2025 Cohort

Gwendolyn Akoto is a New York State professionally certified 5-9 ELA teacher. She has been teaching for 7 years with experience from both charter and public schools located in Brooklyn, NY. She has obtained a Master of Arts in Teaching from Relay Graduate School of Education, a Master of Science in Global Affairs from New York University and a Bachelor of Arts in English with a minor in Psychology from Hunter College. She has served in many leadership roles such as Literacy Coordinator, Mentor, member of the Curriculum Implementation Team, member of the School Leadership Team as well as the Campus Diversity Equity Inclusion Facilitator and a Summer Teaching Fellows Mentor Coach. In addition, she was awarded the Soaring Star Award for her district during her first year teaching with the DOE. She is excited to be apart of the SPA Program, to have the opportunity to participate and learn from a well-rounded dynamic community.

Emily Burr has committed the last 15 years of her career to education. As a graduate of Russell Sage College and Sage Graduate School, she became an Assistant Director of Undergraduate Admissions for their enrollment team, guiding high school seniors through the application and financial aid processes. In 2014, she decided to transition from the world of Higher Education to the classroom when offered a long-term substitute Health Teacher position. From there, she was granted a full-time position teaching Health Education at Albany High until 2018, when she relocated to pursue her dream of teaching in New York City's Public Schools. Since then, Ms. Burr has remained the sole Health Educator at the Marie Curie High School for Medicine, Nursing, and Health Professions in the Bronx. During her tenure at Marie Curie, she has taken on a series of roles aimed at polishing her leadership skills, including advising their Student Government Association, serving as Chairperson on the School Leadership Team, and spearheading curriculum design, implementation and instruction for their Pre-Nursing Future Ready NYC Pathway. In her spare time, Ms. Burr enjoys running, cooking, spending time with family and friends, and hosting trivia.

A proud graduate of Florida A&M University, Alton Cullins began his career in education as a 2020 Teach For America corps member on the Southside of Chicago, where he taught high school English during one of the most challenging and transformative periods in recent history. That experience deepened his commitment to educational equity and the power of language to unlock student potential. Currently, he serves as the Head of the English Department for both the middle and high school divisions at an international school in Nanjing, China. In this role, he teaches AP English Language and leads a diverse team of educators across grades and curricula. His work blends rigorous academic instruction with a cross-cultural lens, preparing students for global citizenship while fostering a deep appreciation for critical thinking and communication. With a passion for creating inclusive learning spaces and leading with purpose, he is honored to continue his journey at the Summer Principals Academy at Teachers College, Columbia University.

M’Kenzie Flakes is an aspiring leader in education and a dedicated advocate for inclusive practices, currently pursuing a Master of Arts - Initial Certification in Public School Building Leadership at Columbia University. With a profound commitment to social justice and educational equity, she aims to create transformative opportunities for underserved children in diverse urban communities. Since beginning her journey in education in 2008, M’Kenzie has amassed extensive experience in the area of Special Education. She has developed and implemented Resource Specialist Programs for students with learning disabilities, crafted individualized education programs (IEPs), and utilized behavior interventions that foster academic success. Her expertise and passion for culturally responsive teaching stem from her personal experiences and drive to support every child's potential. As a mother and educator, M’Kenzie emphasizes the importance of a safe and well-rounded learning environment for all students. She has taken on leadership roles, including serving as the Director of Vacation Bible School and the Dean of Academics and Special Education, where she has implemented Positive Behavioral Interventions and Supports (PBIS) to promote a positive school culture. M’Kenzie is known for her strong interpersonal skills, which help her build collaborative relationships within her school community and effectively advocate for diverse student needs. In addition to her professional background, which includes leading professional development sessions and developing tailored instructional materials, M'Kenzie is active in her community through various local organizations. She holds a Bachelor of Arts degree from Huston-Tillotson University and recently completed her Autism Authorization with a perfect GPA at UMass Global. In her free time, M’Kenzie enjoys producing music, playing basketball, volunteering, and writing. She has a dedication to lifelong learning and community involvement, and continues to learn and grow each day. With a vision of opening a fine arts charter school, she is focused on strengthening her leadership skills and theoretical knowledge in educational administration, looking forward to making a lasting impact in the field of education and the lives of her students.

I’m a middle school English Language Arts teacher with a deep belief in the power of story: the ones we read, the ones we write, and the ones we carry with us. That belief shapes everything I do, both in the classroom and in my ongoing professional growth. I’m a lifelong fantasy reader and writer who finds joy in immersive worlds and layered characters. Outside the classroom, I love being on the ocean. I grew up working on lobster boats, and I live for the view from the top of the mountain. I live with my husband and two cats, Fish and Chip, and I’m always up for live music, a new restaurant, or a quiet moment by the sea. I come from a multiracial background and live and work in a vibrant, diverse community where identity isn’t just a topic. It’s part of everyday life. As someone who presents as white but was raised in a multiracial household, I’ve learned to navigate the in-between. That nuance informs how I teach, how I learn, and how I lead. I’ve taught in both the most diverse district in Maine and one of the most affluent, and those experiences continue to shape my lens and values. I strive to create a classroom rooted in connection, not just content, where students feel seen, valued, and challenged to think critically about themselves and the world around them. My teaching style leans into creativity, humor, and flexibility. Whether it’s a spooky simile lesson with creepy lights and sound effects, a book club escape room, or a reflective free write on perspective, I aim to build learning experiences that are meaningful, culturally relevant, and joyful. Right now, I’m exploring how to design competency-based, student-centered curriculum that supports deep growth without losing the spark. This work is personal to me. I care deeply about the communities I serve. I’m continually learning how to grow as both a teacher and a leader. I strive to listen first, question often, and lead with care.

Sapna Chemplavil is a passionate equity-minded educator who currently works as a founding high school English Language Arts teacher at a high school in Brooklyn. She has taught in at the secondary level in charter, traditional public, and specialized schools in DC, Oakland, the Las Vegas Valley, and three boroughs of NYC and at the college level at the University of Nevada - Las Vegas. She was named an Abby O’Neill Fellow through Teachers College and a Early Career Educator of Color Leadership Award winner through the National Council of Teachers of English (NCTE). She currently serves on the Executive Board of the New York State English Council (NYSEC). Sapna earned a bachelor's degree in English and Psychology from Dartmouth College and a master's degree in Secondary English Education from Teachers College, Columbia University.

Jahlil Davis-Green was born and raised in the City of Brotherly Love, Philadelphia, PA. He loves his city and carries that spirit in everything he does, especially in education. Jahlil’s journey into education began while working at and leading an after-school program. After being exposed to many schools, it became clear there was a need for more Black male educators, a role he felt he could excel in. In 2017, he joined Teach for America to help meet that need. Jahlil taught 7th-grade science at Young Scholars Charter School for five years. During this time, he also had opportunities to assist and lead many school initiatives, such as high school selection and the equity committee. Through these initiatives and more, Jahlil was able to advocate for both students and staff, which led to him being chosen as the 7th-grade team lead. After five years, he decided to shift to the public school setting, recognizing the difference and importance of the neighboring community’s relationship with its local schools. Currently, Jahlil serves as the middle school science teacher and Dean of Students at Edward Steel Elementary. He is eager to serve in his role this upcoming school year, utilizing the insights and guidance gained at the Summer Principals Academy. He is pursuing a Master of Arts in Public School Building Leadership at Teachers College, Columbia University, hoping to become an effective school leader who drives learning, innovation, and joy for underserved students.

Brynn joins us from Ednovate Charter Schools in South Los Angeles, where she has worked as both a Math Teacher, and most recently, an Assistant Principal of Instruction. Prior to her time in California, Brynn spent three years at Atlas Preparatory High School in Colorado Springs, Colorado, where she taught Geometry and Algebra. A Teach For America alum, Brynn spent two years as a founding high school math teacher in the Rio Grande Valley, Texas while working at an IDEA Public School. She is a graduate of Binghamton University where she double majored in Mathematics and Spanish, while also earning a minor in Education. She helped create the Education Minor at her university and she has held various leadership roles, including instructional coach, department chair, grade level lead and curriculum consultant. Brynn is a mother of two and a proud first-generation college graduate from Liverpool, NY.

Megan brings a passion for literacy and current events to her STEM classroom and is deeply committed to the development of the whole child. Having previously served as a Director of Operations, she prioritizes clear, predictable systems that support school success and maximize learning. Megan's experience as a building-level administrator includes her work as an Assistant Principal. She later transitioned to a school social worker during the Covid-19 pandemic providing critical supports to families and scholars. Following these building-level experiences, she served in a network curriculum position, leading the Science Department for a charter network of ten schools. In this role, she developed STEM curriculum materials which emphasized hands-on learning and real-world application. Megan remains deeply committed to learning and leading, driven by the belief that all scholars deserve an excellent education.

Christian Johnson is currently an Assistant Principal at Democracy Prep Harlem High School, bringing over 15 years of experience in education. Throughout his career, he has served in various leadership roles, including Dean of Students at Roads Charter High School and South Bronx Classical School. He also held the position of Director of Culture at New Visions AIM II and Climate and briefly served as the Dean of Fellows at Brooklyn Laboratory Charter School. Christian is deeply committed to student success and school culture, and he remains eager to grow as a leader. He is currently pursuing his School Building Leader (SBL) certification to further his impact in educational leadership.

Kalisha Montoyo is a passionate and dedicated educator with a strong background in visual art education, committed to making a meaningful impact through creativity, education, and community engagement. Born and raised in Brooklyn, New York to two Puerto Rican parents, Kalisha draws strength and inspiration from her cultural roots and vibrant upbringing. As a leader in the field, Kalisha has played a key role in professional development, guiding Visual Art departments in designing curriculum that challenges student thinking and fosters critical engagement with the world around them. Her work ensures that art education is not only skill-based but deeply reflective, culturally relevant, and socially conscious. Through her classroom practice, Kalisha empowers young people to explore their identities, express their truths, and use their artwork as a powerful vehicle for societal change. She believes that every student has a voice that matters, and she fosters learning environments where art becomes a tool for dialogue, advocacy, and transformation. Known for her warmth, leadership, and authenticity, Kalisha brings joy and connection to every space she enters. She continues to inspire those around her to think deeply, dream boldly, and act with intention.

Evelyn Navarro is a passionate educator dedicated to fostering inclusive learning environments for students of all backgrounds and abilities. She began her career as a paraprofessional, an experience that shaped her dedication to supporting diverse learners, and now serves as a Teacher of Students with Disabilities at the New York City Department of Education. She holds an M.A. in Intellectual Disability and Autism Studies from Teachers College, Columbia University, and is certified in Childhood Education (Grades 1–6) and Students with Disabilities. She earned her B.S. in Psychology from the College of Staten Island (CUNY). Committed to educational equity, Evelyn has led initiatives that integrate students with disabilities into community-based learning experiences, advocated for expanded resources in Title I schools, and worked to expand inclusive classroom practices. Her work reflects a deep belief in bridging education with community development to empower all students to thrive. As a newly admitted member of the Summer Principals Academy at Teachers College, Evelyn is pursuing advanced leadership training to drive systemic change in urban education. Her long-term vision includes expanding life-skills programming, strengthening school-community partnerships, and addressing disparities for underserved student populations—with a particular interest in contributing to educational improvement efforts in Puerto Rico.

Dr. Trina Nurse, a proud Brooklyn native and Afro-Latina, has dedicated her career to uplifting marginalized individuals and communities through empowerment, education, and advocacy. She earned her Master's in Social Work from the Columbia School of Social Work and currently serves on the Columbia Alumni Association Board of Directors, representing the School of Social Work. During her time at CSSW, she actively advocated for students, especially those who are first-generation, parents, caregivers, and individuals from low socioeconomic backgrounds. Dr. Nurse focuses on influencing policy decision-making to drive impactful change within systems, working towards the protection, advancement, and visibility of communities facing disadvantages. She has led initiatives aimed at reducing stigma around food pantries, enhancing digital literacy for older adults, and promoting family engagement centered on mental health. She completed her doctorate in social work at Long Island University, where her research explored asset limit reform to support financial and housing mobility. With over 15 years of experience in human services, her career spans various sectors, including governmental agencies and nonprofit organizations. Her work addresses critical areas such as domestic violence, sexual assault, community schools, and neighborhoods impacted by economic disparities. Currently, Dr. Nurse is an Educational Officer at the Department of Education, where her background in educational leadership and program development allows her to excel in advancing community-focused strategies and initiatives. Her expertise in fostering collaborative environments and driving meaningful educational reform makes her a key advocate for strengthening community school programs and promoting student success. Amid her professional accomplishments, Dr. Nurse cherishes her role as a mother of four, which continues to inspire her commitment to creating supportive and thriving communities.

Michael Ortiz is a proud Bronx native with Dominican roots and a deep commitment to educational equity and excellence. He holds a bachelor's degree in Sociology from CUNY Hunter College, earned in 2022. Michael began his career as a History teacher for 9th and 10th-grade students at the Math, Engineering, and Science Charter School in Brooklyn. He has since brought his passion for teaching to every level of K–12 education, working with elementary students at Democracy Prep Charter Schools in the South Bronx and Harlem, and with middle school students at Brilla Charter Schools. Over the years, Michael has developed a strong track record of fostering inclusive, engaging, and achievement-focused learning environments. He believes that schools should be places of joy, growth, and high expectations where every child feels seen, challenged, and supported. He is committed to empowering teachers, supporting families, and ensuring that all students are prepared not only for academic success but for meaningful, fulfilling lives.

My name is Jhanmarie Ortiz Garcia, and I am a dedicated special education teacher and math educator serving in District 7 of the New York City Department of Education. Since 2019, I have worked to create inclusive, rigorous learning environments where all students—especially those with diverse needs—can thrive. I hold a master’s degree in Special Education (Grades 7–12) from City College and a bachelor’s degree in American Sign Language from the University of Rochester. I am also proud to have earned micro-credentials in mathematics instruction through Lehman College’s Algebra for All initiative, and to be certified in DataWise through Harvard’s Graduate School of Education. My passion for leadership is rooted in my lived experiences—as an immigrant, a student who found early success in math despite language barriers, and now as an educator committed to equity and excellence. I currently serve as a math department lead and actively support schoolwide programming, IEP development, and instructional coaching. My next step is to become a transformative school leader who centers students, builds strong communities, and drives sustainable change.

I have been a teacher for the past seven years in New York City. I am from the Caribbean and that has a lot to do it my professional and cultural identity. I love what I do and the people I get to work with. I did not plan to become a teacher but after stumbling into working for a charter school, I cannot see myself doing anything else.

My name is Patricia Park, and I was born and raised in the Bay Area of California, with roots in San Francisco, Oakland, and San Jose. Fifteen years ago, I moved to New York City and have proudly served NYC public education ever since. Over the years, I have held roles as both a classroom teacher and a school administrator—spending seven years honing my craft in the classroom, and the past eight leading in charter schools across the city. I have served as an Assistant Principal and now have the privilege of serving as the proud Principal of an elementary school in the South Bronx. I believe the classroom should be a space of joy, rigor, and liberation. My educational practice is deeply shaped by the work of bell hooks and Paulo Freire—grounded in love, dialogue, and critical thinking. I strive to create culturally responsive spaces where students see themselves reflected in the curriculum and feel affirmed in their identities. As a school leader, I build systems that honor both the art and science of teaching. I support educators in cultivating strong instructional habits while nurturing school cultures where both adults and children feel seen, safe, and challenged. I lead with purpose, humility, and strategic clarity—believing that strong leadership is less about control and more about trust, coherence, and collective progress. It has been an honor to serve the students and families of New York City, and I now seek to deepen my scholarship and sharpen my practice through Columbia University’s SPA program. I am excited for the opportunity to grow in community with fellow educators who are equally committed to equity, excellence, and transformation.

Michelle Piceno - Educator, Leader, and Advocate for Opportunity I am a passionate and dedicated Latina educator, proudly born and raised in the San Fernando Valley of Southern California. I currently live in Lancaster, California, where I have spent the past six years empowering young minds as a mathematics teacher at New Vista Middle School. I am a first-generation college graduate who earned my Bachelor's degree in Sociology from UC Santa Barbara in 2016. Go GAUCHOS! Driven by a deep commitment to education and equity, I then went on to obtain my Master's degree in Curriculum and Instruction from the University of the Pacific in 2018. Go TIGERS! Every school year I strive to make my classroom more than just a place for learning equations- it's a space of inspiration, growth, and opportunity. My mission is to bring resources, exposure, and support to all my students who may not otherwise have access to them. My innovative and heart-centered approach to teaching has not gone unnoticed. I was so humbled to be honored with the Teacher of the Year award in 2023 and to be recognized as the Most Inspirational Teacher in my school district in both 2024 and 2025. Outside the classroom, I find balance and strength through heavy weightlifting at the gym. I also love dancing to the beat of cumbias and merengue with my family! As someone who has an open-mind, is committed to lifelong learning, and has an unwavering drive to serve, I continuously strive to be the best version of myself. I want to help uplift those around me. My ultimate aspiration is to evolve into an impactful educational leader who serves my community with empathy, vision, and compassion. I live by the words of Dolores Huerta: "We must use our lives to make the world a better place to live, not just to acquire things. That is what we are put on earth for." And I am doing just that- one student, one lesson, and one act of service at a time.

"LaTonya Pogue is a seasoned and impactful educational leader with over 23 years of experience driving student achievement and instructional excellence in New York City public schools. With a strong foundation in classroom instruction and a deep commitment to equity and student-centered learning, she has served in a wide range of roles—including Dean of Students, Instructional Coach, Data Specialist, Testing Coordinator, and Grade Team Leader. LaTonya has demonstrated success in implementing evidence-based literacy and math curricula, including Eureka Math Squared and content-rich literacy instruction aligned with state standards. Her expertise in data analysis and differentiated instruction has consistently resulted in improved student outcomes, particularly for English Language Learners, students with disabilities, and students performing in the lowest third citywide. A strategic thinker and collaborative leader, she has facilitated schoolwide professional development, led instructional rounds, authored compliance documentation such as CEPs and SINI plans, and contributed meaningfully to school improvement initiatives. Her leadership extends beyond the classroom through roles on School Leadership and Instructional Teams, curriculum programming, and assessment scoring for the New York State Education Department. LaTonya holds a Master of Science in Elementary Education from the City College of New York, a Bachelor of Arts in Sociology from Vassar College, and New York State Permanent Certification in Common Branches (K–6). She continues to inspire educators and students alike through a passion for inclusive education, data-driven practice, and lifelong learning."

I am a first generation Afghan-American who has been educated by the New York City public school system. Growing up in Queens has taught me strength and resilience but, more importantly it showed me the need for passionate educators who physically resembled me and shared a similar diaspora. Opening a moment to create a “windows and mirrors” opportunity for other minority students inspired me to pursue a path in teaching and has shaped my pedagogical approach. As an inclusive educator I look forward to dedicating my life to meeting the needs of marginalized communities. My experiences as a NYC teacher has demonstrated my commitment in education guided by my dedication to universal design learning through student engagement, inclusive education in culturally sustainable pedagogy. I am pursuing leadership skills to support building community in and outside our public school systems.

Shantae Renfroe is a dedicated special education teacher originally from Buffalo, NY, and currently residing in the Bronx. With a passion for equity, education, and student empowerment, she brings a rich academic and professional background to her work in New York City public schools.

Shantae began her academic journey at CUNY Bronx Community College, earning her associate degree in Human Services in 2007, with double minors in African American Studies and Early Childhood Education. She continued her studies at CUNY Lehman College, graduating in 2011 with a bachelor’s degree in Sociology and a minor in Early Childhood Education.

In 2016, Shantae joined the NYC Teaching Fellows as a proud member of Cohort 11, a pivotal step that deepened her commitment to serving diverse learners. She earned her Master’s degree in Education from CUNY Brooklyn College in 2019. She also holds a New York State Professional Certification in Students with Disabilities Grades 1–6.

Shantae’s unwavering dedication to her students and innovative approach to engagement have earned her prestigious recognition. She is a 2024–2025 NYC Big Apple Teacher and a 2025 recipient of the UFT Student Engagement Award.

Known for her compassionate teaching, culturally responsive practices, and advocacy for students with special needs, Shantae Renfroe continues to inspire change and excellence in every classroom she enters.

Julia Sainz is originally from Guadalajara, Jalisco, México. Her career as an educator started in Arizona as a preschool teacher. She moved to Austin to pursue higher education and to continue her journey in education. She has taught in K-12 and college at different universities. Currently, she is a doctoral candidate at Texas A&M University. She has experience in creating curriculum as well as materials for professional development workshops for teachers at the high school level. Julia’s interests include understanding the effects of reading comprehension when heritage speakers become literate in their first language, second language acquisition, and curriculum development for high school heritage and second language learners. In her free time, she enjoys hiking, traveling, and reading, but her greatest passion lies in cooking and sharing her love with others.

Simone Swaby is an experienced English educator and instructional leader with over eight years of teaching and leadership experience in both U.S. and international school settings. She began her career at Bronx Green Middle School in New York, where she taught literature, writing, and language arts while designing inclusive, engaging curricula to support a diverse student population. Most recently, she served as a Middle School English Teacher and Team Lead at Ras Al Khaimah American Academy in the United Arab Emirates, where she led curriculum alignment initiatives, mentored fellow educators, and facilitated professional learning communities focused on literacy improvement. Her educational philosophy emphasizes data-informed instruction, culturally responsive pedagogy, and evidence-based practices, including Rosenshine’s Principles of Instruction. She is particularly passionate about fostering a culture of reading, encouraging interdisciplinary collaboration, and supporting both student and teacher growth. She holds a Master of Science in TESOL Education from Lehman College and a Bachelor of Arts in English Linguistics and Rhetoric, with a minor in Media Studies, from Hunter College, CUNY. She is currently pursuing advanced training in school leadership through the Summer Principals Academy at Teachers College, Columbia University, with the aim of promoting equitable, innovative, and student-centered educational practices.

Bryan Whitchurch comes to the Summer Principals Academy after nearly 20 years of Latin and classics teaching experience with a special focus on K-12 environments in DC, NYC, and Boston. He is currently employed at Washington Latin Public Charter School in DC where he has served in a variety of roles including resident classicist, department chair, and instructional coach. When not invested in his regular teaching and leadership responsibilities, Bryan actively publishes on classical education and classical reception, most recently in the Classical Outlook and on Brill Press in an edited volume. His current research project centers on character education. Specifically, he is exploring how the configuration as well as the practice of public and private virtues can foster cohesive, unified, and dynamic school communities. He holds a BA in History from Utah State University, an MAT in Latin and Classical Humanities from UMASS Amherst, and an MA in Greek and Latin as well as a PhD in Classical Philology from Fordham University. Outside of work he enjoys singing, running, and Latin dancing.

Lacey Williams is a dedicated preschool teacher with over 8 years of experience in early childhood education. She holds a Master’s degree in Child and Family Studies from The University of Tennessee. Originally from Knoxville Tennessee, she currently teaches preschool at River East Elementary School in New York City. Lacey specializes in the Reggio Emilia Approach to early childhood, special education and developmentally appropriate practices. She favors a hands-on, empathetic approach to teaching with a strong commitment to individualized learning. She is passionate about creating homelike learning environments that inspire creativity, foster community, and support the developmental needs of each child. Deeply committed to equity and collaboration, Lacey partners with families, fellow educators, and community resources to ensure all children have access to high-quality learning. Her mission is to empower teachers, represent families, and build bridges between school and community—so that every child enters the classroom feeling safe, valued, and excited to learn.

As a native New Yorker and proud product of the NYC public school system, Ashley Wofford attended the renowned Fiorello H. LaGuardia High School of Music & Art and Performing Arts as a Dance major. She then continued her education at Muhlenberg College, where she majored in Dance and minored in Mathematics and Sustainability Studies. Ashley’s passion extended beyond the dance studio and she began to seek opportunities that allowed her to advocate for marginalized communities and underrepresented voices. She served as Treasurer of the Black Student Association, founded a club called S.W.O.C (Supporting Women of Color) and traveled to Bangladesh to study the impacts of climate change on vulnerable communities. After college, Ashley decided to lean into her math minor and ended up pursuing a M.A. in Secondary Education (Mathematics) from Hunter College. For the past decade, she has been a dedicated NYC public school teacher, helping diverse students strengthen their math skills while gaining essential life skills for personal growth. During her career as a teacher, she became a STEM Ed Innovators Fellow, using democratic science literacy to not only teach math but to also create a more equitable learning environment. Ashley is an educator, artist, and advocate for social justice.She is excited to have been accepted into Columbia University's Summer Principals Academy and looks forward to driving positive change through the pursuit of educational leadership.