2023 Cohort

Abigail Hahn received her undergraduate degree at Amherst College; she earned a Bachelor of Arts in Chemistry and Sexuality, Women, and Gender Studies. Following her undergraduate degree, Abigail served as an East Harlem City Year AmeriCorps member. She provided attendance and behavior coaching and Math and English Language Arts tutoring to 8th-grade students in an Integrated Classroom setting. During her time with City Year, she decided to become a Special Education Teacher, leading her to join World Teach Namibia and later become a Teaching Resident at Teachers College. At World Teach, Abigail lived in a small community in Namibia where she taught students who were English language learners English, Math, and Technology. Following her year abroad, she joined the Teaching Residents at Teachers College program, where she earned her Master's degree in Special Education. Abigail is currently a Special Education Teacher at a public High School in the Bronx. She has worked at The Young Women's Leadership School of the Bronx for the past five years, teaching Algebra, Chemistry, English, and Software Engineering. Abigail has also been an IEP coordinator and SPED department chair for three years. Abigail feels passionate about equity in public education, social justice, and supporting students with Individual Education Plans.

As a bilingual first-generation working-class American from the South Bronx, I am intimately familiar with the importance of education. Through education, not only is a passage out of poverty possible, but it is also the best tool to address the structural problems in low socioeconomic communities. I also believe that education is vital in even more today to curtail the violence and push forward the various communities in New York.  

In college, I double majored in Psychology and Latin American Studies. As a psychology major, I  learned "how to learn." It was fascinating to understand the human mind better. It helped me as a  student, and it is still helping me today as a teacher. 

After graduating college, I entered a weak job market but made the best of it. I worked in several different areas of interest and developed different skills. Some of those near and dear to me include  The Bank of New York and the Roosevelt Island Operating Corporation. These and several other experiences contribute to the idea of well-roundedness, something I hope to implant in my students. 

I eventually found my true passion when I joined the Teaching Fellows Program. With teaching, I  could apply my academic background and my personal and work experience.  I was also fortunate to work in a school with a unified message on literacy, much like my previous schooling. As a teacher, I was trained in the Hochman Method and Reading Apprenticeship. These approaches have brought success to my students. My ultimate goal is to improve my students'  academic achievement further.

My name is Alexa Bissell, and I am a dedicated educator who is making a positive impact on the lives of fifth-grade students outside of Seattle, Washington. I graduated from Clarke University with a Bachelor of Arts in Elementary Education and a minor in Special Education, and have since been committed to creating meaningful learning experiences for my students.

As a grade level lead, I collaborate with colleagues to design and implement effective teaching strategies, lead professional development, and create initiatives to enhance our school. I take pride in my ability to motivate and  empower my colleagues to become better educators and make a positive impact on the lives of our students.

In addition, I am a member of our Diversity, Equity, Inclusion, and Justice (DEIJ) team, where I work to promote social justice and create inclusive learning environments for all students. Through my work on this team, I have recognized the importance of creating a safe and inclusive space for every student.

My passion for education extends beyond the classroom, and I am excited to attend Teachers College this summer to pursue my goal of becoming a dynamic administrator. Through this program, I hope to acquire the skills and knowledge necessary to lead and inspire educators to create meaningful change in their communities.

In my free time, I enjoy cooking and exploring the beautiful Pacific Northwest. I am committed to making a positive impact on the world through education, and I look forward to the opportunities that lie ahead.

Alkania Spivey is currently a Dean of Students. She works in a District 75 New York City Public High School, serving Autistic, Intellectually Disabled, Emotionally Disabled, and multiple disabled students. As a New York native and a proud product of New York City Public Schools, she is deeply committed to the success of each student. As an out-of-classroom school leader, she performs administrative duties, such as administering professional development activities and spearheading several school and site-wide committees. Al strives to assist schools in committing to, developing, and sustaining educational equity. She desires to disrupt the school-to-prison pipeline, especially at the intersection of special education. Engaging communities in deepening their understanding and collaboration with the significantly disabled population resulting in a richer experience for all is paramount to Al. She values authentic leadership and is the embodiment of said value.

Courtney Cline is a kindergarten teacher with a decade of knowledge in the classroom. She earned a B.A. in Elementary Education and a B.A. in Music Performance from Hamline University. She has spent the duration of her teaching career in Minneapolis Public Schools where she puts emphasis on empathy, community, and social emotional learning. Courtney serves on her school leadership team, as a union steward, and as the musical director of her school’s musical program. A strong proponent of building robust foundational skills for students in both math and literacy, Courtney regularly engages with current research practices and professional development to give her students the strongest foundation possible. Courtney enjoys taking quiet walks with her dog, reading, and singing.

Crystal Haynes is a dedicated and passionate educator with over six years of experience in the greater education system. After graduating from Clark University with a B.A. in Public Health, Crystal joined Teach for America (TFA) as a 2017 Corps member. Through TFA, she earned her Master of Arts in Teaching from the Relay Graduate School of Education in New York. While there, she obtained a certification in Middle Childhood Education, Grades 5-9. Upon earning the degree, Crystal joined KIPP Academy Elementary School as a 4th grade teacher in the Bronx. She is also the Grade Team Leader and Diversity, Equity, and Inclusion Coordinator. 

Given her considerable academic and educational work experience, Crystal is excited to take a greater step in her development as an educator to become a school leader.

Emma Collado was born and raised in Haiti. My favorite pastimes are reality TV shows and weekend brunch with friends and family. As an educator, she is known for creativity, enthusiasm, a keen sense of understanding all types of people, strong team-building skills, and making an immediate impact because of experiences in various cultures and situations. She is a flexible, punctual, observant educator who drives efficiency and learning in fast-paced environments.

Fatima Hamlani is a current high school biology teacher who has worked with the New York City Department of Education for nine years. As a teacher at The Clinton School, Fatima has taught grades 6, 7, 9, 11, and 12, but her favorite course remains 9th grade Living Environment. She has been serving as the 9th-grade team leader for several years, is the Co-Chair of the School Leadership Team alongside her Principal, and has been a mentor teacher in her building and for undergraduate student teachers. In her school building, Fatima is on the Equity Team, College Mentor Team, and Consultation Committee and is an Advisory Team Leader. She has advised several student clubs, including the National Honor Society, Red Cross Club, and Cheer Squad. Outside of school, Fatima has worked for the New York City Teaching Fellows as a Fellows Effectiveness Manager, supervising and evaluating new fellows during their summer school teaching placements. She has participated in the DOE Teacher Leadership Program and Urban Advantage Program for Science Education. Fatima earned her Bachelor of Science from New York University with a major in Biology and Education and a minor in Psychology in 2013, where she was part of the Martin Luther King Jr. Scholar program. She stayed to earn her Master of Arts degree from New York University in Science Education in 2014, where she was part of the Clinically Rich Integrated Science Program resident scholar program. Fatima is excited to join the Teachers College Summer Principals Academy at Columbia University to build her skills as a school leader.

Gia’s career in education began as an operations associate at the first public Montessori school in New York City. In that position, she decided she wanted to join the classroom community as an associate educator in mixed-grade classrooms, learning from Montessori and traditional public school teachers, where she eventually became a lead teacher and special educator.  She spent years working in upper-grade classrooms as a 3rd, 4th, and 5th-grade teacher. She facilitated experiences for children grounded in hands-on learning, inquiry, arts integration, movement, and social justice, with the goal of providing all access to progressive pedagogy. She has broadened her teaching experience to become a middle school ELA teacher. She earned her MSEd in General and Special Education from Bank Street College of Education in 2020. In 2021, she began the facilitation of professional development for educators using the arts-integrated humanities curriculum, Wit & Wisdom, and in 2023 she joined the educational advisory board at Nalini Kids, a nonprofit organization focused on creating PK–12 programs that pair physical movement with emotional reflection.

Grace Tesfae is a dedicated high school social studies educator focusing on fostering social studies knowledge and advocacy skills. With ten years of experience in education, she has consistently strived to create a learning environment and community that empowers students to become active citizens and future leaders. 

Grace holds a Bachelor of Arts degree in History from the University of Michigan. She pursued her passion for social studies through additional study at Pace University in collaboration with the Gilder Lehrman Institute of American History to earn a Master of Arts degree in American History. Grace is pursuing her dedication to educational excellence through the Teachers College Summer Principals Academy at Teachers College, Columbia University. 

As an educator, Grace believes firmly in the power of education to transform lives and impact communities. Outside of the classroom, Grace is involved in coaching soccer and F.I.R.S.T. Robotics, leading scholarship writing workshops and student trips, and empowering students through student-led clubs and activities. In the next stage of her educational journey, Grace hopes to capitalize on past experiences in group leadership and work with colleagues and peers to impact broader schools, systems, and communities.

Hi everyone! My name is Hassan Payano. I am an educator from New York City with approximately twenty years of experience working in Title 1 public schools in urban communities. Throughout this time, I have continuously supported all culturally and linguistically diverse students in general,  bilingual, gifted, and unique education settings across grades K-12 through inclusive environments. I  have taught multiple subjects, led Career Development and Occupational Studies (CDOS)  and technology programs, mentored fellow teachers, collaborated on curriculum design, and worked alongside administrators, parents, and community members to build synergies to increase student achievement and outcomes. Among the reasons that brought me to SPA at TC are the vast knowledge,  guidance, skills, and preparation I will gain and build upon from like-minded individuals and leaders in the field. These include best practices and innovative strategies that I will extensively use and share as a leader and agent of change to empower and expand the potential and opportunities of all students through social justice and equity.

I am a special education teacher. I grew up in Hong Kong and studied Economics and Classics (Latin concentration) at the University of Virginia. I graduated from Teachers College with a master's in Bilingual Special Education in 2018. Since then, I have been working at P.S. 130 in Chinatown. I taught in a K-2 12:1:1 Chinese-English Bilingual classroom with students with special needs for 4 years before transitioning to a 2nd-grade ICT class this year. I am a big extrovert and love working with other adults. 

I am an enthusiastic runner. I have run six half marathons and two full marathons. I also love learning languages and traveling. I speak English, Cantonese, and Mandarin. I also speak conversational French and am learning American Sign Language. I love meeting new people and sharing ideas together!

My name is Hena Ali and I’m from Brooklyn, New York! I am a special education teacher by profession at a public elementary school in Brooklyn, and have worked there for the past ten years. When I have free time, I enjoy reading books and practicing yoga. I look forward to pursuing a Masters of Education through the Summers Principals Academy here at Teachers College and learning from my professors and peers.

Born and nurtured in the vibrant heart of New York City, with roots deeply embedded in Queens and now the Bronx, I am a dedicated educator and passionate advocate for individuals with disabilities, intertwining my love for nature and commitment to inclusivity in my role as a Horticulture teacher. Guided by the belief that learning should transcend conventional boundaries, I extend my classroom into the Bronx Botanical Gardens, offering high school students a unique blend of education and exploration. My ambition stretches towards fostering diversity and inclusivity within urban farming and agriculture, aiming to cultivate a world where everyone, regardless of ability, can engage with and contribute to our environment. Beyond education and advocacy, my soul finds solace in the imaginative worlds of science fiction, the rhythmic flow of dance, and the quiet companionship of my cats and bearded dragon, encapsulating a life dedicated to growth, both in the garden and within the community.

Beginning my career as a sixth-grade special education teacher in southwest Denver, I had no idea how teaching would have such an incredible impact on my life as a whole. I quickly learned great teachers are committed, flexible, innovative, and keep the needs and personal interests of their students at the forefront of every lesson. As a white male educator working predominantly with students of color, holistic teaching that addresses the needs of the whole child is especially important to me. I never act as though I can understand my students’ experiences of racism, classism, and sexism; I instead offer my ability to hold space for marginalized students to be heard and empowered to effect change. Creating this space for student voice has fueled my passion for teaching English the past eight years, and I look forward to the new ways I can empower students to effect change as a school building leader in an urban school community.

I consider myself extremely lucky to have had such a rich and diverse career in education thus far, teaching secondary English in schools across the globe in Denver, Spain, Oklahoma City, and now the south Bronx. Each of these places and school communities has played a critical role in my development as a teacher, teaching me something new about being the best version of myself in the classroom to ensure student success. I’m honored and excited to continue my educational journey at TC, and I can’t wait to hone my leadership skills as a member of the 2023 Summer Principals Academy cohort.

My name is Jared Levinson, and I am originally a 24-year-old math instructor from Scranton, Pennsylvania. I studied International Affairs and History at the George Washington University in Washington, D.C. I graduated and relocated to New York City as a 2020 Teach for America NYC corps member. I’ve lived and worked in Canarsie in Brooklyn, NY, for three years. I was passionate about applying to the Teachers College Summer Principal Academy as I grew into non-formal leadership roles within the school where I currently work. I am passionate about obtaining my School Building Leader (SBL) License because ever since Day 1, I have been a passionate advocate for my scholars to feel and see their successes. Outside of work, you can always find me typically in a gym as I frequently train as a competitive powerlifter. I am also an avid Philadelphia Sports fan! My passion to remain as an educator and lead school buildings is centered around the joy and beauty that should be found within the process of learning for children. The blues musician B.B. King put it best when saying, “The beautiful thing about learning is nobody can take it away from you.”

Jennifer Ozinegbe is a Nigerian-born immigrant and an unapologetically passionate science educator. The Brooklyn urban education environment has tugged on her heartstrings for all nine years of her teaching career. A pivotal career change from pharmacy to education has empowered and enriched her desire to embody representation and facilitate her students’ mastery of culturally relevant and real-world embedded science concepts that young scholars of color need to pursue STEM careers confidently.

She obtained her Bachelor in Biology from St. Francis College in Brooklyn, NY, and her Masters in Adolescence Education in Biology (7-12) from Pace University through the NYC Teaching Fellows Program. Her commitment to serving has positioned her for impact beyond the classroom. As a Model and Peer Collaborative Teacher, she facilitates professional learning opportunities for her colleagues to engage in meaningful discourse and inquiry cycles to improve teacher practice. Over the years, she has effectively strengthened school partnerships with organizations like Brownsville Multi-Service Family Center (BMS) and Brooklyn College’s Project Peace to encourage student civic engagement by empowering them to identify community problems, brainstorm, and execute innovative solutions by discovering community resources. 

Jennifer is a proud master science teacher fellow of the prestigious Math for America (MFA) organization, a community of collaborative and innovative NYC master educators dedicated to promoting equity by elevating the power of collaborative inquiry and dismantling barriers to access STEM.

Jennifer is confident that the Summer Principals Academy will equip her with the tools to elevate her work on educational equity through the unconventional and innovative approaches needed to embody transformative leadership truly.

Josh Denton is a passionate educator who hails from Westchester, New York. He developed an early interest in exploring different cultures and histories, which later blossomed into a lifelong passion for travel. After graduating from NYU, Steinhardt with a BA in History, Josh decided to merge his love for teaching and global exploration. For the past five years, he has been sharing his love for history and service oriented attitude as a dedicated social studies teacher. Josh's experiences as an avid traveler have enriched his classroom, allowing him to bring real-world connections and a unique perspective to his lessons. His students benefit from his firsthand encounters with diverse societies and his ability to foster a sense of curiosity and open-mindedness in the pursuit of knowledge. He currently teachers at Great Oaks Charter HIgh School in NYC as the 10th grade global history teacher and Study Abroad Coordinator. Each year Mr. Denton leads a group of students on excursions to foreign countries to broaden their horizon and love of learning.

Julieta Zemla, M.S. Ed is currently a Bilingual Literacy Coach for the Division of Multilingual Learners in the NYC Department of Education Central offices, after eight years teaching multilingual learners in grades Kindergarten- 5th grade. As a dual language teacher in East Harlem, she also served as Socioemotional Coordinator and created the K-8th grade SEL & Diversity curriculum that is still used today. Before her employment in the DOE, Julieta taught at English immersion schools in the DR while serving as creative director for an American company overseas and head copywriter for IKEA Santo Domingo. She’s also served as a Domestic Violence Counselor for a non-profit organization.

Julieta is most excited to support learning communities in providing multilingual learners with research-driven educational experiences that will reveal their competencies and true potential. Born in the Dominican Republic, Julieta entered the U.S. education system as a multilingual learner at nine. Having experienced the absence of curricula that reflected and considered her experiences, perspective, and background knowledge, she passionately advocates student-centered, culturally sustaining pedagogical practices.

You can find Julieta hiking with her family or building Lego sets alongside her rambunctious toddler when she's not teaching. A former research assistant at NYU with a joint degree in Psychology & Marketing, Julieta enjoys reading the latest research on personality types, nutrition, child development, and literacy. Lastly, she also enjoys karaoke and will never pass up an opportunity to sing along to a Spanish/Latin American oldie or a Selena Quintanilla song.

Kandace Campbell is a New Orleans, LA native who currently lives in Rhode Island.  Kandace earned a Bachelor of Science degree in Middle Grades Education from the Coastal College of Georgia.  Kandace now serves as the Instructional Coach for all subjects at the Rhode Island Nurses Institute Middle College (RINI) Charter High School in Providence, RI. RINI focuses on educating the next generation of nurses with a focus on academic rigor, leadership development, and workforce readiness. In her role as an Instructional Coach, Kandace utilizes data- driven metrics to support teacher and administrator initiatives.  Part of her responsibilities include developing teacher coaching plans, overseeing professional development, and providing innovative teaching techniques to ensure all students have the most access to their education.  Prior to employment with RINI, she held multiple teaching roles from the traditional classroom to a more passion-driven environment; this included immersing herself into Hawaiian culture, language, and community practices to ensure that she was able to  teach  students about marine conservation and our impact on the ocean and the environment with the appropriate  knowledge and the utmost respect.  

Being part of a military family, Kandace has been afforded the opportunity to learn from and teach within a variety of cultures and communities.  This unique and diverse background has helped Kandace develop her professional goal of guiding the development and practices of future and current educators. Kandace’s acceptance to the Teachers College at Columbia’s SPA program is an important step towards achieving that goal.  She is eager to be a part of the Teachers College community and to continue to grow and learn from her cohort members.

Outside of work, Kandace’s passions include spending time with family, all things sports, and enjoying the ocean and the outdoors.

Kara Reese is a native New Yorker born and raised in Queens, New York.  She received her Bachelor’s Degree in Social Work from Adelphi University and a Master’s in Special Education from CUNY-Brooklyn College. She has been an educator with the New York City Department of Education for the last ten years. She has worked as the IEP Coordinator and Special Education Coach at Vista Academy in Brooklyn for five years. Her passion for education inculcates the belief that all children deserve a quality and equitable education no matter their socioeconomic and or racial background. She chose the Summer Principals’ Academy at Teacher’s College for the opportunity to belong to a community of innovative leaders of the 21st century. She is most looking forward to connecting with the members of her cohort as well as becoming a groundbreaking leader.

I'm Katelyn Alfonso, a dedicated and passionate educator driven by a love for culture and a commitment  to educational equity. From a young age, I knew that education was my calling. As a child, I not only  taught my grandparents English but also eagerly helped my mom prepare her Sunday school classrooms,  fostering my love for teaching and learning. 

During my time at the University of Delaware, I had the privilege of being part of two research teams.  One team focused on studying racial biases in multiple settings, aiming to understand and address their  impact. The other team conducted a linguistic study on early bilingual learners, exploring their unique  learning processes and challenges. These experiences deepened my understanding of the influences of  culture, language, and social biases on education. 

After graduating from college, I moved to Miami, where I worked as a school academic and behavior  interventionist. This experience made me increasingly aware of the inequalities that exist in our  education system and became a driving force in my pursuit of educational equity. 

To further develop my skills and knowledge, I pursued a Master of Arts Dual Degree in General  Education and Special Education at Relay Graduate School of Education through Teach for America. This  specialized training equipped me with the tools to effectively support and empower students with  diverse learning needs, ensuring inclusivity in the classroom. 

Currently, I am proud to serve as a teacher in the Bronx, where I have been making a positive impact for  the past five years. 

I am honored to become a part of the Teachers College community, where excellence and education are  reimagined and redefined. I am excited to collaborate and learn from fellow educators, leaders, and  change makers who share my passion for educational equity.

Katharine Dickman is the Social Studies Instructional Lead at New Visions Charter High School for Advanced Math and Science III. In her role as the Social Studies department chair, Katharine facilitates the cross-curricular alignment of skill instruction for all grades, creates data analysis routines for teachers, and plans professional development for faculty. She has taught and led the planning for all of the core content social studies courses and prides herself on crafting rigorous, interdisciplinary project-based learning experiences for students. As a Master Teacher, Katharine mentored a first-year teacher, providing regular instructional and planning feedback. In addition, she served on the advisory board for the New Visions’ Global History and Geography curriculum, contributing to a set of resources that are widely used by teachers across the country. Katharine has also designed curriculum for the non-profit Code VA, creating United States History lessons that integrate computer science skills and standards. 

Malcolm is a 4th grade teacher at Washington Yu Ying Public Charter School in Washington, DC. Originally from Austin, TX, Malcolm graduated from Southwestern University with a major in Communications in 2016 and Johns Hopkins University with a Master of Education in 2020. Before entering the traditional classroom, he began his education journey by teaching African-American Civil Rights for a program called Breakthrough Austin, which provided targeted instruction to first-generation college students like himself. Now in his 6th year of teaching, Malcolm is pursuing his second master's in Educational Leadership in SPA and hopes to shift how we view education.

Michael Alba Lamb is an English teacher and Peer Collaborative Teacher at Mott Haven Village Preparatory HS at the South Bronx Campus. Alba Lamb has taught at Mott Haven Village for 20 years. He has led the English Department and developed a culturally responsive curriculum with interdisciplinary connections to Social Studies. As a Peer Collaborative Teacher since 2019, Alba Lamb has planned and facilitated professional development for the full staff, grade teams, and department teams. He coached the boys varsity basketball team for 11 years and the boys junior varsity team for 9 years prior. Alba Lamb enjoys poetry and hip-hop, hosting Mott Haven Village talent shows and Spirit Week assemblies.

Nia was born and raised in Harlem by her mother, a teacher in District 5. She went to middle school in Harlem and then attended boarding school in Simsbury, CT, for high school. However, her experience in Simsbury differed from what she was used to in Harlem. She faced culture shock and subtle ethnocentrism as one of only three African-American females in her grade. Though she struggled as a student, this experience taught her much about herself and helped her become more culturally aware. She became interested in finding solutions and wanted to return this unique educational experience to District 5. Nia hopes to combine her eclectic concerns to have a career in education.

During her time at Union College, she pursued her interest in anthropology by studying abroad and conducting ethnographic research on the cultural practices of Pacific Islanders. She also taught at a primary school in Fiji. She gained more practical experience as an African Ethnology Intern with the Anthropology department at the American Museum of Natural History. While interning, she was accepted into the NYC Teaching Fellows program. Her experiences motivated her to incorporate culturally responsive and data-driven approaches to education, which she further developed while completing her Master of Arts in Teaching at Relay Graduate School of Education. The courses she took there, focused on culturally responsive pedagogy, helped her immensely during her years of teaching.

Through her study of anthropology, she has gained insight into the importance of a warm and demanding approach to teaching and the need to identify students' character strengths. This has inspired her to pursue further education in the Anthropology and Education Program at Teachers College, Columbia University, where she hopes to become a leader in educational reform. Her personal experiences growing up in Harlem and pursuing education elsewhere have fueled her passion for making transformative changes in education. To achieve this goal, she is pursuing a Master of Education in Public School Building Leadership and a NY State School Building Leadership (SBL) certification while also gaining fundamental leadership skills and strategies through the New School Design Projects to prepare for the challenges ahead in her career.

Sabrina George is a special education teacher at a public high school in Manhattan, New York. Sabrina’s mission as an educator is to help students achieve postsecondary success and nurture positive social-emotional development so that students can become compassionate global citizens.  

At her academic institution, Sabrina is a co-leader of the Restorative Practices Team and the Leadership Team (with an emphasis on culture). Sabrina also facilitates the Black Student Union and is the founding facilitator of the Coding Club.

Sabrina earned a bachelor’s degree in media studies with a minor in mathematics from Hunter College and a Master of Science in education focused on secondary education for students with disabilities from Brooklyn College. Before embarking on her career as an educator, she was a public relations executive. 

Through Teachers College’s Summer Principals Academy, Sabrina intends to challenge and expand her educational leadership skills. She looks forward to joining a cohort of fellow leaders who prioritize pedagogy, instruction, community building, and enhancing the lives of the young people they serve.

Sarah is a Social Studies teacher at a public high school in Brooklyn, NY. Sarah graduated from Brown University with degrees in History and Education Studies. After graduation, Sarah moved to Brooklyn and began her teaching career with Uncommon Schools. She later earned a Master of Arts in Teaching from Relay Graduate School of Education. Sarah’s academic interests include curriculum design, adolescent literacy, and teacher development. Sarah enjoys distance running, pottery, and exploring the city outside the classroom. She is excited to join SPA and continue growing as an educator.

My name is Shanifa Morris. I am a Wife, a Mother of two, and an Educator. I was born in Harlem, raised in Queens, and currently living in Brooklyn, a true inner-city girl. I am of Jamaican descent and a first-generation American. I am the eldest of twelve siblings. I believe that I am a natural-born leader. I have a love for God, family, children, learning, humor, music, travel, shopping, roller skating, biking, cooking, and exercise. I aim to be a positive role model and an agent of change for the better in our school system. I strive to be my best every day while impacting others to evolve and succeed. I have been an educator for many years. I have experience and am certified in teaching both early childhood and childhood. I have worked in the Department of Education for about six years now. I currently teach fourth grade. I am currently the Grade Leader for fourth grade. I am the Lead Math Teacher for my school. I am also a part of the Instructional Leadership team. I am seeking to develop my leadership abilities and gain more strategies to lead effectively. I consider myself a people person and my goal is to impact and inspire others in a collaborative and cohesive manner.

Shereka Ellington is a native Jamaican, that migrated to the US with her mother  and brother at the tender age of 5. Shereka grew up in Brooklyn New York and  attended NYC Public Schools where in she graduated from High School as a  Dean's List recipient and NYC Commissioner Honoree.  Shereka is a first-generation college student, a proud alumna of the Nation’s  first degree-granting Historically Black College, The Lincoln University of  Pennsylvania. Holding a Bachelors in English- pre-law & Political science,  distinction’ Cum Laude). Shereka is a member of the National Council of  Negro Women, Inc. In addition, Shereka has an Advance Master of Arts in  Teaching Special Education, from the Relay Graduate School of Education.  She has worked in Urban Education public schools K-8 for seven years, in  various roles such as a Teacher, Instructional leader & Dean. Shereka has a proven record of strong student culture & academic data that contributes to closing the achievement gap, in underserved communities. Shereka  wholeheartedly believes in Dr. King's words “Intelligence + Character in the Goal of true education” as she  aims to empower young people through education to be highly intelligent and good people.

Shuron Jackson is an educator, advocate, and community leader. Shuron attended the University at Buffalo and graduated Magna Cum Laude with a B.A in Political Science and History. Following graduation, he entered the classroom full-time, teaching 5th/6th grade ELA, and completed his M.A.T through Relay Graduate School of Education. Shuron is completing a master's degree at Columbia University, Teachers College in Educational Leadership through the Summer Principals Academy program. 

Shuron has immersed himself in the education world as a teacher, instructional coach, and DEI coordinator in Brooklyn, NY. Additionally, Shuron has had the opportunity to write curriculum for PBS learning media and work with several non-profits to build programming and partnership. Through every endeavor, Shuron is always excited to collaborate with purpose and intentionality to serve his community and stakeholders best. Guided by the legendary bell hooks and contemporary writer Yolanda Sealey Ruiz, Shuron believes in bending our arc toward a daily love ethic as the locus of individual and collective liberation.

Starr Butler is an eight-year educator specializing in high school social studies. Her unique ability to make history content relevant to pop culture engages her learners' curiosity and helps them discover how history endures in the present. Starr's career experience in a charter school, traditional high schools, and currently a consortium 

school has allowed her to observe the strengths and limitations of the education system in different institutions and use the strengths from her former schools to inform her instruction while teaching at a consortium school. 

Starr's passion for educating others extended outside of her high school classroom, placing her in a teaching coach role for a not-for-profit after-school program in the South Bronx. The education field has allowed her to reflect and grow in her pedagogy and led teachers to develop their classroom talents to be more effective in their pedagogy. Outside of teaching, Starr conducted workshops at her former schools and alongside other educators at the NYSCSS conference in 2020. Her reputation for writing culturally relevant curriculums that foster inquiry has allowed her to co-author curriculum for BERC at Teachers College, Columbia University, and freelance curriculum writing for small business owners developing certificate-bearing courses.

Tyler Sanders is a 20-year veteran educator, a Fulbright Scholar, a S.T.E.A.M. advocate, and master SCUBA diver. He has taught kindergarten through 5th grade science in New York City’s public schools and at Harlem Children’s Zone’s Promise Academy 2 Elementary School. His work has focused on developing a culturally responsive science curriculum that encourages authentic investigations into students’ inquiries. As an amateur scientist and avid explorer, he has brought many of his experiences to his own students and also to the broader HCZ community. 

Tyler earned a Master of Science in Teaching from Pace University and a Bachelor of Arts from Rhodes College. In 2014, he received a Grosvenor Teacher Fellowship from the National Geographic Society to explore the biodiversity and ecology of Antarctica, and was honored again as a Fellowship Alumnus in 2019 with a similar expedition to the Galapagos Islands. In 2015, he was awarded a Fulbright Teachers for Global Classrooms fellowship to research elementary education in Senegal. He has helped create and implement unit and lesson plans that emphasize the integration of Science, Technology, Engineering, Arts and Mathematics (STEAM) across the five boroughs and with colleagues around the world, and served as an inaugural faculty advisor on the Global Education Advisory Council (to the ASCD).

Viola is a Teach For America alumnus teaching in Connecticut's New Haven Public Schools. Viola was initially in the healthcare field, working to support patients and healthcare practitioners while also being involved in medical research. In her roles, Viola always capitalized on an opportunity to be a mentor and a teacher, whether it was training new associates or teaching colleagues of new electronic health records software. Since then, she has made a career change to focus more on her field of passion: education. As a teacher, Viola leans into her naturally interdisciplinary interests with multiple subject endorsement areas and is currently serving in the intersection of Science and TESOL, providing language and content instruction for multilingual learners as a sheltered content science teacher. Viola is also highly involved throughout the school and district: She also serves as a teacher in both after school credit recovery and summer school contexts; She helped students start a Gender-Sexuality Alliance at her school; She continues to be a part of fellowships and committees at a district level; And she is currently the School Planning and Management Team Chair, working with stakeholders to advise and guide administration in school functions and logistics.

Outside of school, Viola is a musician at heart both as a composer and as a performer. With experience in a multitude of instruments, she is known for her classical double bass performance and performed alongside top ensembles in the Twin Cities, working with nationally recognized musicians and composers. She continues to develop her musicianship and currently performs with the Plainville Wind Ensemble and the Center Stage Jazz Band. Viola is a proud alumnus of the University of Minnesota with a Bachelor of Science in Biochemistry and a Bachelor of Arts in Music and of Johns Hopkins University with a Master of Science in Educational Studies.

Zoha Nadeem is a school counselor at Croton Harmon High School. She has served in her position for the last two years and has previous fieldwork experience in the North Rockland and Newburgh districts. Zoha’s drive for equity and education access stems from her immigrant experiences in the K-12 system. Her current focus is supporting BIPOC students to realize and create various pathways to attain higher education. She also serves as a co-advisor for the Random Acts of Kindness Club and is an active member of her district's Strategic Core Planning Committee. Zoha aspires to diligently enter all spaces where her leadership is required to advocate for all who direly need their voices represented. In her spare time, she can read in different coffee shops and libraries and cheer on her favorite team, the New York Knicks.