Students

Ms. Wenjin Bi is a dedicated educator with extensive experience in teaching and educational leadership. She holds certifications in K–6 General Education, Bilingual Education, and Special Education, and currently serves as an elementary school classroom teacher in Brooklyn, New York. Throughout her career, she has worked with diverse student populations, including English Language Learners, students with disabilities, and general education students. Prior to joining the New York City Department of Education, Ms. Bi founded and managed a tutoring school, where she oversaw curriculum development, staff recruitment, budgeting, and daily operations. Beyond the classroom, Ms. Bi has contributed to the broader educational community as a Chinese curriculum evaluator for the DELLS program and as an assessment item reviewer for New York State Chinese teacher certification examinations with the New York State Education Department (NYSED). Since 2023, she has presented at the Annual New York International Conference on Teaching Chinese, sharing innovative instructional practices. Ms. Bi is also deeply committed to supporting fellow educators. She has mentored student teachers from New York University, City College, and Touro University, as well as new teachers within her school community. Teaching is her passion, and empowering students and educators is her lifelong calling.

Educator and school leader with extensive experience serving diverse student populations across New York City. Holding magna cum laude honors and degrees in Childhood Education, TESOL, and Science STEM Education from The City College of New York, I have dedicated my career to advancing equity, innovation, and student success. Serving as a Sustainability Coordinator, STEAM educator, Multilingual Learner provider, sports coach, and educational leader, I have led interdisciplinary initiatives that integrate climate education, social-emotional learning, and academic achievement. Through collaborations with the NYC Mayor’s Office, NYC Men Teach, Service in Schools, and My Brother’s Keeper, I have implemented community-centered programs that strengthen family engagement, provide targeted resources, and promote student success. My experience in mentorship, data-driven instruction, administrative leadership, and schoolwide initiatives reflects a commitment to fostering inclusive and equitable learning environments. My motivation to pursue the Summer Principals Academy at Columbia University stems from a lifelong commitment to leadership and service. Experiences as a National Honor Society member, Dean’s List scholar, student ambassador, and educational leader have continually challenged me to seek opportunities that cultivate transformational leadership and broaden institutional impact. These roles reinforced my belief that effective leadership requires vision, collaboration, and a commitment to creating opportunities for others. Columbia University exemplifies these values through its world-class resources, innovative leadership preparation, and global network of changemakers. As I transition into Climate Education Leadership, I aim to expand opportunities for youth to serve as Sustainability Council leaders representing nations across the globe while partnering with Columbia University to provide leadership development, community engagement experiences, and equitable access to resources that empower students and their families to thrive locally and globally.

Mary Fitzgerald is a current student in the Summer Principals Academy at Teachers College - Columbia University. She completed her undergraduate work at Syracuse University where she majored in inclusive elementary and special education and minored in Italian. She received her initial certification in both childhood and special education. Mary began her teaching career as a 5th grade general education teacher at PS 191 The Riverside School for Makers and Artists. She has continued to teach at this school, and currently teaches 3rd grade. At her school, she is part of the instructional leadership team and is the grade team leader for 2nd and 3rd grade. She loves the creativity and joy found in teaching and learning. Mary is pursuing higher education in administration in order to work towards becoming a school building leader in the New York City Department of Education.

Hello, my name is Harold Gordon, and I currently serve as an 8th Grade Algebra I teacher at Family Life Academy Charter School. Throughout my time at this school, I have also taught 6th and 7th grade students, gaining valuable experience supporting learners across multiple grade levels. In addition to my teaching responsibilities, I serve as a Teacher Leader, collaborating closely with school administration on a variety of initiatives, including test coordination, school culture, and senior events. These leadership opportunities have allowed me to contribute to the broader success and community of our school. My journey to becoming a math teacher is a unique one. Growing up, math was not my favorite subject; however, through my own educational experiences, I developed a deep appreciation for its value and beauty. Today, I am passionate about helping students build confidence, understanding, and a genuine love for mathematics much earlier in their academic journeys than I did. I earned a Bachelor’s degree in Childhood Education (Grades 1–6) from the City College of New York and a Master’s degree in Mathematics Education (Grades K-6) from Western Governors University. I am honored and excited to have been admitted to the Summer Principal Academy and look forward to continuing my growth as an educational leader.

Margarette began her path in education with a degree in Sociology and a minor in Childhood Education, drawn early on to understanding how communities and systems shape children's lives. In 2017, she stepped into the classroom as a lead teacher, a role that quickly grew into a decade-long commitment to working in low-income communities — many of them echoing the neighborhoods where she herself grew up. That personal connection has shaped her belief in education as a form of giving back: empowering the next generation in the same communities that empowered her. Along the way, Margarette earned a Master's degree in Education and her initial teaching certification, and she is now pursuing a second Master's, in Education Leadership, on track to earn her School Building Leader certification.

Madeline Hess is an educator and emerging school leader with seven years of experience serving students in high-need, culturally diverse communities. She currently serves as a Special Education Teacher, Grade Team Leader, and Multilingual Learner Coordinator at Democracy Prep Public Schools in New York City. In this role, she leads instructional teams, supports school wide initiatives, and develops systems that strengthen student achievement and teacher effectiveness. A Teach For America alumna, Madeline is committed to educational equity and improving outcomes for all learners. Her leadership experience includes directing a cross-campus summer academy serving over 100 scholars, facilitating professional development, and supporting the integration of artificial intelligence tools to strengthen instruction and school systems. She is especially interested in how schools can use data, technology, and social-emotional learning to improve student outcomes. Madeline holds a B.A. in Psychology from Duke University and an M.A.T. from Relay Graduate School of Education. She is currently pursuing an Ed.M. in Educational Leadership at Teachers College, Columbia University.

The most meaningful work happens when people feel connected—to a purpose, to a community, and to one another. Throughout my career as an educator and leader, I have been driven by a passion for bringing people together, cultivating trust, and creating opportunities that empower others to grow and thrive while remaining authentic to who they are. Over the past eight years, I have had the privilege of serving in New York City public schools, where I have worked to create inclusive learning environments, strengthen school-family partnerships, and cultivate opportunities that bring communities together. As a proud product of the New York City public school system, serving in public education is deeply personal to me. The schools and educators who shaped my own journey instilled in me a belief in the transformative power of education and the importance of ensuring every student has access to opportunities that allow them to succeed. My leadership experiences have spanned instructional leadership, school culture, family engagement, and community partnership development, including establishing my school's participation in the National Scripps Spelling Bee and leading our annual family spelling bee events in partnership with the Phi Beta Sigma Bronx Chapter. Grounded in a servant leadership philosophy, I strive to lead with empathy, integrity, and purpose. I am passionate about supporting the growth of others, building authentic relationships, and creating spaces where people feel seen, heard, and inspired to succeed. I believe our greatest impact is achieved not through individual accomplishments, but through meaningful collaboration and a commitment to serving something greater than ourselves.

A mother, educator, and lifelong learner, Xiaozhou hopes to be a role model, a game changer, and perhaps even a legend in her son's eyes. From Shenzhen to Beijing and now New York, she has used her actions to prove that education and ambition can pave new pathways and lead to self-actualization. She has spent nearly 20 years exploring the essence of communication across languages, cultures, and values. A TC alumna and now an SPA student, Xiaozhou sees this homecoming as a mission to carry forward the TC philosophy and help more people be seen and heard. She is excited to continue learning, growing, and occasionally reminding herself that leadership, much like parenting, rarely comes with an instruction manual.

Taina Mejia grew up in Lancaster, PA, the daughter of Dominican immigrants and a first-generation American. Her path into education began over a decade ago when she stepped out of an operations role and into a Harlem classroom, a move she didn't plan but never looked back from. In a 5th grade ELA classroom, she found her footing: through high expectations, collaboration, and a relentless focus on growth, her students achieved 100% proficiency on the New York State ELA Exam. She carried that same belief into school leadership, serving as a middle school Assistant Principal in Brooklyn, where she developed a high performing Humanities department. Taina currently serves as an instructional consultant, partnering with schools nationwide to strengthen instructional systems. Her work has contributed to double-digit literacy gains across a diverse set of school contexts. Taina comes to SPA with a clear destination in mind: returning to Lancaster to shed light on an urgent issue: neglected students of color who are forgotten. These students are often overlooked because their schools as a whole are not visibly failing, but instead failing this specific group of students. She believes that changes when the right leader shows up and refuses to look away.

Angela Montaño (Ange) is a proud Afro-Colombiana and reps Philly hard! She is a Bloomsburg University of Pennsylvania Graduate with a degree in English Literature. After graduating from BU, Ange moved to Brooklyn and began her teaching career in middle school. She taught 5th and 7th grade ELA in Brownsville where it solidified her love and passion for not only teaching, but Education and relationship building with families. She earned her Master’s Degree from Relay Graduate School of Education. She is entering her 8th year in education and teaches 10th grade English at KIPP College Prep. When Ange is not in the classroom, you can find her reading, binge watching shows, sleeping, trying new foods, getting ready to catch a flight, going to concerts, and most importantly vibing to Beyoncé. P.S. Get ready to see her rep every Philly sports team, especially The E A G L E S! Go Birds!!!

Destiny Moore is a fourth-grade teacher at P.S. 12K with experience spanning classroom instruction, teacher leadership, and school-based mentorship. She began her career as the Director of a Pre-Kindergarten and Daycare program, an experience that sparked her passion for leadership and supporting the growth of both students and educators. Destiny earned a Bachelor’s Degree in Childhood Education from Long Island University and a Master’s Degree in Curriculum and Teaching from Teachers College, Columbia University. Throughout her career, she has served students in both New York City Public Schools and an Achievement First Charter School, gaining valuable insight into the power of strong systems, intentional planning, and the importance of both the student and family experience. These opportunities have shaped her approach to leadership and deepened her commitment to educational excellence.In addition to her work in the classroom, Destiny has served as a grade-level leader and teacher mentor, supporting instructional planning, team collaboration, and positive school culture. She is committed to creating learning environments where students feel challenged, supported, and valued, and where strong relationships are the foundation for success. Destiny is passionate about building school communities where students, families, and staff feel seen, heard, and empowered, and where high expectations and a strong sense of belonging drive achievement. She is currently pursuing a Master’s Degree in Educational Leadership and School Building Leadership Certification through Teachers College.

Kate Ryan is a fourth-grade teacher in Miami-Dade County Public Schools and a Teach For America alumna. She currently teaches at Holmes Elementary, where her passion for educational equity and student growth has shaped both her classroom practice and leadership journey. Kate believes great schools have the power to change the trajectory of a child’s life. Her experience teaching in a historically under-resourced community has fueled her desire to create systems where every student is known, challenged, and equipped to thrive. She is excited to join Teacher College, Columbia University’s Summer Principals Academy to grow as a leader and learn alongside educators who share a commitment to excellence, equity, and lasting impact. Outside of education, Kate enjoys running, reading nonfiction, and exploring Miami’s vibrant food scene.

Gina Schmid is a German American educator from Nashville, Tennessee, with a strong background in middle and secondary education. She began her career teaching middle school students in grades 7–8, where she served for five years before transitioning into school leadership. Gina went on to serve as a Principal in Residence at Chattanooga Preparatory School, an all-boys public charter school serving grades 6–12 in Chattanooga, Tennessee, where she further developed her instructional leadership and commitment to student achievement. She is a bilingual German American and a proud graduate of the University of Tennessee at Chattanooga, where she earned her undergraduate degree in Secondary Education with a concentration in History. She also holds a master’s degree in School Leadership from the University of Tennessee at Chattanooga. Gina is a Relay Graduate School of Education Principal Leadership Program (NPAF) Fellow, having completed a year-long, practice-based fellowship focused on developing transformational school leaders.In addition, she participated in the GEMS (Gama Educational Management Services) Principal-in-Residence leadership cohort, where she supported schools and districts in academic programming, instructional coaching, and leadership development to foster equitable, high-performing learning environments. Throughout her career, Gina has taught students in grades 7–11 across World History, United States History, and AP European History. She was honored as Teacher of the Year for the 2023–2024 school year in recognition of her dedication to excellence in education. Gina Schmid currently serves as the Associate School Director at Aurora Science & Tech High School, part of DSST Public Schools in Aurora, Colorado. She is deeply committed to advancing equitable access to high-quality public education and believes that education is a fundamental human right. Her work is driven by a passion for creating opportunities that empower all students to achieve success.

Andrew W. Schrettner is currently a middle school social studies teacher in Ramsey, New Jersey. Andrew graduated from Montclair State University in 2020 with his undergraduate degree in history and his initial teacher certification. He began his teaching career at the height of Covid 19 Pandemic teaching 8th grade World Cultures at Eric S. Smith Middle School. During this challenging moment for education Andrew became skilled adapting to new environments and challenges, traits that have served him well in his 6 years of teaching. Over the course of the last 5 years of teaching Andrew has taught 6, 7th and 8th grade Social Studies, his passion and expertise has focused on democratic education and civic education helping students to realize their role as citizens in their communities. In 2023 Andrew was honored with the James Madison Fellowship, the nation's highest award in Civic and Constitutional education. This prestigious award led to the completion of Master of Arts in American History at Gettysburg College and a summer in Washington D.C working with teachers and constitutional scholars from across the country. In January 2025, Andrew was awarded the New Jersey Governor Teacher of the Year award for his local school, an honor that was particularly meaningful since it was voted on by his colleagues. Andrew is excited to start at Teachers College in the summer of 2026 in the Summer Principal Academy looking to expand his impact in the field of education and working with talented educators and faculty.

Educator, Mental Health Advocate, NYSED Master CASAC Counselor, and Certified School Counselor with extensive experience delivering high-impact services to chemically dependent, mentally ill, and at-risk populations in New York City. Highly skilled in crisis intervention, psychosocial assessment, treatment and aftercare planning, and culturally responsive counseling. Recognized for strong clinical judgment, effective communication, and thorough documentation across school and community-based settings. Currently serving as a Multiple Site Counselor in alternative learning schools, providing comprehensive counseling, academic support, and crisis response to middle and high school students. Experienced in Teaching special education instruction, including teaching technology in self-contained and inclusive classrooms, and implementing behavioral management strategies such as PBIS and TCIS to support diverse learning needs. Serves in leadership roles including NYSED - Attendance Teacher & Coordinator and STARS Master Program Chair for High School, managing schoolwide scheduling, conducting home visits, and coordinating critical family interventions and referrals. Brings over a decade of experience as a CASAC Counselor in both volunteer and professional capacities, delivering assessments, recovery-focused counseling, psychoeducation, and coordinated care with medical and psychiatric providers. Holds advanced degrees in counseling and education, along with NYS Master CASAC certification and Mental Health, specialized training in trauma-informed and restorative practices. Committed to equity, student success, and holistic, culturally responsive care.

Hi - I'm Izzy and I am a fourth-year second grade special education teacher in the DOE. I am excited to continue learning through my teaching experience, and now through this course work in the SPA program.

Gianna Warren was born and raised in Queens, New York, and is deeply passionate about supporting students from backgrounds similar to her own. She earned her bachelor's degree from Hampton University and her Master of Science in Education from Hofstra University. Her personal and professional experiences have shaped her commitment to educational equity and her belief that every student deserves access to opportunities, encouragement, and strong role models. Throughout her career, Gianna has taken on leadership roles across various projects, building meaningful relationships, fostering collaboration, and helping others achieve their goals. Known for being approachable, dependable, and someone people feel comfortable turning to for guidance, she values creating environments where individuals feel seen, supported, and empowered. Gianna is dedicated to helping students recognize their potential and providing them with the tools, support, and confidence needed to succeed both inside and outside the classroom.

Robbie Welcome is an educator and youth development leader passionate about creating environments where young people feel safe, supported, and challenged to grow. His career began in the classroom, teaching high school English in Georgia and New Jersey, where he developed a deep appreciation for the ways school culture, relationships, and systems shape student success. He currently serves as Operations Director at Brantwood Camp in New Hampshire, leading staff development, behavior and safety systems, and organizational initiatives that support hundreds of young people each year. Across both school and out-of-school settings, Robert has been drawn to roles that focus on building strong communities, supporting staff, and helping young people navigate challenges. Robbie earned his M.S.Ed. from Johns Hopkins University and is excited to join Columbia University's Summer Principals Academy as he prepares for a future in school leadership. He is particularly interested in student support systems, school culture, and creating schools where every student feels a sense of belonging and opportunity.