Students

Allen Schagene is a distinguished Texas education leader with twelve years of experience. Currently serving as the Director of Innovative Learning, Allen oversees the deployment of instructional technology devices and develops the Innovative Learning Curriculum for PreK-4 through fifth grade. This curriculum, focusing on Digital Citizenship, Technology Skills, and Project-Based Learning, integrates with the core and Judaic curriculum taught in class. Additionally, he is responsible for developing and presenting training to the faculty and staff on various instructional tools to support classroom experiences.

Allen's educational journey is a testament to his unwavering commitment to innovation. With a Master's Degree in Curriculum and Instruction from the University of Houston-Clear Lake, he has laid the foundation for his curricular work. His commitment to innovation is further demonstrated by integrating cutting-edge tools, such as coding, 3-D printing, augmented reality, virtual reality, and artificial intelligence, into educational experiences for students.

Allen's dedication to modeling and participating as a continuous learner is evident in his leisure activities, which include working out, reading, reflective daily journaling, and being an active member of Professional Learning Networks such as The International Society for Technology in Education, The Association for Supervision and Curriculum Development, the Computer Science Teacher’s Association, and the Texas Computer Education Association. Allen’s passion for sharing ideas and embracing the complexities of learning has helped him launch a podcast in 2024 called Intentional Tech, where he shares bite-sized overviews of how teachers and schools can incorporate different educational technologies into their classrooms. 

Outside of his Director of Innovative Learning role, Allen also serves as a Contractor for Rice.

Hi my name is Iaisha Carvallo! I am currently a 1st Grade Special Education Teacher and aspire to be a New York City Principal! I am privileged to have three beautiful daughters, one in middle school, another in high school, and my oldest completing her 1st year of college. They represent my greatest joys, my most rewarding accomplishments, my biggest heartaches, and my ultimate sacrifices. I also have been married to my college sweetheart for almost 16 years. Together, we do our best to raise these beautiful girls in the heart of New York City. I would like to become a principal to effect change in our schools, assist teachers in supporting our amazing students, and impact communities for many generations. I am happiest when taking a long bike ride along our beautiful waterfront here in NY on a warm summer day.

Eleni Backos is a dedicated educator with six years of experience shaping young minds in literacy. As a passionate 5th-grade Reading & Writing Teacher, she brings enthusiasm and expertise to her classroom, inspiring students to explore the world of literature with curiosity and confidence. With a keen focus on meeting the diverse needs of her students, Eleni also serves as a 5th-grade Special Education Teacher, honing her skills in differentiation and individualized instruction. Her commitment to inclusion ensures that every learner receives the support they need to thrive
academically and personally.
Recognizing the importance of early intervention in literacy development, Eleni has become a 5th-grade Academic Intervention Service Teacher, providing progress-monitored and targeted guidance to students requiring additional support in reading and writing. Her strategic interventions have led to significant growth among her students, empowering them to overcome challenges and reach their full potential.
Eleni is a certified Wilson teacher, utilizing evidence-based instruction to address the needs of struggling readers and writers. Her proficiency in the Wilson Reading System supports students with learning disabilities, enabling them to master foundational literacy skills and build fluency and comprehension. Additionally, while pursuing a masters’s as a literacy specialist from Teachers College, Columbia University, Eleni worked with the a team from the Reading and Writing Project to develop a middle school phonics curriculum that followed the Wilson progressions. This curriculum, published by Heinnman, is a testament to her dedication and expertise in creating effective instructional materials. Her continuous professional development ensures that she remains at the forefront of her field, equipped to meet the evolving needs of her students and community.
Eleni advocates for literacy empowerment and equal access to success outside the classroom. She believes literacy is the key to unlocking limitless opportunities and is dedicated to instilling a lifelong love of reading and writing in every student she teaches.

Tahirah Grandison was raised in Brooklyn, NY, and is currently a resident of Harlem. I received my bachelor’s degree from City College in 2012 and my Master's degree from Mercy College as a member of the Race to the Top cohort. I have spent ten years in the New York City Department of Education as a Dual Certified Special Education and Mathematics educator. I started my career teaching seventh-grade Math in the Bronx’s District 12, earning the Model Teacher Role in year 3. In my fifth year, I transferred schools and began teaching middle and high school Math at a 6-12 secondary school in Harlem's District 3. In my 2nd year of teaching in Harlem, I earned the Peer Collaborative Teacher and Math Team Lead role. In my current role, I support math educators in implementing the Illustrative Math curriculum and our high school Community (advisory) teachers in implementing our advisory curriculum.

With a Master's degree in Teaching English as a Second or Foreign Language/ESL Language Instructor, inspired by my own experiences as a language learner and immigrant, I am Jeremias Ezequiel Dremoniz. My journey in education leadership has been enriched by diverse experiences both within the United States and internationally.

I have had the privilege of serving as an English Language Fellow, a program of the U.S. Department of State and Georgetown University, in Guinea-Bissau, Senegal, Ethiopia, and Uzbekistan, where I facilitated the development of teaching methodology, professional development, and observations within English language education and conducted workshops for educators. Throughout this time, I contributed to community engagement initiatives, such as voter awareness campaigns and gender equality discussions. As a secondary project within my fellowship in Guinea-Bissau, with the help of many motivated individuals, we formed a Women’s Empowerment group, which has since become a nationally recognized organization named Grupo de Empoderamento das Mulheres, doing work both within Guinea-Bissau and throughout regions of West Africa to promote equal treatment of girls within public school education.

My dedication to education extends to the public school system. I served as a Head ESL Teacher within J.H.S. 080, The Mosholu Parkway School for the New York City Department of Education. In this role, I led daily instruction, differentiating, and scaffolding instruction for ESL students with special needs and students with interrupted formal education(SIFE). To add, with the assistance of many students, we developed a soccer and academic club since I have played soccer in Division 1 university athletics in Italy and Argentina. 

I have recently completed a Professional Development Internship at the Center for Technology and School Change at Teachers College, Columbia University. Here, I gained insights into instructional design approaches and collaborated with educators to design innovative STEM learning environments for diverse student populations using Understanding by Design as a key focus in these sessions.

I strongly advocate for connecting learning objectives within NY public schools to the community in the United States and internationally. I hope to develop a school where students gain access to collaborative learning and cultural connections throughout their time as K-12 students, as these types of international experiences have been key in my development and constantly evolving understanding of our exponentially changing planet.

Born and raised in Washington Heights, Isaac Alcantara is a passionate educator and school administrator with over a decade of experience. He holds a Master of Science in Organizational Leadership from Alliance University and a Master of Science in Secondary Special Education from Long Island University.

Isaac's professional journey includes roles as a Special Education and Science Teacher in NYC Public Schools, Assistant Principal at Creo College Prep, and Director of Enrollment and School Culture at All Hallows High School. In his teaching role, he has educated over 160 special education students in subjects like Living Environment, Chemistry, and Earth Science, crafting comprehensive lesson plans and fostering a supportive learning atmosphere. As a leader, he has managed school operations, overseen teacher performance, and spearheaded strategic enrollment initiatives, notably boosting the graduation rate at Bronx High School of Business through the Opening Doors to the Future Internship Program.

Beyond the classroom, Isaac dedicates his time to community service as the Worship Music Director at Ridgeway Alliance Church, where he leads worship services and the Spanish congregation. His qualifications include NYS Teaching Certification in Special Education and Bilingual Education and leadership training from Harvard Graduate School of Education.

Isaac is celebrated for his strong interpersonal skills, innovative educational approaches, and unwavering commitment to student and community development. His work ethic is defined by diligence, versatility, and a strategic mindset in tackling challenges and driving organizational growth.

I was born in Odessa, Ukraine; my family and I immigrated to the United States when I was five. Raised in Brooklyn, I attended the NYC public school system, where I was fortunate enough (through a lottery-based system) to get into a 6-12 Early College School (KECSS). There, I was afforded the opportunity to take college classes and graduate high school with 60 college credits (earning an Associate’s Degree) and a high school diploma at the same time. I enrolled in CUNY Hunter College and studied Biochemistry. After researching biomedical and attending medical school, I realized this was not my passion. During COVID, my high school principal asked me to substitute for her Chemistry teacher. Falling in love with education and teaching students, I immediately enrolled in the NYC Teaching Fellows and have been teaching ever since! Teaching in the school where I was afforded such an opportunity has allowed me to pass down a legacy that college must be accessible for all - regardless of race, gender, sexual orientation, or socioeconomic status. I aim to become an educational leader because I intend to expand college and STEM accessibility across our entire educational system.

Joshua Vargas is a master's student in the Summer Principals Academy at Teachers College, Columbia University. He received his B. A in Music from Skidmore College. Josh is a high school teacher with over a decade of experience in various nationwide district, charter, and independent schools. He is interested in decolonization and Marxism in education and the intersections of these pedagogical frameworks within school systems. Personally, Josh is also committed to grassroots activism and community engagement and advocates for education reform that prioritizes equity, justice, and empowerment. He is a native of The Bronx and still resides there with his wife and two children.

Jada Toote is a seasoned bilingual (Spanish and English) educator and passionate advocate for a more equitable world. With nearly a decade of experience in education, she has demonstrated exceptional leadership in various educational settings. From her early years as a special educator to her current role as a general educator and mentor, Jada has consistently shown a dedication to fostering inclusive learning environments where all students can thrive. She actively promotes linguistic diversity in the classroom and emphasizes the importance of creating critical thinkers and nurturing social-emotional development in her approach to education. Outside of the classroom, Jada's dedication to students extends to extracurricular activities such as coaching track and field and assisting with school plays. Through these experiences, she fosters teamwork, leadership skills, and creative expression, empowering students to explore their passions beyond academics.

In addition to her professional roles, Jada is deeply involved in volunteer work and community outreach initiatives. She actively engages with local organizations to provide resources and support to marginalized families, striving to create inclusive environments inside and outside the classroom. Jada firmly believes in the power of mentorship to empower aspiring educators, students, and future leaders. As a mentor, she has guided and supported numerous individuals on their professional journeys and numerous students on their academic journeys. Additionally, she is excited to participate in the 2024-2025 SPA Cohort.

Anna Campbell’s twelve-year education journey began in Chicago, IL, where she served as a 2012 Teach for America Corps Member. She taught 2nd, 3rd, and 4th grade for seven years before transitioning to a Reading Interventionist role in Chicago Public Schools. Currently, she is the Multi-Tiered Systems of Support Lead for Piccolo School of Excellence, serving PreK through 8th Graders in Chicago’s West Humboldt Park neighborhood. Anna is joining the Summer Principals Academy to grow in her educational leadership journey and support each student’s holistic development.

I was born in Medellin, Colombia, and arrived in New York City at 15 with a bag full of dreams and hopes. Now, I am a seasoned professional with a diverse education, banking, and public service background. Having graduated with honors from St. John's University with a Bachelor of Arts (B.A.) in Government and Politics & Italian, I have demonstrated a strong commitment to academic excellence and multicultural understanding. Following this, I pursued a Master of Arts (M.A.) in Government and Politics, further enriching my knowledge and skills in political theory and practical application.

Additionally, I hold an Advanced Certificate in International Law and Diplomacy, which showcases my curiosity, passion, and knowledge of global affairs. My dedication to continuous learning led me to attain a Master of Science in Education (M.S.Ed.) from St. John's University, specializing in Childhood Education and Teaching English to Speakers of Other Languages (TESOL). This dual concentration demonstrates my commitment to inclusive education and language diversity.

I have held various impactful roles throughout my career, including serving as an Assistant Vice President and Branch Manager at New York Community Bank, where I demonstrated exceptional leadership and strategic planning skills. Subsequently, I transitioned to HSBC Private Bank, where I served as Vice President and Deputy to the COO Office, showcasing my ability to precisely coordinate and manage complex operational responsibilities.

Passionate about education and community service, I have dedicated several years to New York City Public Schools as an English as a New Language (ENL) Teacher & Dual Language Support Specialist. I also continue to make a difference in students' lives as an Adult Education Instructor/Teacher of English for Speakers of Other Languages (ESOL) with New York City Public Schools. My commitment to fostering creativity, instilling a love of learning, and motivating students to achieve their academic goals is evident in their dedication and achievements. In recognition of my passion for education, I was honored with the 2019 Certificate of Merit Teacher Award, New York State Legislative Resolution No. 1807.

 Furthermore, I am humbled to have been admitted to the Summer Principals Academy (SPA) at Teachers College, Columbia University, where I will pursue a Master of Education in Public School Building Leadership. This transformative graduate program is dedicated to promoting equity and excellence in education, focusing on overcoming disparities in educational access and achievement. As I embark on this new academic journey, I am poised to make a profound impact on the future of education and contribute meaningfully to advancing educational equity and opportunity. With a strong foundation in education, banking, and public service, my multicultural background, and linguistic diversity, I am poised to continue making significant contributions to my community and beyond.

Abigale Braithwaite is a distinguished alumna of Towson University, where she pursued a dual degree, earning a B.S. in Psychology and a B.A. in Theatre. Driven by her commitment to social justice and advocacy for student empowerment, Abigale champions students' voices and endeavors to bridge the achievement gap among black and brown youth. 

Abigale's career is fueled by a profound passion for education and youth development. Her professional journey is marked by impactful experiences in case management and educational settings. For over three years, she served in a residential treatment facility, providing crucial support to individuals in need. Currently, Abigale's expertise is making a tangible difference in students' lives through her work in a charter school housing program.

Abigale Braithwaite aspires to further her impact by liaising between students' needs and the evolution of non-traditional education. Committed to fostering environments where every student can thrive, she seeks to drive positive change and advocate for equitable access to educational opportunities. With a blend of academic prowess, practical experience, and unwavering dedication, Abigale is poised to contribute to education, curriculum building, and beyond.

Anaya Moody is delighted to explore learning outcomes and experiences that impact students more this year. She serves as Curriculum Coordinator for Humanities at Growing Up Green II (GUG II). Her educational journey began in the heart of Bed-Stuy, Brooklyn, as a first-year teacher from Valley, AL. Initially feeling out of her depth, Anaya quickly embraced her students' rich narratives and resilient spirits, which deeply influenced her understanding of educational freedom and the importance of student voice.
Over the years, Anaya has amassed a wealth of experience in various educational roles, from teaching English Language Arts (ELA) to grades 5-9 in the NYC Metro Area to designing innovative humanities curricula. Her work is rooted in collective transformative pedagogy aimed at fostering an inclusive and equitable learning environment. Anaya's dedication to liberatory education, particularly for Black children, has been a central theme in her career. She is
passionate about dismantling systems that do not serve all students and is committed to amplifying the voices of those often unheard.
Before joining Growing Up Green, Anaya held several key positions, including ELA Teacher at Success Academy Charter Schools and Humanities Curriculum Developer at Brooklyn Prospect Charter School. In these roles, she demonstrated exceptional skills in curriculum design, instructional leadership, and community engagement. Anaya's approach is heavily influenced by her belief in student narratives' power and capacity to inform effective teaching practices.
Currently residing in NYC with her cherished fur baby, Shea, Anaya continues to be inspired by the dynamic community around her. She is eager to bring her extensive experience and passion for educational equity to the Columbia University Organizational Leadership Program. Anaya looks forward to learning from and collaborating with fellow educators and leaders to further transform the educational landscape and promote a more just and inclusive system for all students.

Angelene A. Alberga is a passionate educator, dean, and communicator who is driven to provide authentic and meaningful experiences for her students and colleagues. In addition to her primary job functions, Angelene has been recognized by her colleagues for her insight into how students learn and her ability to thoughtfully navigate difficult situations with honesty, compassion, and grace.

April Valdez is currently a third-grade ELA teacher at DCPS. She holds degrees in Marketing and Economics from Georgia State University Robinson College of Business and a master's in Elementary Education from Johns Hopkins University School of Education. While a member of the 2018 City Teaching Alliance Cohort (formerly Urban Teachers), April cultivated her calling for service in advocacy and equity at Takoma Elementary School. You can find April skating (trying) and singing along to Beyonce and Selena with her 8-year-old best friends at 9 in the morning OR on an island with her toes in the sand with her best friend since the age of 8.

Ariel Sacks is a middle school English Language Arts teacher, literacy coach, and education author in New York City. She is proud to be going into her twentieth year of classroom teaching. Throughout her career, she has worked with a wide range of diverse learners both in DOE schools and currently in a unionized (UFT) public charter school. Ariel has a B.A. in English from Brown University. She studied progressive pedagogy at Bank Street College of Education. She honors her students’ backgrounds and the experiences they bring to their learning and creates opportunities for students to channel their unique intelligence into their work as readers, writers, and members of a classroom community. She enjoys trying new ideas in response to students’ strengths, needs, and interests.

Ariel published Whole Novels For the Whole Class: A Student-Centered Approach in 2013 (Jossey Bass), and this year, she released her second title, Who Gets To Write Fiction: Opening Doors To Imaginative Writing for All Students (W.W. Norton). She has written about teaching and education policy for years at the Center for Teaching Quality (now Mira Education), in her Education Week column, and in ACSD Education Leadership and other publications. 

An advocate for teacher leadership, Ariel was a member of the team that co-authored Teaching 2030: What We Must Do For Our Public Schools--Now and in the Future (Teachers College Press, 2010) and is a featured educator in the book Teacherpreneurs: Innovative Teachers Who Lead Without Leaving (Jossey Bass 2014). Through her writing, she's been able to connect with teachers around the world and support the development of student-centered practices in English Language Arts. She has been a speaker at education conferences, such as Qu'dwa Global Teachers Forum, The Big Ideas Fest, Bank Street College Language Series, and Pearson's Conference On Teaching. She is a 2022 Finalist for the NYC FLAG Award For Excellence in Teaching.

Arjun Sahdev is a third-year teacher and Teach For America (TFA) alum in Pueblo, Colorado. He is originally from the San Francisco Bay Area and graduated from the University of Michigan with a degree in Philosophy, Politics, and Economics while working in the Honors Program. He realized his capacity for teaching while serving as a creative writing instructor within Michigan’s carceral system during COVID-19. 

He is currently seeking his Master of Arts through the Summer Principals Academy from Columbia University’s Teachers College in hopes of obtaining leadership roles within his TFA placement district. His goal is to become an equitable and empathetic Title 1 public school leader who provides a safe, engaging, and empowering environment for his students, colleagues, and community members. 

He is thrilled to collaborate with and learn from various aspiring and proven public school leaders who are united by a dedication to providing quality education for all students, regardless of race, religion, and economic status.

Hello, my name is Chinomso Ekanem. I am from New York City.

I work in a public school as a fifth-grade Math and ELA special education teacher. I enjoy working with and teaching students in the classroom. I chose to become a special education teacher because I want to make a difference and help struggling students engage more actively in learning.

I was born in the Bronx in New York City.  I earned my bachelor’s degree from City College of New York and a master’s degree in special education from Ashford University. I am exhilarated to be admitted to the Summer Principal Academy.

My name is Dante Cotton, and I am excited to be part of the Summer Principals Academy 2024 Cohort. My current experience in education includes one year in Ohio as a middle school intervention specialist, two years in Japan as a junior high school teacher in public and private schools, and six years as a TESOL-certified, tenured teacher with the New York City Department of Education. My goal is to learn how to expand on and effectively apply my leadership skills in the role of school-building leader in the near future. I am confident that I will learn a lot more about using my strengths and mitigating my weaknesses to become the best educational leader possible through my experiences with other professionals in SPA.

Eunice Kelly is a seasoned education professional with over 20 years of experience fostering student success and mentoring educators. Born and raised in the South Bronx and attending school in New York City, Eunice's background is genuinely rooted in the diverse and dynamic culture of the city. Her parents immigrated from the Dominican Republic, inspiring her with a strong sense of resilience and determination. Eunice’s passion for working with children began in high school through Washington Irving's internship program at Epiphany School in Manhattan. Her father, who served as PTA president from elementary through junior high school, greatly influenced her dedication to education and community involvement. Her academic journey includes a Bachelor’s Degree in Business Administration from Nyack College, a Master’s Degree in Childhood and Special Needs Education from Touro College, and ongoing studies in Christian Ministries with a concentration in Counseling at Nyack College. Eunice’s commitment to education is evident through her various roles within the New York City Department of Education, where she has served as a Teacher, Coach, Instructional Leadership Team member, Multilingual Learners/English Language Learner Coordinator, and New Teacher Mentor. Her curriculum development, strategic planning, and professional teacher development skills have significantly created an empowering and supportive learning environment for families, students, and staff.

Currently working as an ELA and History ELL SPED Teacher at American Dream High School in the Bronx, Eunice continues to impact the lives of her students by facilitating language acquisition and implementing effective instructional strategies. Her ability to create captivating lessons aligned with Common Core standards and her commitment to collaborating with colleagues and parents accentuate her genuine passion for education. Beyond the classroom, Eunice provides spiritual healing and therapy, showcasing her holistic approach to supporting individuals and families. Additionally, Eunice has led missions’ trips and discipleship programs as the Christian Education Director for the Christian and Missionary Alliance, further demonstrating her commitment to community and spiritual growth. Proficient in both English and Spanish, Eunice’s bilingual capabilities further enhance her effectiveness in diverse educational settings. With a dream to become a principal and lead a school, Eunice is committed to shaping future educational environments that
prioritize student success, teacher development, and community engagement. In her personal time, Eunice loves to travel with her family, spend time with her pets, read, and try new recipes.

Jalen Saunders was born and raised in Queens, NY. He is a passionate educator who believes in the power of one's voice and high academic growth and achievement. Jalen pursued his undergraduate degree in Biology with a minor in Chemistry at Howard University, graduating magna cum laude with high honors.
At Howard, Jalen joined various organizations focused on leadership, community engagement, and service. He was a member of the Howard Gospel Choir and the Freshman Leadership Academy, served as the 2016-17 Mr. Howard University, and was inducted into the prestigious academic honor society Phi Beta Kappa.
After college, Jalen taught 3rd and 8th grade Math for four consecutive years. Following his notable achievement as the first teacher in his school's history to have more than 65% of the 8th-grade class pass the Algebra Regents exam, Jalen pursued leadership roles. He is currently the youngest Interim Principal in his network, Achievement First Charter Schools, after serving as Dean of Students and Principal Fellow for two successful years at Voyager Middle School in Brooklyn, NY. In addition, Jalen is pursuing his Master's in Educational Leadership with a School Building Leadership certification from Columbia University Teachers College. Jalen's passion for young people is deeply rooted in his faith and cultural experience as a Black man in America. Social justice, culturally responsive teaching, and high academic growth are central to his vision for all children, particularly BIPOC scholars, worldwide.

Born and raised in Manhattan and Brooklyn, I come from a family deeply rooted in education. As the eldest and sole male among three siblings, I embraced the role of setting an example early on. My educational journey began at Agnus Russell, a school within Teachers College, where I developed a strong commitment to cutting-edge teaching methods.

Today, as a husband of 34 years, a father of four, and a grandfather of four, I've learned to navigate the delicate balance between professional aspirations and family obligations. My career has spanned various educational settings, from small charter schools to large public high schools, offering me a diverse perspective on urban education.

During the pandemic's challenging times, I taught at Merrick Academy in South Jamaica, Queens, where I spearheaded an African American Studies program to celebrate Black excellence. My teaching philosophy revolves around forging meaningful connections with students, ensuring that learning is pertinent, and upholding high standards, all while guided by my Christian values.

My New York origins and broad professional experiences, ranging from Wall Street to the classroom, underscore my adaptability and unwavering dedication to education. My journey exemplifies thriving in dynamic environments, nurturing positive relationships, and championing educational innovation to cultivate dynamic and inclusive learning spaces.

Born and raised in Oaxaca, José’s professional journey began as a high school teacher on the West Side of Chicago, where he toiled for four years alongside some of the best teachers in the Windy City.

Later, he wrestled against educational inequality through a variety of positions, including Assistant Principal [Uplift Education], Curriculum Designer [BDL], and Education Director [NHI]. His experiences leading teams to design programming for scholars and educators across the United States and Latin America drive his belief in ed-innovation as a tool for community development.

José received his bachelor's degree in Political Science and Spanish Literature from Loyola Marymount University and a Master's degree in International Education Policy from Harvard University. Outside of work, you can find him listening to music by the Lakefront, reading a book at his local taqueria, or binge-watching streaming services.

My name is Julian Romero. I am a proud Bronx native whose family roots extend back to the Dominican Republic. Growing up in this vibrant community has shaped my worldview and ignited my passion for education.

For the past decade, I've been deeply involved in education. It all started when I joined City Year New York as a Corps Member, where I discovered my calling to support students' academic and personal growth. Since then, I've worn many hats, teaching First Grade for two years, Kindergarten for one, and second grade for seven rewarding years.

I'm thrilled to be serving as a Second-Grade Teacher and Grade-Level Lead at Ingenuity Prep in Washington, D.C. Here, I have the privilege of inspiring and guiding students on their learning journey. Before joining the Ingenuity Prep team, I contributed my expertise to Leadership Prep Bed Stuy in Brooklyn, NY, as a dedicated First-Grade Teacher.

My educational journey has been anchored by a solid academic foundation. I earned my Bachelor's degree from Union College, where I majored in Psychology and Latin American & Caribbean Studies. Building upon this, I pursued my Graduate Degree at Relay Graduate School of Education, specializing in Childhood Education Grades 1-6.

I am dual certified in teaching Students with Disabilities from Birth to Second Grade.

During my late teens/ early twenties, I worked extensively in afterschool programs, primarily tutoring. In the past, I served as an Afterschool Assistant Director with SES.

Many years ago, I worked with the upper elementary grades, teaching intervention strategies in reading, science, and math to increase state testing scores.

I have also worked as a Substitute teacher and Educational Director in Early childcare. During my career, I had the opportunity to serve as a Special
Education Coordinator, SETTS provider, and SEIT -Special Itinerant instructor. I have some experience coaching SPED teachers and managing IEP compliance. I have been chosen twice as a liaison/leader to work and assist my fellow teachers with creating smart goals, tracking annuals, and meetings with parents.

Throughout the later years of my career, I served as an Early Interventionist- with training in ABA (Applied Behavioral Analysis). As an ABA therapist, trained new ABA therapists with my previous employers. Presently working as a Special Education Teacher with the Department of Education in District 75.

Maleeca Bryant is a passionate educator, wife, and devoted mother of three beautiful children. With a deep love for her work, she finds purpose in nurturing young minds and her growing family.

Driven by a desire to develop and empower educators, Maleeca dedicates herself to enhancing the educational profession. She inspires those around her to strive for excellence in teaching and learning.

Maleeca wakes daily with a clear sense of purpose, eager to positively impact her students and colleagues. Her unwavering dedication to her career and her family is a shining example of strength, compassion, and resilience.

I am a former Title I student first and foremost. My lived experiences in urban and rural educational settings have deeply influenced my decision to pursue a career in leadership, informed by the deficits I have experienced as both student and teacher. After serving with Teach for America in Dallas, Texas, I have returned to Minneapolis to achieve a shared vision of educational equity within my own community.

Marie Yves Theodule was born and raised in Brooklyn, NY. She speaks fluent Spanish and is of Mexican and Haitian descent, coming from a family of educators.  Marie Yves Theodule graduated from the University of New Haven with two Bachelor of Science degrees, majoring in Accounting and Investigative Services. Once she returned home to Brooklyn, NY, from New Haven, Connecticut, she wanted to teach in lower-income neighborhoods to give back to her community. She then earned a Masters in Math Education in grades 7-12 at Touro College. 

Ms. Theodule began working in lower-income neighborhoods such as Bedford Stuyvesant, teaching elementary students. She worked at Bedford Stuyvesant New Beginnings Charter School as a 3rd-grade teacher and then as a Math (RTI) Response Team Intervention teacher for three years. Once she graduated with her Master in math education, she decided to begin teaching adolescents in the grades 6-8 as a middle school math teacher for three years at Hebrew Language Academy. Here, she taught 6th grade, 7th grade, and 8th grade and served as the Math Lead Teacher for 7th grade. She also taught English abroad to students in Israel during a summer program for an agency called TALMA. After six years of teaching, Ms. Theodule continued her educational journey at The Academy Charter School as a Math Instructional Coach. During her first year of hands-on experience, she found her true calling and passion in leadership. In this role, she has had the privilege of supporting teachers with curriculum, direct instruction, co-teaching, modeling, and having one-on-one coaching sessions with them. She has been able to provide impactful feedback to educators during her walkthrough observations to support the building, students and staff. Ms. Theodule is proud to say that she will now serve as the Assistant Principal for the upcoming school year of 2024-2025 at The Academy Charter School Uniondale Middle School in Long Island.

Marie Yves enjoys spending time with her husband Mikos and three children Xander (6 years old), Lyanna (2 years old) and Sylviano ( 2 months old).  She loves shopping, swimming in her pool, going to the beach, and going for bike rides. She is excited to connect with Teacher’s College faculty and her colleagues during the Summer Principal’s Academy. She is eager to learn more and build her craft as an educational leader so that she will be able to utilize this knowledge for a seamless, productive, safe and effective building.

My name is Mariel Reyes, and I am a proud New Yorker with roots in the vibrant culture of the Dominican Republic. My passion for education and advocacy is reflected in my heritage and my enduring endeavor to empower others to celebrate their unique narratives.

Throughout my career spanning over ten years as a Special Education Teacher with the Department of Education, I have dedicated myself to the advancement and inclusion of students with diverse abilities. My educational journey has been fortified by attaining dual Master’s degrees in Secondary Special Education and Early Childhood Education, which has provided me with a comprehensive understanding of educational methodologies and has fostered an inclusive academic environment.

With an unwavering zeal for educational excellence, I decided to solidify my commitment further by pursuing a Doctoral Program in Educational Leadership. It was within this rigorous academic setting that I recognized the urgent need for adept leadership in Special Education, a field where experienced guidance remains scarce yet crucial.

Working particularly within District 75 has allowed me the privilege of significantly contributing to the educational development of students requiring personalized attention. The subsequent expansion into Integrated Co-Teaching classrooms highlighted the imperative for strong advocates capable of navigating both special and general educational landscapes on behalf of students with Individualized Education Programs (IEPs).

Fueled by these profound experiences and an earnest desire to enact widespread change, I made a bold move: I will temporarily withdraw from my doctoral studies. This strategic decision will accelerate my transition into a school leadership position.

In this new capacity, I am committed to championing initiatives that align with my deep-seated belief: every child deserves access to an education that honors their distinct potential. Leadership for me is more than a title; it's about leaving a transformative footprint on the tapestry of education—ensuring our school becomes an emblematic haven of holistic inclusivity where each student is poised to excel.

I am Nasir Tobias. Born and raised in Newark, New Jersey. I graduated from Georgetown University with a bachelor’s degree in English and a minor in African American Studies. I am a current Teach For America Alum, who has now completed three years of teaching. I aspire to work as a Dean or Assistant Principal before going to Law School, hoping to become an Attorney.

With a dynamic career spanning over two decades in the education sector, Natalie is a dedicated and innovative educator with a proven track record of leadership, curriculum development, and student achievement. Currently serving as the lead teacher of 7th-grade Humanities and hiring manager at Equality Charter School, Natalie combines extensive academic training with practical experience to foster an enriching learning environment for students and staff.

Author of the Kia and the Magical Spikes, Rukiya is a Child Motivation Expert with a natural gift for educating and motivating children through the lens of their world. 

Rukiya won a Silver Medal for the USA, running on the Women’s 4x400-meter relay team in Lyon, France.  She was awarded an Honorary Doctorate of Philosophy in Humane Letters when she returned home to the United States.

She holds a Master of Science degree in Early Elementary Education from CUNY Lehman College and a Bachelor of Science degree in Business Administration from Northeastern University.  She is a proud alumna of the nationally ranked, Brooklyn Technical High School.

Rukiya is a certified Level I USA Track and Field coach and Registered Yoga Teacher (RYT200).  She is also trained in Neurolinguistic Programming and Applied Behavior Analysis.  She combines her various mind and body skill sets to educate and coach students in underserved communities with special needs in Washington, D.C.

Tyler Griffin is originally from Indianapolis, Indiana, a graduate of Wabash College, and a teacher forever. He joined Teach For America, where he taught high school English and creative writing at Atlanta Public Schools. After falling in love with teaching and pursuing a graduate degree at Johns Hopkins, he left the classroom and served as the English Language Arts Instructional Coach for Fulton County Schools. During this time, he also served as the Diversity, Equity, and Inclusiveness Facilitator for the Atlanta National Institute. He moved to New York to serve as the Founding Assistant Principal of Curriculum & Instruction at Brooklyn Emerging Leaders Academy (BELA), an all-girls school in the historic Bedford-Stuyvesant neighborhood. The honor of his life was watching the inaugural class garner a 100% graduation rate, 100% college acceptance, and nearly 1 million dollars in scholarships. While it was difficult to say goodbye to a beloved school community, he accomplished his 3rd-grade dream, becoming the Principal of East Harlem Scholars Academy and leading the school to its very first graduation. He is now an educational consultant working to support more than a dozen New York City Public Schools and several districts nationwide. He is a proud member of the Bedford-Stuyvesant community!

Will Talbott-Shere grew up in Shaker Heights, Ohio, and graduated from Shaker Heights High School. Upon graduation from Binghamton University, Talbott-Shere spent a service year in East Baltimore at the Baltimore Collegiate School for Boys as an 8th-grade teacher. Following this, he joined the Greater Cleveland cohort of Teach for America. He serves his second year at Lakeshore Intergenerational School as the 7th and 8th-grade Applying Stage ELA teacher. He was the 7th/8th-grade Basketball coach at LIS during the 2022-2023 and 2023-2024 seasons and is also the Varsity Lacrosse coach at Shaker Heights High School.