference on Blended Learning, and the NYC DOE Chancellor’s Conferences. Ailene has been serving as an alumni advisor to the Cahn Fellows Program for Distinguished Principals since 2017. She previously served on the advisory board of Columbia University’s Center for Environmental Research and Conservation Graduate Program from 2008-2015, and is a member of the Leaders on Innovation’s Digital Promise League of Schools. Ailene attributes M.S. 88’s success to her investment in professional learning, both personally and professionally. Her participation in the Institute for Learning at University of Pittsburg has been an integral part of her learning journey.
Christina Tettonis is honored to be Principal of the Hellenic Classical Charter School (HCCS) since 2007. The Commissioner of the New York State Department of Education has designated her school as a Reward School for four consecutive years in recognition of her students’ high academic achievement. In February of this year, the State Department recognized HCCS as one of the top 155 schools in all of New York State. HCCS was recently featured in the book, New York City's Best Public Pre-K and Elementary Schools, A Parents' Guide by Clara Hemphill.Christina is an advisory member of the Cahn Fellows Program for Distinguished New York City Principals at Teachers College, Columbia University. She was also a member of the New York City Deputy Chancellor’s Principal Advisory Group. She serves as a Board of Trustee for the Brooklyn Public Library, The Literacy Trust, The Brooklyn Center for the Performing Arts at Brooklyn College, and The Bay Ridge Federal Union.Christina was Principal of Public School 170 for the NYC Department of Education from 2002- 2007 and Director of The Drug and Alcohol Abuse Prevention Program for Community School District 20 from 1997-2002. She began her public school career as a teacher at Public School 186 and Public School 105 in Brooklyn, New York. Her first teaching position was at Holy Cross Parochial School.Christina was born and raised in Brooklyn, New York. She is the eldest daughter of Greek-American immigrants who ingrained in her a deep sense of pride for her Hellenic heritage. She is honored to share this heritage with her students each and every day. Christina is married and has twin sons who graduated college this past spring.
Nicole Scott began her career in education as a Pre-K teacher in Brooklyn, NY for the NYC Board of Education. During her tenure as a NYC teacher, Nicole taught a variety of elementary grades for both general education and students with disabilities. She became an Assistant Principal in 2002 in District 28 and then had an amazing opportunity in 2003 to be the founding Assistant Principal of a brand new school, PS/IS 266, in District 26, Bellerose, Queens. She served as the Assistant Principal of PS/IS 266 for four years before becoming the Principal in September of 2007. Nicole holds a BS in Elementary Education from SUNY the College at New Paltz, a Master of Science in Special Education from Adelphi University, a Master of Science in Educational Leadership from Bank Street College, and is currently a doctoral student studying Educational Leadership and Policy at Hofstra University. Nicole is currently working as a systems level leader in the NYC Department of Education’s Division of Teaching and Learning, Office of Leadership, as a New Principal Support Coach. In this role, Nicole coaches first and second year principals through the beginning of their school leader journeys. Nicole was a 2013 Cahn Fellow.
A 2010 Fellow, is the principal of Academy of American Studies in Queen. Now in his 25th year as a high school principal and his 39th year in education, he has always followed the credo that students will do whatever they are convinced that they can do, thus fostering a culture where students achieve much more than they ever expected they could. His vision for his school, staff, students, and parents is built upon that idea. A believer in collaborative support and planning, Bill has always involved all members of his school's constituencies in planning, casting, and sustaining a vision for success. As well, Bill's strong passion for aesthetic education in the arts greatly influences his students and his school. He was the recipient of the 2004 Special Arts Education Recognition Award from Americans for the Arts, and a member of the 2010 Cohort of the Cahn Fellows. He was actively involved in the Wallace Foundation's Principal Pipeline Initiative as a participant in the Principals' Learning Community. He has also been a critical friends group mentor to first year principals, a LEAP mentor, and is now in his fourth year as an instructor in the Assistant Principal Leadership Institute. He supports his Superintendent by serving on the Superintendent’s Advisory Council, and is thrilled to mentor members of this year’s cohort of Cahn Fellows.
Principal of Thomas A. Edison Career & Technical Education (CTE) High School, has dedicated nearly 25 years at Thomas Edison as a student, teacher, Assistant Principal and Principal. Currently, the school offers 12 CTE programs, the latest Medical Assisting program as the only one of its kind in NYC. Under his leadership, Thomas Edison will be serving as a Learning Partner host school for CTE in 2017-18. Moses currently serves as a CSA Executive Board member, the educational representative of the Jamaica Now Initiative and is part of the NYSED School Principal Preparation Project Study. He is a graduate of NYC College of Technology (B.S in CTE) and Adelphi University (M.S in Educational Leadership and Technology).
A 2016 Cahn Fellow, has served as principal of P.S. 125, the Ralph Bunche School in Manhattan since 2011. The school’s philosophy is children learn best when their intellectual, creative, emotional, social and physical growth is nurtured and challenged, and through school grants, Reggie has introduced enrichment programs for hydroponic and aquaponics labs to support students’ inquiry on farming. A graduate of the NYC Leadership Academy, Higgins received a BA in Psychology from Morehouse College, a Masters of Science in Teaching from Pace University and he received a Masters in Education Administration from Baruch College.
A 2014 Fellow, entered the CUNY system following her NYC public education and earned a Master’s degree in special education from Hunter College and an Administrative Diploma in School Administration from the City College of New York. When Sheila became Assistant Principal in 2003, P.S. 69 had been designated a School in Need of Improvement by the State of New York and was in jeopardy of being taken over as a result of failing grades. She was fortunate to support an outstanding principal who became her mentor and collaborative partner. When this principal retired, Sheila took over the helm and continued the excellent work they began together. The cornerstone of P.S. 69’s dramatic progress is a strong working school community, which has created an environment for improved teaching and learning. Since 2003, P.S. 69 has been recognized by Advocates for Children as both a school of choice and one of the “top 100 schools” in New York City.
Joshua Long is the principal of Southside Occupational Academy (SOA), a transition center for students with disabilities. Serving students who are 16-21 years old, Joshua has guided the creation of several vocational learning labs, a school-wide functional curriculum, a differentiated student assessment system, and community-based classrooms across the City of Chicago. Students enrolled at SOA participate in classes focused on vocational, independent functioning, social and emotional, and applied academic skills. Joshua has worked with all of the staff members to provide individualized instruction to each student allowing the students to become as independent as possible within their communities upon graduation.
Joshua began his career with the Chicago Public Schools as a speech-language pathologist (SLP) in 2000 after earning a Bachelor’s degree in Psychology and Speech and Hearing Sciences from Indiana University and a Master’s degree from the University of North Dakota in Communication Disorders. Working across many neighborhoods in Chicago, he was confronted with the reality that some students needed more than a traditional education program in order to reach their full potential upon graduation. In 2009, after obtaining a Master’s degree in Educational Administration from Governors State University, Joshua became a manager for over 100 SLPs within 200 schools. It was during this role that he realized the power of influence a school principal had on student learning and the school environment. Joshua decided that he wanted to effect change at a higher level and become a school principal for students with disabilities.
Joshua firmly believes that all students are entitled to a coordinated, well-executed, tiered educational program. He also believes that schools have the responsibility to meet all of the students’ needs and serve as a resource for their families. As a 2016 CAHN Fellow, Joshua focused on the expanding needs of his students and worked with the school community to open a branch location focused on integrated community education. The best part of Joshua’s day is standing outside and greeting the students in the morning. He has the best students in Chicago and they are always happy to come to school!
Principal of Lee Elementary in Chicago. Lisa began her tenure as principal five years ago, in which time she has moved her school from a level 2 to a level 1+ (the highest CPS rating). She has been a proud and enthusiastic leader of the Chicago Public Schools for 25 years - serving in culturally and intellectually diverse neighborhoods. At the district level, Lisa is honored to serve as an Independent School Principal, serving on district level committees and as a Mentor to aspiring Resident Principals. Lisa attended the University of Miami, graduating with a degree in both Psychology and Education. She completed her Master’s degree in Reading at the University of Illinois, and later completed an additional Master's program in Curriculum and Instruction at Lewis University.
Principal of Belmont-Cragin School, located on Chicago’s Northwest side. As a former CPS student and 25-year employee of the Chicago Public Schools, she has served as a middle school teacher, Induction Coach for the New Teacher Center, and a principal. Since becoming principal of Belmont-Cragin in 2010, she has worked diligently to improve the quality of teaching and learning, by utilizing a personalized approach with dual language education, SEL and personalized learning. She advanced the school’s designation from a Level 3 rating, in 2010, to a Level 1+ in 2017. In addition, Belmont-Cragin is currently recognized nationally as an “Ashoka Change Maker” school with a Gold Circle NAEYC Accredited Early Childhood Center. Notably, her school was awarded, in 2016, an “Exemplary Award” for Social and Emotional Learning from the Chicago Public Schools. In 2016, Principal Stewart was selected for the Cahn Fellows Program for distinguished principals. She has been awarded the leading educator scholarship for innovative principals, from the Bill and Melinda Gates foundation, which hosted 500 of the nation’s most successful superintendents and school leaders. Recently, she was awarded the Stanley Golder Leadership Award from the Golden Apple Foundation forexemplary performance in school leadership and a multi-million dollar capital project for a new innovative school from the city of Chicago.
Principal of Al Raby School for Community & Environment in Chicago since 2012. As an educator who has taught at the elementary, secondary, and post-secondary level, Femi firmly believes in fostering educational excellence for urban students in underserved communities. To achieve this success, she believes in a model that supports collaboration and teacher leadership development. Dr. Skanes holds several degrees including an Ed.D. in Educational Leadership from National Louis University.
Andres A. Alonso began his tenure as professor of practice at the Harvard Graduate School of Education, where he received his doctorate as part of the former Urban Superintendents Program. Alonso teaches a course on urban and systemic reform, and contributes to leadership programs such as the Doctorate in Educational Leadership (Ed.L.D.) and the Public Education Leadership Project (PELP).
Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.
Before Baltimore, he was chief of staff and then deputy chancellor for Teaching and learning during the first phase of New York's Children First reforms. He spent 12 years as a teacher of English Language Learners and students with disabilities in Newark, N.J.
Ron Woo is an educator with more than 45 years of experience in public school and higher education with expertise in educational policy and law, second language acquisition, and educational leadership and teacher preparation. In public school education, he served in multiple senior policy and administrative leadership positions, including superintendent. In higher education, Ron oversaw alternative teacher certification programs and serves as a senior policy associate. He teaches graduate educational leadership courses in education policy and law. Ron holds a BA in Education, MA in TESOL/Applied Linguistics, and JD. He holds permanent NYS SDA and SAS certificates and permanent teaching certificates in Childhood Education and TESOL.
Meridith Maskara is a life-long Girl Scout, and her daughters represent the fourth generation of Girl Scouting in her family. In her brief time as a GSGNY staff member -- first as VP of Product and Retail Sales, then as COO -- Meridith has made a huge impact in leading the council to record-breaking cookie sales, establishing additional revenue streams including our first-ever official council store, and making Girl Scouting accessible to more of NYC's young women through programs like Troop 6000, our new initiative that brings scouting to girls in the NYC shelter system. Meridith came to us after a highly successful career in branding and merchandising. She decided to pursue her passion of helping build a more just and equitable world where girls could grow up to be the great leaders they want -- and can -- be.
Carol Miller Lieber is a national leader in integrating principles of personalization and youth development into everyday
practices and structures for middle and high schools. As a senior district and school coach for Engaging Schools, facilitating
academic success, healthy development, and postsecondary aspirations for every student has been at the heart of her work
for over 40 years. Carol has taught, co-founded a small urban secondary school, and served as a faculty member at
Washington University, University of Missouri, and Lesley University. Carol earned a B.A. in Social Sciences and Education
from American University and an M.A.T. in English from Webster University.
Matthew Pinsker holds the Brian Pohanka Chair of Civil War History at Dickinson College in Carlisle, Pennsylvania and serves as Director of the House Divided Project (http://housedivided.dickinson.edu/sites), an innovative effort to build digital resources on the Civil War era. Matt is also a fellow at the New America Foundation in Washington DC. He has previously held visiting fellowships at Strategic Studies Institute of the U.S. Army War College and the National Constitution Center in Philadelphia. Matt graduated from Harvard College and received a D.Phil. degree in Modern History
from the University of Oxford.
Jim Sterling, an Exec-Comm partner with over 25 years of experience in the field of communication skills, coaches
executives to increase their impact in front of important audiences. He specializes in presentation, writing, sales, negotiation
and influencing skills. As a partner, Jim also oversees program design and quality for the firm. Jim holds a bachelor's degree
in Drama from Dartmouth College, receiving a distinguished award for Outstanding Achievement in the Arts.
John Zervas has been a Gettysburg Licensed Battlefield Guide since 2008. He is an Honor’s Graduate from the University
of Pennsylvania, the Wharton School of Business as well as a graduate of Rutgers University School of Law. A writer and a
lecturer, he has served as an instructor at Harrisburg Area Community College and as a lecturer for the prestigious John
Scott Adams lecture series. He currently serves as chairman of the Bachelder-Coddington Literary Award committee, which
annually selects the best book about the Gettysburg campaign. John comes to guiding after a 25-year career in the financial
services industry primarily with the prestigious Wall Street firm of Sanford C. Bernstein & Co. Inc. where, as a senior
Sue Boardman, a Gettysburg Licensed Battlefield Guide, is Leadership Coordinator for the Gettysburg Foundation. A
two-time winner of the Superintendent’s Award for Excellence in Guiding, Sue is a recognized expert of not only the Battle
of Gettysburg but also the National Park’s history and the history of the National Cemetery. Sue served as Museum
Coordinator and historical consultant for the Gettysburg National Parks $14 million restoration of the epic Cyclorama
painting that serve as the center piece of the Parks new visitor center.
Antony Hacking is an organizational consultant and founding partner of C Global Consulting, LLC, specializing in
conflict resolution, organizational diversity, team collaboration and change management. Tony is a trained instructor of
negotiation, conflict resolution, and diversity and has taught several graduate courses at the Center for Educational Outreach
and Innovation (CEO&I) and the International Center for Cooperation and Conflict Resolution (ICCCR) at Teachers
College, Columbia University. He has designed and conducted workshops and consulting interventions for thousands of
business managers, diplomats, clerical staff, technicians, doctors, allied healthcare workers, police officers, and teachers in
areas of conflict resolution, diversity and teamwork.Tony is a licensed practitioner and trainer for the WholeBrain Creativity
Suite of Assessments (NBITM); additional certifications include DiSC and Global Diversity Survey. Tony is a member of the
American Psychological Association, Society of Industrial-Organizational Psychologists, and the Academy of Management.
Tony holds a Master of Arts in organizational psychology with specializations in conflict resolution and change management
from Teachers College, Columbia University. He is currently pursuing a doctoral degree in social-organizational psychology
at Columbia University with research interests relating to diversity, team dynamics, organizational innovation, and
leadership. He resides in New York City with his family.