Get To Know Us
The faculty of Hollingworth Preschool is composed of educators who share a commitment to life-long learning, child-responsive education, and the enactment of theory into practice. Our head teachers bring many years of experience working with young children and are leaders in their advanced graduate programs at Teachers College. Our associate and assistant teachers are selected through a competitive application process and bring diverse accomplishments. Each of these teachers must be concurrently enrolled in a Master’s programs at Teachers College while at Hollingworth. Our leadership team with its extensive expertise contributes to the research and service in the field of early childhood education.
Hollingworth Preschool
She/Her/Hers
Sarah Duer is the Director of Hollingworth Preschool. Beginning in 2014, Sarah has held a number of leadership positions within the Center. In these capacities she designed early childhood programs and developed curriculum with a special focus on phenomenon and place–based science as well as robotics.
Hollingworth Preschool
She/Her/Hers
Sarah Duer is the Director of Hollingworth Preschool. Beginning in 2014, Sarah has held a number of leadership positions within the Center. In these capacities she designed early childhood programs and developed curriculum with a special focus on phenomenon and place–based science as well as robotics. As an undergraduate Sarah received her Bachelor’s of Art from Occidental College where she was awarded the Davis Fund Award in Educational Leadership. Immediately after Occidental, Sarah made her way back east to begin her Master’s Degree program at Teachers College. Upon acceptance to TC, Sarah was awarded the Abby M. O’Neill Fellowship and received her dual certification in elementary and gifted education. Sarah taught at a citywide gifted and talented program as well public schools and independent schools, and has TA’d for graduate courses at TC. Teaching drew Sarah to school leadership, and she completed her MEd from Bank Street College in progressive leadership and her principal internship at a local DOE elementary school. Sarah is now a doctoral candidate in the department of curriculum and teaching at TC with a research focus at the intersection of early childhood education, culturally responsive pedagogy, and teacher professional learning. Sarah brings joy to Hollingworth everyday, tremendous care for all in our community, and enormous support for our parents and loved ones. When she is not directing the preschool or engaged in her doctoral studies, she replenishes herself through yoga, cooking, and running in Prospect Park.
Yellow Class
She/Her/Hers
Mónica Reyes (she/her/hers) is thrilled to return to Hollingworth Preschool as the Yellow Class head teacher. She holds a New York State certification and master’s degree in Early Childhood Education from Teachers College and a bachelor’s degree in psychology from the University of Puerto Rico. While completing her master’s degree, Mónica worked at Hollingworth as a Blue Class associate teacher where she learned the value of honoring children’s autonomy and how impactful socio-emotional practices are for young learners. This year is extra special for her as she returns to the wonderful community that helped shape her into the educator she is today. Mónica has spent the last couple of years teaching preschoolers in independent schools in Manhattan, exploring her passion for socio-emotional learning in early childhood with a mindful approach to inquiry-based teaching. She strives to provide a loving, welcoming environment where children feel safe and respected to explore learning in their own unique ways. When she is not teaching, Mónica enjoys reading, exploring new restaurants, crafting and doing pilates classes!
Yellow Class
She/Her/Hers
Mónica Reyes (she/her/hers) is thrilled to return to Hollingworth Preschool as the Yellow Class head teacher. She holds a New York State certification and master’s degree in Early Childhood Education from Teachers College and a bachelor’s degree in psychology from the University of Puerto Rico. While completing her master’s degree, Mónica worked at Hollingworth as a Blue Class associate teacher where she learned the value of honoring children’s autonomy and how impactful socio-emotional practices are for young learners. This year is extra special for her as she returns to the wonderful community that helped shape her into the educator she is today. Mónica has spent the last couple of years teaching preschoolers in independent schools in Manhattan, exploring her passion for socio-emotional learning in early childhood with a mindful approach to inquiry-based teaching. She strives to provide a loving, welcoming environment where children feel safe and respected to explore learning in their own unique ways. When she is not teaching, Mónica enjoys reading, exploring new restaurants, crafting and doing pilates classes!
Blue Class
She/Her/Hers
Emily Kutz (she/her/hers) is the Blue Class head teacher at Hollingworth Preschool and a student in the Teachers College EdD in Applied Linguistics - Second Language Acquisition program. She holds a MA and EdM in Applied Linguistics from Teachers College and a bachelor's degree Summa Cum Laude from Juniata College in both Early Childhood and Spanish Education. Along with her role at Hollingworth, Emily teaches a course in the Applied Linguistics and TESOL department at Teachers College and in the Writing Program at Rutgers University. Emily has also taught English as a Second Language courses at Hudson County Community College. Prior to her position at Hollingworth, Emily taught PreK in Madrid, Spain at the American School of Madrid for two years and on a prestigious Fulbright Teaching Fellowship grant at Colegio Alameda de Osuna International School for one year. Emily also taught preschool and kindergarten in Pennsylvania and Mexico. As an early childhood educator, Emily explores and incorporates process art and inquiry into her practice to scaffold student learning. She enjoys witnessing young students construct their own learning through natural play and authentic experiences. Emily is multilingual with her research focus on language teacher cognition and teacher training. Emily is a certified teacher in TESOL, early childhood, and Spanish. When she is not in the classroom, she loves boxing and traveling. Some of her favorite places she has visited include Japan, Korea, and Jordan.
Blue Class
She/Her/Hers
Emily Kutz (she/her/hers) is the Blue Class head teacher at Hollingworth Preschool and a student in the Teachers College EdD in Applied Linguistics - Second Language Acquisition program. She holds a MA and EdM in Applied Linguistics from Teachers College and a bachelor's degree Summa Cum Laude from Juniata College in both Early Childhood and Spanish Education. Along with her role at Hollingworth, Emily teaches a course in the Applied Linguistics and TESOL department at Teachers College and in the Writing Program at Rutgers University. Emily has also taught English as a Second Language courses at Hudson County Community College. Prior to her position at Hollingworth, Emily taught PreK in Madrid, Spain at the American School of Madrid for two years and on a prestigious Fulbright Teaching Fellowship grant at Colegio Alameda de Osuna International School for one year. Emily also taught preschool and kindergarten in Pennsylvania and Mexico. As an early childhood educator, Emily explores and incorporates process art and inquiry into her practice to scaffold student learning. She enjoys witnessing young students construct their own learning through natural play and authentic experiences. Emily is multilingual with her research focus on language teacher cognition and teacher training. Emily is a certified teacher in TESOL, early childhood, and Spanish. When she is not in the classroom, she loves boxing and traveling. Some of her favorite places she has visited include Japan, Korea, and Jordan.
Hollingworth Preschool
Creative & Instructional Designer
Hollingworth Center
She/Her/Hers
An alum of both Hollingworth Preschool and Science Camp, Nina Borland completed her undergraduate studies at Clark University, where she studied studio art and graphic design. Nina joined Hollingworth full time in 2015. During her time at the Center, she has spent invaluable time both inside and outside of the classroom designing curriculum and learning materials, teaching, and supporting the Center's mission with program planning and documentation. Currently, Nina serves as Creative and Instructional Designer for Hollingworth, utilizing her expertise in graphic and instructional design, teaching, and the visual arts. One of Nina's favorite aspects of her job is teaching art with our youngest learners at Hollingworth Preschool! She is back for a fifth year of fostering artistic agency through exploration, inquiry, and play.
Outside of the classroom, Nina finds time for her personal practice, creating art, photography, and design surrounding themes of body, sense of self, the natural world, and intersectional feminism. Nina can often be found singing songs, making things, and delving into the wonderful world of sci-fi and fantasy.
Hollingworth Preschool
Creative & Instructional Designer
Hollingworth Center
She/Her/Hers
An alum of both Hollingworth Preschool and Science Camp, Nina Borland completed her undergraduate studies at Clark University, where she studied studio art and graphic design. Nina joined Hollingworth full time in 2015. During her time at the Center, she has spent invaluable time both inside and outside of the classroom designing curriculum and learning materials, teaching, and supporting the Center's mission with program planning and documentation. Currently, Nina serves as Creative and Instructional Designer for Hollingworth, utilizing her expertise in graphic and instructional design, teaching, and the visual arts. One of Nina's favorite aspects of her job is teaching art with our youngest learners at Hollingworth Preschool! She is back for a fifth year of fostering artistic agency through exploration, inquiry, and play.
Outside of the classroom, Nina finds time for her personal practice, creating art, photography, and design surrounding themes of body, sense of self, the natural world, and intersectional feminism. Nina can often be found singing songs, making things, and delving into the wonderful world of sci-fi and fantasy.
Hollingworth Preschool
She/Her/Hers
Katie Garcia (she/her) is a passionate seeker of truth and connection, committed to exploring the realms of spirituality, theater, and sustainability. With a background in Communication and Arts of Body from PUC-SP Brazil, Katherin's theater and performance art journey has shaped her identity and nurtured her growth as a woman. Building upon her educational foundation, Katherin graduated in Educational Psychology from Singularidades Institute SP-Brazil, delving into the transformative power of theater as an evaluation tool. Her research interests revolve around studying theater as a ritualistic practice, emphasizing spirit and mind-body connection.
Hollingworth Preschool
She/Her/Hers
Katie Garcia (she/her) is a passionate seeker of truth and connection, committed to exploring the realms of spirituality, theater, and sustainability. With a background in Communication and Arts of Body from PUC-SP Brazil, Katherin's theater and performance art journey has shaped her identity and nurtured her growth as a woman. Building upon her educational foundation, Katherin graduated in Educational Psychology from Singularidades Institute SP-Brazil, delving into the transformative power of theater as an evaluation tool. Her research interests revolve around studying theater as a ritualistic practice, emphasizing spirit and mind-body connection. With over six years of teaching experience in Brazil and the U.S. and a particular focus on working with children, Katie aims to harness the potential of theater to foster personal growth, creativity, and emotional well-being. Katie is pursuing a master's degree in Psychology in Education with a focus on Spirituality, Mind, and Body at Teachers College, Columbia University. She aims to integrate theater, spirituality, social-emotional learning, and education in her work, drawing inspiration from various traditions and perspectives. Her ultimate goal is to create meaningful experiences that inspire individuals to reconnect with their inner selves, foster a harmonious relationship with nature, and ignite positive change in the world.
She/Her/Hers
Tianxin Zhang joins Hollingworth Preschool as an Assistant Teacher, bringing a rich background in psychology and early childhood education. She earned her Bachelor of Arts in Psychology & Communication Studies from the University of Minnesota, where she also contributed to research in decision-making and behavior analysis, with a special focus on children with autism. Tianxin is currently pursuing her Master of Arts in Psychology in Education at Teachers College, Columbia University, further deepening her expertise in child development and educational psychology. Tianxin's experience includes working as a Research Assistant in the Decision Making Lab at the University of Minnesota and at the Bridge Autism Clinic, where she implemented behavior analysis and intervention techniques. Her research work has spanned various topics, including the human learned helplessness depression model and attitudes towards psychedelic-assisted psychotherapy among young adults.
At Hollingworth Preschool, Tianxin is excited to apply her skills in positive reinforcement and developmental psychology to support the growth and well-being of young children. She is dedicated to creating a nurturing and inclusive classroom environment, where each child’s cognitive and emotional development is supported through thoughtful, evidence-based practices.
She/Her/Hers
Tianxin Zhang joins Hollingworth Preschool as an Assistant Teacher, bringing a rich background in psychology and early childhood education. She earned her Bachelor of Arts in Psychology & Communication Studies from the University of Minnesota, where she also contributed to research in decision-making and behavior analysis, with a special focus on children with autism. Tianxin is currently pursuing her Master of Arts in Psychology in Education at Teachers College, Columbia University, further deepening her expertise in child development and educational psychology. Tianxin's experience includes working as a Research Assistant in the Decision Making Lab at the University of Minnesota and at the Bridge Autism Clinic, where she implemented behavior analysis and intervention techniques. Her research work has spanned various topics, including the human learned helplessness depression model and attitudes towards psychedelic-assisted psychotherapy among young adults.
At Hollingworth Preschool, Tianxin is excited to apply her skills in positive reinforcement and developmental psychology to support the growth and well-being of young children. She is dedicated to creating a nurturing and inclusive classroom environment, where each child’s cognitive and emotional development is supported through thoughtful, evidence-based practices.
She/Her/Hers
Zoe Piao is a second-year master's student at Teachers College, majoring in Comparative and International Education. She graduated from Boston University in 2023 with a Bachelor of Science degree in Early Childhood Education, where she made the Dean's List multiple times. She also completed TESOL and TCSOL certificates during the summer at Teachers College. Zoe has gained valuable teaching experience in multiple Boston Public Schools, a bilingual Mandarin-English kindergarten in Beijing, and a Spanish-Mandarin immersion school on the Upper West Side of Manhattan. She has worked with diverse age groups, from 3-4-year-olds to 4th-5th graders. Coming from a Chinese-Korean background, Zoe is particularly interested in research on multilingual learners and culturally responsive teaching pedagogy. She is currently working on her capstone project for her master’s degree, which centers on developing a curriculum specifically designed for multilingual learners, emphasizing hands-on and experiential approaches. Outside of teaching and academics, Zoe enjoys visiting museums and art exhibitions in New York City and exploring different aesthetic cafes in various neighborhoods.
She/Her/Hers
Zoe Piao is a second-year master's student at Teachers College, majoring in Comparative and International Education. She graduated from Boston University in 2023 with a Bachelor of Science degree in Early Childhood Education, where she made the Dean's List multiple times. She also completed TESOL and TCSOL certificates during the summer at Teachers College. Zoe has gained valuable teaching experience in multiple Boston Public Schools, a bilingual Mandarin-English kindergarten in Beijing, and a Spanish-Mandarin immersion school on the Upper West Side of Manhattan. She has worked with diverse age groups, from 3-4-year-olds to 4th-5th graders. Coming from a Chinese-Korean background, Zoe is particularly interested in research on multilingual learners and culturally responsive teaching pedagogy. She is currently working on her capstone project for her master’s degree, which centers on developing a curriculum specifically designed for multilingual learners, emphasizing hands-on and experiential approaches. Outside of teaching and academics, Zoe enjoys visiting museums and art exhibitions in New York City and exploring different aesthetic cafes in various neighborhoods.
She/Her/Hers
Xinyi Qian (She/Her/Hers) is a first-year graduate student at Teachers College working towards a Master’s degree in bilingual/bicultural childhood education.“Cindy” is her preferred name. Cindy has served as a student teacher in a variety of early childhood classrooms in New York City and caregiving experiences working with children varying from 2-6 years old. She loves sharing literature with children and exploring art with children.
She/Her/Hers
Xinyi Qian (She/Her/Hers) is a first-year graduate student at Teachers College working towards a Master’s degree in bilingual/bicultural childhood education.“Cindy” is her preferred name. Cindy has served as a student teacher in a variety of early childhood classrooms in New York City and caregiving experiences working with children varying from 2-6 years old. She loves sharing literature with children and exploring art with children. After obtaining her bachelor’s degree in early childhood/special education at New York University, she wants to continue pursuing a better educational methodology for young children and apply it to real classrooms. She believes every child is unique and has the full potential to explore the world. She loves playing piano and the game of Go (a traditional Chinese board game) in her free time and is a big fan of Broadway shows. She is excited about working at Hollingworth and meeting wonderful children and families!
Green Class
He/Him/His
Alexander Roman is an Assistant Teacher at Hollingworth. Alex is the son of a public school teacher who has fueled his passion for education reform and has always challenged him to think critically about the U.S. education system. During his undergraduate experience at the University of Wisconsin-Madison, he double-majored in Education Studies and Political Science and minored in Chicano/an and Latino/a Studies. Currently, he is pursuing a Masters of Arts in Education Policy at Teachers College. He intends on using his education to improve the U.S. Education System so that it better caters to the needs of students, their families, and their communities. He strongly believes that schools are the hearts of communities, and by improving our schools, we are building a stronger society.
When Alex is not working at Hollingworth, he is representing the entire Teachers College student body at the Columbia University Senate as TC’s University Senator. This responsibility allows Alex the privilege of collaborating with scholars, faculty, and administrators across all of Columbia’s schools to better our University. He is looking forward to an amazing year at Hollingworth and TC!
Green Class
He/Him/His
Alexander Roman is an Assistant Teacher at Hollingworth. Alex is the son of a public school teacher who has fueled his passion for education reform and has always challenged him to think critically about the U.S. education system. During his undergraduate experience at the University of Wisconsin-Madison, he double-majored in Education Studies and Political Science and minored in Chicano/an and Latino/a Studies. Currently, he is pursuing a Masters of Arts in Education Policy at Teachers College. He intends on using his education to improve the U.S. Education System so that it better caters to the needs of students, their families, and their communities. He strongly believes that schools are the hearts of communities, and by improving our schools, we are building a stronger society.
When Alex is not working at Hollingworth, he is representing the entire Teachers College student body at the Columbia University Senate as TC’s University Senator. This responsibility allows Alex the privilege of collaborating with scholars, faculty, and administrators across all of Columbia’s schools to better our University. He is looking forward to an amazing year at Hollingworth and TC!
Green Class
She/Her/Hers
Sookie Huang is an experienced music educator and researcher with a diverse international background in music education, therapy, and performance. As the Music Explorations Teacher at Hollingworth Preschool, Sookie brings over 10 years of teaching experience to create an engaging and educational music environment for young learners. Her students range in age from as young as 3 years old, providing her with extensive experience in early childhood music education. Sookie is proficient in a variety of instruments, including the yangqin (Chinese dulcimer), piano, guitar, ukulele, and percussion instruments. Her ability to introduce multiple musical experiences helps foster students’ interest and potential in music. In addition to her teaching role, Sookie serves as the Secretary General of the Chinese National Orchestra Society, actively promoting and developing traditional Chinese music. Currently, Sookie is pursuing an Ed.M. in Music Education at Columbia University Teachers College, having already earned a Master of Music from the State University of New York at Fredonia. Her academic research spans interdisciplinary fields such as music cognition, language acquisition, and the sociocultural impact of music traditions. She has presented her research at numerous international conferences, contributing to the fields of music psychology and educational development.
Beyond her research, Sookie has rich practical experience in both music education and therapy, particularly with children and adolescents. She has worked with children on the autism spectrum, using music to enhance their emotional and cognitive development. With a passion for inspiring creativity and musical expression, Sookie integrates her research and practice to cultivate a lifelong love of music in her students at Hollingworth Preschool.
Green Class
She/Her/Hers
Sookie Huang is an experienced music educator and researcher with a diverse international background in music education, therapy, and performance. As the Music Explorations Teacher at Hollingworth Preschool, Sookie brings over 10 years of teaching experience to create an engaging and educational music environment for young learners. Her students range in age from as young as 3 years old, providing her with extensive experience in early childhood music education. Sookie is proficient in a variety of instruments, including the yangqin (Chinese dulcimer), piano, guitar, ukulele, and percussion instruments. Her ability to introduce multiple musical experiences helps foster students’ interest and potential in music. In addition to her teaching role, Sookie serves as the Secretary General of the Chinese National Orchestra Society, actively promoting and developing traditional Chinese music. Currently, Sookie is pursuing an Ed.M. in Music Education at Columbia University Teachers College, having already earned a Master of Music from the State University of New York at Fredonia. Her academic research spans interdisciplinary fields such as music cognition, language acquisition, and the sociocultural impact of music traditions. She has presented her research at numerous international conferences, contributing to the fields of music psychology and educational development.
Beyond her research, Sookie has rich practical experience in both music education and therapy, particularly with children and adolescents. She has worked with children on the autism spectrum, using music to enhance their emotional and cognitive development. With a passion for inspiring creativity and musical expression, Sookie integrates her research and practice to cultivate a lifelong love of music in her students at Hollingworth Preschool.
Green Class
He/Him/His
Chris Stern (he/him) is an administrative assistant supporting Hollingworth Preschool and a first year MA student in the Education Policy program at Teachers College. He grew up on the east coast, in a small town in northwestern Connecticut. In 2014, he moved to the west coast to attend Occidental College in Los Angeles, where he received a BA in Critical Theory & Social Justice and a Minor in Education. While in undergrad, he developed interests in antiracist practices, social emotional learning, and curriculum development. After graduating, he worked as a Senior Trainer at the Posse Foundation, a Scholarship foundation and support program. He is filled with appreciation to have met many inspiring educators and supported amazing students in their college journeys during this period. In 2023, he completed the Teachers College’s Reimagining Education Advanced Certificate, which was a phenomenal experience and helped lead him to the Education Policy & Social Analysis Department! Outside of school and the classroom, he absolutely loves music and is hoping to explore lots of NYC’s venues, and he enjoys spending time outdoors and is planning on volunteering with the Parks Department.
Green Class
He/Him/His
Chris Stern (he/him) is an administrative assistant supporting Hollingworth Preschool and a first year MA student in the Education Policy program at Teachers College. He grew up on the east coast, in a small town in northwestern Connecticut. In 2014, he moved to the west coast to attend Occidental College in Los Angeles, where he received a BA in Critical Theory & Social Justice and a Minor in Education. While in undergrad, he developed interests in antiracist practices, social emotional learning, and curriculum development. After graduating, he worked as a Senior Trainer at the Posse Foundation, a Scholarship foundation and support program. He is filled with appreciation to have met many inspiring educators and supported amazing students in their college journeys during this period. In 2023, he completed the Teachers College’s Reimagining Education Advanced Certificate, which was a phenomenal experience and helped lead him to the Education Policy & Social Analysis Department! Outside of school and the classroom, he absolutely loves music and is hoping to explore lots of NYC’s venues, and he enjoys spending time outdoors and is planning on volunteering with the Parks Department.