2022 Cohort

Born and raised in the Bronx, Alexis is first-generation American with roots in Ghana, West Africa. During her undergrad years at NYU she studied Politics, History, and Childhood Mental Health, which lead her to join Teach for America in 2018. She is now a Master of Arts in Teaching serving as a 5 th /6 th grade Math Educator and Mentor Teacher for the Chicago Teacher Residency. During her free time, she can be found creating educational songs for mathematical content, narrating books for Audible, or traveling. Alexis is passionate about Social Emotional Learning, Culturally Responsive Teaching, and education beyond curriculums. It is her hope that the SPA program will lay a foundation for her to create schools that promote holistic experiencesfor inner city kids.

Bernard Bazemore is a Bronxite born and raised. Raised by a single mother, Bazemore was formally educated by NYC public school, receiving an educational foundation at home. Bazemore continue his educational endeavors by going to Elizabeth city, NC to attend Elizabeth City State University. Bazemore received a B.S. and M.S. in biology.  It was during his graduate studies he found himself in the classroom. Teaching quickly went from a way to make money to a calling and a passion for Bazemore. Bazemore is able to relate and connect to students through his love for dancing, stepping, anime, video games, and hip hop. 

Aron Bodwitch is an elementary school educator working as a Head Teacher at a Title 1 school in Seattle. When he’s not in the classroom, Aron spends his time skiing in Washington’s beautiful backcountry, reading fiction, and taking his dog Olivia on backpacking trips (her level of enthusiasm is variable).

After graduating from Bates College with a B.A. in History, Aron enrolled in the Seattle Teachers Residency at University of Washington. He’s spent ten years working in Seattle Public Schools, and is grateful for the experience he’s gained: as a 4 th and 5 th grade educator, content demonstration teacher, literacy coach, and Racial Equity Team leader.

Aron is passionate about strengthening school communities that understand – and work to repair – the impact that systemic inequity has had on the educational system. He is committed to growing culturally
competent teaching practices founded on the understanding that all students are capable learners. Aron is excited to continue to build his capacity to develop and maintain education settings centered on
equity and collaboration at Summer Principal’s Academy.

Tyra Davis has been a NYC public school teacher for 12 years, but has been an educator -whether as a tutor, adjunct, or volunteer - for almost 20 years. She began her public school career as a middle school teacher through the NYC Teaching Fellows Program, and developed a passion for urban education and school reform. Currently, she teaches middle school in an alternative learning center but hopes to create a program with a project based learning model that allows students to have academic experiences rooted in real world applications.

Maha Hasen has a B.A in Applied Mathematics and Philosophy from The George Washington University and a Master of Arts in Teaching from Relay Graduate School of Education. Maha started her career in education through Teach for America in 2016 and has taught at her placement school, Fordham High School for the Arts, as a Math and Computer Science Teacher since then. Maha serves in various leadership roles including Mathematics Department Chair, Peer Collaborative Teacher, Teacher Leader on the Instructional Leadership and Equity Team. Maha has also been awarded several fellowships that have shaped her professional growth including Math for America, Teacher-Scholar at Columbia University, Project Invent Fellow, and an Astor International Fellow. Through SPA, Maha hopes to further develop her ability to curate meaningful professional development sessions to promote teacher development particularly with an eye on equity.

Jung Yeun Kim is a Mathematics and economics teacher and leads the Math Club and National Math Honor Society at Eastern Christian High School in New Jersey. Jung Yeun has founded the Math Club, National Math Honor Society, and Economics class at school. Through the Math Tutoring Program and SAT webinar series, she initiated the community outreach program with her students. She values the benefits of diversity in education and, in her effort to create awareness, founded the Korean Club and sponsored the international and ABIDEs(anti-racism & Diversity) club. In addition, she is an education columnist in Mom&I magazines and an education content creator with a YouTube channel. Jung Yeun received B.A. in Economics from Columbia University and M.A. in Mathematics Education from Teacher's College. Through the 2022 SPA NYC cohort, Jung Yeun is looking forward to learning the skills to be the effective and knowledgeable leader that our society seeks.

Nashonn Korbul has served as a New York City Public School teacher since 2016. She currently serves as an elementary school teacher in Brooklyn, New York and previously served as a teacher in the South Bronx for three consecutive years. Nashonn believes that teaching is an extraordinary profession that allows her to pursue her passion of making a dynamic impact on the lives of children. She is truly grateful to be given the opportunity to work in an industry that enables her to inspire learning.

As an undergraduate, Nashonn received a Bachelor of Arts in Psychology from Georgetown University. After serving as a Wine Specialist for many years, her interest in bringing about positive change in the lives of children ran deeper than her current pursuits. She realized that the field of education would be a profound way to touch the lives of young people, because it would enable her to shape the lives of children through the power of education. Therefore, Nashonn opened a new chapter of her life and became an educator!

Upon receiving a Master of Science for Teachers in Childhood Education from Pace University, she became a New York City Public School teacher in the South Bronx. As an African American who grew up in the Bronx, she desired to provide children within this underserved community with a solid education to give them a real chance in life to pursue their dreams! Her role as educator and mentor had a profound impact on their lives, for she instilled within them the knowledge that they could achieve greatness through hard work. The positive, uplifting classroom environment that she created inspired her students to want to learn and led to a strong teacher-student bond between herself and her students. The heart-felt words expressed by one of her first grade students still warms her heart to this day. He uttered, “Mrs. Korbul, no matter where I am or what I’m doing, I will always remember you.”

After three years, she transferred to a Public School in Brooklyn, New York where she continues to make a difference in the lives of her students. The vital role she plays as a member of the "Culturally and Linguistic Responsive Committee" enables her to lead Professional Development activities in her school that promote a culturally rich school-wide environment.

She is currently pursuing the role of School Building Leader, because serving as Principal will enable her to have an impact on the lives of children through a grand-scale approach. She desires to become an urban School Leader who enables all students to learn within an effective school environment where equity is promoted and where there are endless possibilities for student learning.

Nashonn lives with her husband, two children, and 3 aquatic turtles. She enjoys traveling the world and immersing herself in different cultures. Nashonn looks forward to continuing to serve as an inspiration to others.

Originally from Orange, CT, I made my way to the west coast to attend Fresno State University in Fresno,
CA. While attending, I competed for the collegiate bowling team, winning a national championship in
2011. I graduated in 2012 with a degree in Interior Architecture but I slowly realized that the profession
wasn’t my lifelong goal. After a few years of the work force, I decided to pursue my childhood dream of
becoming a secondary math teacher and went back to school for a Master of Arts in Education in 2017.
Now I find myself continuing my professional journey as I take the next steps in my career. I am looking
forward to learning both with and from my cohort and am excited for what the future holds.

Audrey Monday has been an educator for the past 7 years.  Her education journey began when she served as a 2014 Teach for America Corps member.  Audrey has held positions as Special Education Teacher and Coordinator in both charter and public school settings.  Currently she works for the Department of Education as an IEP Coordinator and Interventionist.  While she has held a few leadership positions, she hopes to really hone in her leadership skills this summer at Columbia’s Summer Principals Academy.  

Outside of work, Audrey is an active citizen who never fails to engage in the issues of her community.  She volunteers with organizations such as the Salvation Army and the American Friends Service Committee.  Audrey is a lover of puns, play on words, comedies, music and evening walks.  Her friends describe her as helpful, compassionate and fun.

Nanesha has been an elementary educator for ten years. She has primarily worked with 3rd and 4th graders, and enjoys getting to learn and laugh beside them everyday. Nanesha is an anti-racist and anti-biased educator who currently serves as a 4th grade teacher and the K-12 equity leader for the Ardsley School District. She loves to ignite her students’ curiosity as they ask big questions, examine and challenge structures of power and bias, and discuss privilege. She is passionate about teaching and dedicated to creating a welcoming and affirming school environment that is academically rigorous and simultaneously culturally responsive and sustaining. Nanesha is also a proud Jasper who holds a bachelor of science in elementary education with a concentration in Spanish and math, a master’s in students with disabilities (grades 1-6), a bilingual extension, and an ENL certificate all from Manhattan College. She is also an avid picture book reader and serves as a Jane Addams Children’s Book Award Committee Member which annually recognizes books of literary and aesthetic excellence that effectively engage children in thinking about peace, social justice, global community, and equity for all people.

Katelin O'Hare is a K-8 Visual Arts Educator with 11 years of education experience, currently working at The School at Columbia University. During her time at The School at Columbia, she has served as the Yearbook Coordinator, Grade Level Coordinator, Teach21 Program Director, Coordinator of the Associate Program, and ScheduleCoordinator. She holds a BFA from Lesley University and Masters's in the Art of Teaching from the School of Visual Arts. Katelin teaches and coordinates always with an eye toward social justice and individual expression. As a leader, Katelin encourages collaboration and innovation with her colleagues and students. Through SPA, she wants to gain the necessary skills to become a transformative educational leader, who creates a nurturing environment for students.

As a high school science teacher and tutoring coordinator at Harlem Village Academies High School, I am deeply passionate about harnessing the remarkable potential of all students and using policy to improve public education. 

Originally from North Carolina, I graduated from Duke University in 2018 with a bachelor's degree in Psychology and minors in Chemistry and Global Health. Following my undergraduate degree, I moved to Dallas, Texas and joined Teach For America, where I taught high school biology and psychology and led the science department at Uplift Infinity Preparatory for two years. During the summer of 2019, I first discovered my passion for education policy through my work with the Urban Leaders Fellowship, where I developed recommendations on best practices in teacher pipeline and retention for the Dallas Independent School District, as well as worked on the creation of a bachelor's degree program in early childhood education at the Dallas County Community College District. 

I decided to further explore the vast ways in which education policy and advocacy directly affect teachers, students, and families by studying for a Master’s in Public Policy at the University of Oxford. After graduation, I have since returned to the classroom in NYC to continue working toward sustainable and equitable change in public education through both policy and practice. 

I am eager to broaden my impact and start on the path toward educational leadership with the Summer Principals Academy at Teachers College!

Bria N. Parkman-McCullough developed an interest in education at a very young age. Her mother often tells the story of Bria being in Kindergarten and taking it upon herself to teach the class while the teacher stepped out to talk to someone else. Throughout Bria’s educational journey she realized that she did not have many teachers who looked like her. She did not have her first African American teacher until 10 th grade. But the connection and support she received through that experience left a profound impact on her life. Once thinking her career would lead
to Child Psychology, Bria quickly realized that teaching, particularly students of color, was the path she should pursue.

In May 2015, Bria graduated from St. John’s University with a degree in Secondary Education with a concentration in English. During her undergraduate matriculation, she became a member of the Nu Mu Chapter of Alpha Kappa Alpha Sorority, Inc where she served her
beloved sorority tirelessly. She also became a member of Kapp Delta Pi, an honor society for education students which became a network she has leaned on since she joined. In May 2020, Bria graduated Summa Cum Laude with her Masters’ in Curriculum and Instruction from University of St. Joseph of Connecticut.

Through her personal life experiences and her experiences in the education field, Bria has come to understand education as one the modern Civil Rights fights. She allows the injustices she sees in the education of students of color to fuel her work both inside and outside of the classroom. Bria often refers to her classroom as her march and her teaching as her protest.

For the past 7 years, Bria has been fortunate enough to serve and teach 9 th and 12 th Grade English, African American Literature and College and Career Readiness at Central High School in Bridgeport, CT. She has thoroughly enjoyed being a “cultivator of future generations.” She has also worked to revise the 9 th and 12 th grade English curriculum to become more culturally relevant and sustainable for the students of Bridgeport.

Outside of her career, Bria serves as the Sisterly Relations Chair and Chaplain for the Theta Tau Omega Chapter of Alpha Kappa Alpha Sorority, Inc. and a board member for it’s philanthropic arm, The Polished Pearls Foundation. When she is not serving her community with her sorority, she enjoys spending time with her family, traveling and crafting.

Giuseppe (Pepe) Rebaudengo is originally from Germantown, MD and has known since the 2nd grade that he would become a teacher.. After graduating from the University of Maryland with a BA in Spanish Language and Linguistics and a BS in Elementary Education, he moved to NYC in 2017 to pursue a Master’s Degree in Bilingual and Bicultural Education at Teachers College. During his time at TC, he began his career as a  1st and 2nd grade dual language teacher at PS705: Brooklyn Arts and Science Elementary School. Now in his 4th year of teaching, Pepe has had the opportunity to serve in various leadership roles at his school. He has seen the transformative power shared leadership can have on school culture, teacher efficacy, and student achievement. He is excited to be a part of the SPA NYC community and hopes to learn and grow as a leader with his peers. 

Antonia Joy Robertson is an educator of middle and high school students in Brooklyn, New York. She’s driven to facilitate equitable and highly effective opportunities which empower Black women across the Diaspora to attain healthy and joyful livelihoods that come as a product of social, economic and political liberation.

A graduate of the Walsh School of Foreign Service at Georgetown University, Joy earned her Bachelor of Science in Foreign Service majoring in Regional & Comparative Studies, focused on human and economic development in Francophone Africa. While studying abroad in Lyon, France, she completed coursework in African history, culture and international politics, as well as serving as a correspondent for the Berkely Center for Religion, Peace and World Affairs. Joy was humbled to serve as a connective, caring leader throughout her undergraduate career in religious, Black affinity, women’s and volunteer organizations. 

Following her time at Georgetown, Ms. Robertson earned a position in the highly competitive Global Citizenship Fellowship, working as a Community Engagement Fellow for UNICEF USA in Washington, DC where she served as an educational spokeswoman, program manager, and lobbyist for the international children’s development organization across multiple stakeholder populations. Seeking on-the-ground, field experience in development, she pursued the opportunity of a lifetime by serving as a Peace Corps Volunteer in Praia do Bilene, Gaza, Mozambique. During her two years, Joy taught secondary school, created and managed grassroots public health programs in HIV/AIDS and early pregnancy prevention, and led the peer support network for volunteers from diverse and marginalized backgrounds. This transformative experience propelled Joy to pursue community development through education back in the United States. Through her lifelong studies and work abroad, she’s attained proficiency in French, Portuguese and Spanish.

1. Robertson is thrilled to be a member of the 2022 Summer Principals Academy, New York City cohort! She expects to learn from the experiences and strengths of her classmates, the expertise of her professors, and ultimately gain the skills necessary to affect systemic-level change for marginalized, under-resourced and over-policed communities.

Roman Catholic/Bronx Native/Social Justice Advocate/Restorative Justice Specialist

Christian Roman is currently the founding Chief Culture Officer for Atmosphere Academy Public Charter School, he implements and oversees restorative practices. Previously, he served as the founding Head Dean at Health, Education, and Research Occupations (HERO) High School and Dean of Students at Banana Kelly High School in the South Bronx. In these roles, Mr. Roman worked to provide young people with the discipline, guidance, cultural enrichment, restorative practices and social-emotional development they needed to realize their full potential. Mr. Roman has also served as a Drug and Alcohol Prevention Coordinator at Unitas Therapeutic Community, where he honed his counseling and management skills. He also facilitated seminars on 6-step conflict resolution that enforced the principle of peaceful problem solving. Mr. Roman holds a Bachelor of Science in Criminal Justice from St. John’s University. St. John’s fostered his restorative justice passion which now supports clients in receiving an equitable experience when situations occur. Growing up in the South Bronx, Mr. Roman developed an undeniable passion for and pride in the people of his neighborhood. Mr. Roman has translated this passion into daily service and dedicated his studies and career to elevating, inspiring, counseling, and advocating for the community. Mr. Roman also served his community through spiritual guidance by working as a religious instructor and assistant director of a youth group at St. Athanasius Parish.

Victoria is a dedicated educator in the public sector with experience serving adult and youth
students. She has held leadership roles as grade team and science team lead and fundraising
strategist for the city of New York’s Corporate Alliance program. An advocate for community
wellness, she has piloted a medical club and community garden. Both endeavors aim to teach
students how to save lives through preventative measures as well as practical skills training. To
date two middle school cohorts have become CPR certified through the Blueprint Medical Clubs
partnership with EIS Training School. The community garden is set to break ground spring
2023. A caregiver with a warm demanding approach, most recently Ms. Santana has been
named central dean at Blueprint Middle school.

O’Sha is a Black, queer, New York-native, first-generation Jamaican-American teaching 5th graders English Language Arts in Brooklyn, NY. As a person of faith and of marginalized race, gender experience and sexuality, O’Sha honors the intersections of her identities throughnmaking space and content that affirms and equips people from disempowered communities. She draws from her academic training and professional experiences in policy and education to achieve equitable experiences for each and every learner she can access. O’Sha works with youth and community members through organizations and the classroom to empower, embolden and elevate student and teacher school-based experiences. She applies her learning as a Bachelor’s and Master’s-level graduate of Brown University proudly, shares her love of cooking, movement and neo-soul openly, and reps Providence, Rhode Island and Jamaica, Queens heavy.

For the last 3 years, I have taught 8th grade science in Bridgeport, CT. Originally from Southern California, I grew up going to the beach and was always fascinated with all the living things in the sand, water and tide pools. This love of the beach drove me to attend University of California Santa Barbara for my undergraduate studies where I often gave tours of the local tide pools to friends, family and classmates. It was around this time that I realized I had a passion for teaching others about science and nature. Conveniently, this was also the same time that I first learned about Teach For America, the organization that would later facilitate my move to Connecticut to begin my career in education. More recently I have discovered a passion for teaching math and am excited to be transitioning to a middle school math teaching position this fall.

In addition to teaching, I have led my school's computer systems operations team as well as our technology committee which has focused on supporting our staff with integrating technology and best teaching practices to ensure high quality learning both inside and outside the classroom throughout the pandemic. I am especially passionate about this aspect of my work since finding ways to continue student learning beyond the walls of my classroom is central to my teaching philosophy.

Jennipher Yu currently teaches science in a Title I public middle school in New York City and has been an educator for over 10 years, with experience teaching STEM, Robotics, and High School Biology. She is also a leader in her school community, serving as the Content Team Leader, New Teacher Mentor, and the Science Instructional Coach for grades 5 through 8. Jennipher leads professional developments, spearheads new practices, helps launch school-wide initiatives, supports teachers in reflective practices, and brings the school and neighborhood communities together by organizing the yearly STEAM Night. With SPA’s guidance, Jennipher aspires to be a leader who is committed to building strong relationships with stakeholders across communities and develops robust systems of empowerment and support for educators and students.

Sabrina Chmielowiec’s education career began in 2012 in Seattle, Washington, where Sabrina
served as a CIty Year corps member at Aki Kurose Middle School. She received her Master’s in
Teaching from the University of Washington in 2014 through the Seattle Teacher Residency
program, and has been teaching in Title I elementary schools since receiving her credentials.
She is a National Board Certified teacher in Early Childhood. In her free time, she likes to spend
time with her husband and son, read, cook, and run slowly around their neighborhood in
Philadelphia, PA.

For seven years, I called New Amsterdam, Berbice Guyana home. At the age of nine, I moved to Brooklyn, New York, where I came of age. At the age of 17, I was offered an academic and performing arts scholarship to the University of Wisconsin—Madison, where I spent five years earning a Bachelors of Science in Chemistry. As a freshman and sophomore in college, I realized how ill prepared I was for college level work, especially when it came to my STEM (Science, Technology, Engineering and Mathematics) courses. This was because of my secondary education. Because of those experiences, I decided to teach High School. I planned to prepare students for their next level of academic rigor. As a classroom teacher, I gained several classroom leadership skills. Over the years, I have taught in both urban and rural regions. This made me realize that there was more to be done. I did not initially know what more what, but after 8 years of teaching, I knew that more was adult leadership. I became very passionate about how adult culture affected school and student culture. I firmly believe that adult culture is the ceiling for school and student culture. In order to impact students more, I needed to impact adult culture and achievement more by becoming a whole school teacher who not only focuses on their own classroom, but thinks of the whole school as their classroom. I began to take ownership of the whole school’s success by increasing my involvement in the process, providing more input and applying for smaller leadership roles. 

The Biography of Crystal Fernandez

Crystal Fernandez is a Brooklyn College graduate, where she obtained her most recent
degree in Psychology. For the past six and a half years she has been an active and passionate
educator throughout the schools of Brooklyn, New York. At a young age Crystal decided she
will eventually grow up to educate, support, and advocate for young children. With her mind set,
Crystal began obtaining the role of a babysitter and summer camp councilor all at the age of
fourteen.
As her first year of college approached she was eager to get her foot in door of a
classroom, she earned her Teaching Assistant certification, and quickly began building her
experience. So far she has excelled as a teacher in Pre-k through second grade. Alongside
holding tutoring sessions for testing grades third to sixth, she has aimed to get familiar with the
upper grades by taking on the role of being the creative writing after school teacher for the
middle schoolers grades six through eight.
Crystal’s passion for education has multiplied throughout her journey, within her journey
she began building a strong sense of community, and being the voice not only for students but for
other coworkers and peers. Being in a position to listen to others needs, opinions, critiques, and
taking it one step further by voicing them to a higher role of leadership has created a new
motivation to be in a position to lead and make the changes for a better tomorrow.

Lisa Fowler has experience teaching in rural, suburban, and urban schools. She graduated from
the University of West Georgia with a B.S. in Biology/Secondary Education and an Ed.M. in
Special Education. In 2013, Lisa began her career as a special education teacher in Augusta,
Georgia, teaching science in a self-contained setting. After relocating to Northern Virginia, she
supported PreK-12th grade students with visual impairments. She currently teaches biology to
students with mild disabilities. Lisa is passionate about education, and she is dedicated to
increasing her students’ academic growth in an inclusive, engaging classroom.

I’m a Seattle based teacher with eight years of teaching experience. I received my Masters in Education from Lesley University and began my teaching career at Lt. Job Lane School, in Bedford, Massachusetts. There I taught fourth grade for four years. For three of those years, I co-taught with a special educator using an inclusionary model. During this time, I ran our school’s Racial Equity committee and developed a K-5 anti bias picture book curriculum as well as a leadership development program for our students of color. Since moving to Seattle, I’ve worked at Olympic Hills Elementary School as a third and fifth grade teacher as well as a math specialist. In my time at Olympic Hills, I’ve continued to grow my practice as a teacher committed to putting her traditionally disadvantaged students first. I’m on the building leadership team and I’m science lead for the building. I find joy in building deep relationships with my students.  I love getting to know my students' unique cultures and interests as well as their sense of humor. Building a safe and joyful classroom community is so important to me as a teacher. Outside of school, I’m always outside! I love to run, ski, hike and I’m always exploring the Pacific Northwest!

 Natasha Joseph is a proud native New Yorker and a product of the New York City Public School System. She attended Pennsylvania State University to obtain her bachelor’s degree in Human Development & Family Studies with a minor in Psychology. Throughout her four years, she was an active volunteer on campus. She was a member of several student body organizations and an employee for multiple departments, including Student Diversity and Inclusion, Career Service, and Continuing Education.

 After graduation, Natasha gained experience working for a non-profit organization. She has experience working as a program coordinator for Big Brothers Big Sisters. She continued her career as a case manager working with at-risk youth and families. Natasha wanted to make more of a difference, so she joined the NYC Teaching Fellows Program. Natasha graduated from CUNY Hunter College with a Master of Science in Education focused on Special Education. Eight Years as an active educator within her school community, she wants to do more. Natasha strives to continue her passion as a School Building Leader. Her ultimate goal is to gain the   knowledge, skill, and network to make a change in education. 

Lydia Kang is an English teacher and instructional coach at Girls Global Academy in
Washington, D.C. She obtained her undergraduate degree in Political Science from the
University of Maryland Baltimore County and her Master’s in Teaching from Notre Dame of
Maryland University. As a teacher, she is driven by the objective of helping her students
find their voice in writing. As an aspiring school-building leader, she is driven by the
question, “How do great leaders inspire action?” Lydia is working towards the goal of
discovering how adult learners can be trained into effective, compelling teachers in order
to develop economies of leadership in schools.

Jung Yeun Kim is a Mathematics and economics teacher and leads the Math Club and
National Math Honor Society at Eastern Christian High School in New Jersey. Jung
Yeun has founded the Math Club, National Math Honor Society, and Economics class at
school. Through the Math Tutoring Program and SAT webinar series, she initiated the
community outreach program with her students. She values the benefits of diversity in
education and, in her effort to create awareness, founded the Korean Club and
sponsored the international and ABIDEs(anti-racism & Diversity) club. In addition, she is
an education columnist in Mom&I magazines and an education content creator with a
YouTube channel. Jung Yeun received B.A. in Economics from Columbia University and
M.A. in Mathematics Education from Teacher's College. Through the 2022 SPA NYC
cohort, Jung Yeun is looking forward to learning the skills to be the effective and
knowledgeable leader that our society seeks.

Adam Liebeskind is currently the Inclusion Instructional Coach at Takoma Elementary School in
Washington DC. Originally from northern New Jersey, Adam graduated from Boston University in 2013,
with a Bachelor of Science in Special Education: Severe Disabilities. He taught an self-contained
Communication and Educational Supports (CES) class for students with Austim Spectrum Disorder.
Adam transitioning the program into a fully inclusive Strategies Program, one of the first in DC Public
Schools. Adam values inclusion, equity, and kindness in his work. He is an avid golfer, triathlete, and
cruciverbalist.

Aisha was born and raised in Brooklyn, New York. She has been in education for five years and it has always been a passion of hers. Her beliefs on education are that as educators, our mindsets and beliefs about our children plays a role in how we approach teaching and learning; and it is our job to cultivate the genius of our students through multiple approaches. She has chosen the path of school leadership because it is her hopes and dreams that our schools are truly equitable and it starts from the leaders of our schools.

Adeyemi Theresa Lila Murphy-Higgs, MS Ed
New York City Department of Education
Centrally Funded IEP/Intervention Teacher | Transforming lives through knowledge
My idea of transformative education is prosaic at first glance; it goes hand in hand with my
philosophy of education. I believe that transformative education is giving all my students the tools to
be their most authentic selves—that is, to unlock their intellect and harness it for the betterment of
themselves. I want them to be able to guide their lives powered by their know-how and find
contentment in the course that they have charted for themselves. My idea of transformative
education requires a long-view mentality; with that, what was once prosaic becomes revolutionary.
My job is to help shape my students into the individuals they want to be and teach them the
fortitude not to be deterred. The professional accomplishments of which I am proudest, and that
continue to develop me into the professional I am, are as follows: launching a schoolwide academic
intervention program; planning and facilitating a professional learning series for my school’s special
education department; and serving as co-Chapter Leader for my school’s union chapter. When I am
not working, I am full-time mom to my twin son and daughter; a wife of almost seven years to my
husband; and a daughter, sister, and aunt in my close-knit family.

Namrata Patil is a 44 yr old Indian American who has been passionately teaching for 15 years.
She currently teaches 4th, 5th and 6th grade Science in Thomas Edison EnergySmart Charter
School. Aside from teaching Namrata Patil runs her school's Green team, an organization that
prioritizes efforts on sustainability, and educates her students on how to properly care for our
environment. She also enjoys hiking and photography in her free time.
She believes that learning at Columbia will give her the skills set to become an effective school
leader who is ready to tackle challenges and make a difference.

Kimberly Rivera
Columbia University’s Teachers College
Summer Principals Academy (SPA-NYC)
Class of 2024

You always remember the person that teaches you to see books. Thank you Tio Javier.
Since the start of my educational career, I have always loved the institution of school.
However the way it is styled, as long as I am learning and growing. I believe that the
educators that surrounded me, poured into me and provided me the tools to become a
lifelong learner. After excelling to and through high school, I began my educational
journey into college blindly. I took a step forward into the dark, since I was the first
woman to do so in my family. Love for learning kept me on the journey, however bad it
went. I obtained my Bachelor or Arts in Linguistics at Binghamton University. After some
time off to decide my career path, I landed back in the place that has always been home
for me- Education. It began by substituting and landing a role as a teaching assistant. I
then attended Long Island University for my Master of Science in Multi-Subject
Adolescent Education, Grades 7-12. After 9 very different years, I’ve humbly landed
myself at Columbia University’s Teachers College.
From this program, I am looking to become the people I admire. To continue to inspire.
To instill love for learning and provide lifelong learning skills. Obtaining a Masters in
Educational Leadership will open up the next phase of my life. Allowing me to fill spaces
that can benefit from my passion, energy, and drive to provoke change while
maintaining transparency and humility. I want to learn the ins and outs of what it takes to
manage a successful school building. To build a school someday that is located in an
underserved community. For this same establishment to cause ripples and waves of
change to the community that surrounds it.

I was born and raised in The Bronx, New York to parents who valued educational success and cultural identity. When I started school, I struggled to linguistically adapt. As a former English Language Learner, I experienced the inequities that existed within the educational system: Exposure to below grade level materials, inadequate real world preparation, and low expectations. 

Despite the challenges, I worked to become an effective Teacher for all students. I am a 2015 New York City Teach For America Alumni who recently completed the Aspiring Latinx Leadership Institute. As a member, I learned how to build culture and facilitate learning among school personnel, how identity plays a role in leadership, and the science behind exercising leadership decision-making. 

At the moment, I have the pleasure of serving as the Department Chair and High School History Teacher in a Tier 1 Charter School located in The South Bronx. On another note, when I’m not in the classroom, I’m usually attending a comedy show. To be honest, I believe that life is a sitcom and sometimes we should take a step back and laugh. 

Ms. Maria Valarezo is an early childhood special education and ESL educator that is
passionate about advocating for all families and supporting them as they navigate through
their child’s first formal school experience. She was originally born in Guayaquil,
Ecuador and immigrated to the United States at the age of five. Throughout her late
childhood and adolescence, she would support her parents with translating and
understanding school documents so that they would be involved in her education. These
events and her desire to help other young immigrants like herself propelled her to become
a teacher. In 2011, Maria graduated from Boston University with a bachelor's degree in
Early Childhood Education. Afterwards, Maria was admitted into the Donovan Urban
Teaching Scholars Program in Boston College. Upon completing the program in 2012,
Ms. Valarezo graduated with her master's degree in Special Education.
Ms. Valarezo has had the privilege of teaching early childhood education in the Boston
Public Schools for ten years. Presently, she teaches in a pre-kindergarten inclusion
classroom at the Haynes Early Education Center in Roxbury, Massachusetts. In her role
as an inclusion educator, Ms. Valarezo works arduously to form authentic relationships
with the families of her students and to ensure that the students she serves to have access
to an education full of wonder, joy, and intellectual stimulation. Currently, Ms. Valarezo
supports her school community by serving on the Instructional Leadership Team and the
Language Acquisition Team. Through SPA, Ms. Valarezo aims to learn from the
experiences of her colleagues and develop the necessary leadership skills to support and
empower families of our youngest learners.