Staff

Nancy Streim joined Teachers College in August 2007 in the newly created position of Associate Vice President for School and Community Partnerships. She also has an appointment as Special Advisor to the Columbia University Provost. Streim's role is to coordinate the College's activities in the New York City public schools and develop new and more intensive partnerships with the Department of Education, local communities and local schools. She is an architect of a "university assisted community schools model" that systematically addresses conditions related to educational success, including teacher development, expanded learning opportunities, early childhood education, physical and mental health, and parent engagement. In addition to managing the College's institutional partnerships with local schools, Dr. Streim leads the development of the Teachers College Community School, a new PreK-8 public school which opened in 2011 through a partnership with New York City Department of Education.

Prior to her role at Teachers College, Dr. Streim spent nineteen years at the University of Pennsylvania's Graduate School of Education as assistant and then associate dean. There she led the development of the nationally recognized Penn Alexander School, a university-assisted demonstration public school in Philadelphia. She also directed the Penn Partnership Schools Network, an initiative to improve academic outcomes at two under-achieving elementary schools that the University co-managed with the Philadelphia school district.

Dr. Streim's scholarly interests include university-school collaboration, science education in urban schools, and educational entrepreneurship.

She has been Principal Investigator on grants from the National Science Foundation, New York State Department of Education, General Electric Foundation and the JPMorgan Chase Foundation among others. She serves on the boards of several organizations including the Cahn Fellows Program for Distinguished Principals, the Morningside Area Alliance, and the Remedco Foundation.

Dr. Streim earned a bachelor's degree with honors from Bryn Mawr College, a master's degree from the State University of New York, and a Ph.D. from the University of Wisconsin-Madison.

Lisa A. Sahulka joins the Cahn Fellows after a role as Chief Operating Officer at The Southern Poverty Law Center.  Ms. Sahulka served as Chief Financial Officer for the Juvenile Welfare Board (JWB) of Pinellas County, Fla. She provides educators with free resources that teach schoolchildren to reject hate, embrace diversity and respect differences. She is a career-long proponent of administrative effectiveness in mission-driven enterprises. During more than 15 with JWB, she developed infrastructure and processes supporting some 60 external programs serving thousands of children each year. Prior to moving to Florida, she served positions with CARE, Covenant House, and the Jacob Riis Settlement House. She also served as an adjunct professor at Eckerd College in St. Petersburg, and served abroad at Casa Alianza in Antigua, Guatemala, and the International English Schools in London. 

Barbara McKeon’s career has focused on serving the needs of the most vulnerable populations. She has earned her Bachelor’s Degree in Anthropology from Rutgers University, Masters in Communication Disorders from the University of Vermont, and a Doctorate in Educational Leadership, Management and Policy from Seton Hall University and is an ASHA certified Speech/Language Pathologist. She has written and been featured in numerous articles and has spoken extensively both nationally and internationally on topics in education including improving school culture, school turn-around, aspiring leadership, building relational trust and integrating restorative practices. Dr. McKeon has served on numerous city and state committees designed to improve educational outcomes for at-risk youth.  She has held adjunct professorships at Pace, Brooklyn College and the University of Vermont.  She  currently holds the position of Director for the Cahn Fellows Program and was a 2015 Cahn Fellow for Distinguished Principals.

Since joining OSCP in 2013, Catherine manages the development, implementation, and monitoring of strategies to build the instructional capacity and practices of teachers and teacher teams at REACH partner schools.

Prior to joining TC, Catherine received both a dissertation fellowship and teaching assistant fellowship from Rutgers-Newark while pursuing her Ph.D. in Urban Systems - Educational Policy. During this time, she was a part-time lecturer in the Urban Teacher Education Program (UTEP) at Rutgers-Newark, where she instructed and supervised pre-service teachers around curriculum, instruction, data-driven assessment, and differentiation. Catherine began her career in Newark, New Jersey as a high school physics, chemistry, and environmental science teacher at Central High School and later at North Star Academy Charter School. She also served as an Instructional Lead for the science department at North Star, a School Director for Teach For America’s 2007 Philadelphia Institute, and as Assistant to the Executive Director of Project for School Innovation (PSI), a Boston-based non-profit organization dedicated to disseminating best practices for teaching and school leadership in urban charter and district schools.

She earned a B.A. in Chemistry from New York University, an Ed.M. in School Leadership from Harvard University, and is a doctoral candidate for a Ph.D. in Urban Systems - Educational Policy.

Amy manages the fiscal operations, human resources, and contracts for all OSCP programs and initiatives, and participates in program planning and reporting for all OSCP-related activities including Teachers College Community School. Amy also manages the Arthur Zankel Urban Fellowship, the Milman Literacy and Music Fellowships, the Duquès Social Justice Scholarship, and TC’s annual Performing Arts Series for New York City schools. She is also a member of TC's Professional Staff Executive Committee (PSEC) and the Campus Safety Advisory Committee. 

In addition to her MA in TESOL from the University of Northern Iowa, Amy holds a BA in Music and a BA in French from the same university. She also has certificates in Digital Publishing and Advanced Project Management from New York University. Amy is currently enrolled in TC's MA program in Higher and Postsecondary Education, with plans to graduate in May 2020.

Danielle joined the REACH team in 2016 to support the development, implementation, and monitoring strategies to build the instructional capacity and practices of teachers and teacher teams so that students are productively engaged in rigorous and responsive classroom instruction to support their mastery of the Common Core Learning Standards in order to be college- and career-ready.

She began her career in education teaching high school English in Newark, New Jersey, at both a standard and magnet high school. Subsequently, she taught in the Sayreville Public Schools, teaching 9th and 11th grade English as well as a 7th grade Technology elective. While teaching in Sayreville she supported her students outside of her classroom by volunteering to sponsor student-led after school activities and tutoring struggling students. Danielle has extensive experience in the design of Common Core-aligned assessments and technology-based assessments that meet P.A.R.C.C. expectations. In addition, Danielle co-authored and implemented curricula aligned to the Common Core Standards that reflect diverse perspectives in literature and that provide multiple entry points for students with special needs and students with varied reading levels. She also served as an informal teacher leader in the schools in which she worked.

Danielle is a graduate of Rutgers University Newark, where she majored in English and completed the Urban Teaching Education Program (UTEP) with high honors; she was also nominated for New Jersey Student Teacher of the Year.

Kyle brings a unique background in education and athletics to the REACH team. With a Master of Arts in Education, Kyle has spent the better part of his twelve-year teaching career devoted to minority students in under-resourced communities. From 2008 to 2009, Kyle taught at North Star Academy in Newark, where he revived the school’s failing soccer program; co-created the African Investment Club, which exposed students to expanding businesses and successful investment practices in Africa; and co-designed an in-house AP tutoring program to enable non-AP US History students to gain access to AP prep curriculum. From 2009 to 2013, Kyle was a teacher at King Chavez High School, serving San Diego’s most poverty-stricken immigrant community. In addition to teaching, he created a brand new high school soccer program that sparked unprecedented community spirit and enjoyed unrivaled varsity records in its first four years. He worked with a fellow teacher to create a culture studies curriculum, teaching ocean awareness and organizing surfing lessons at local beaches. Kyle comes to REACH from his position as a teacher of government and economics at East Palo Alto Phoenix Academy, situated in a rapidly gentrifying community of Silicon Valley, where he coordinated trips to Facebook, Uber, and Salesforce to expand student career pathways; hosted a non-profit organization in presenting a financial success program to his senior class; and successfully established eight new athletics programs in his role as the school’s athletic director. Kyle believes in democratic education and has a special interest in understanding and addressing the unique needs of diverse student bodies through customized extracurricular programs and activities.

As Community School Director at P.S. 154, Karoline coordinates and oversees the work of TC students and community-based partners providing a range of activities in the areas of attendance improvement and dropout prevention, physical and mental health, health literacy, and expanded learning opportunities, and family and community support and engagement.

Karoline is a dedicated counseling professional with experience advising diverse student groups and first generation college applicants. Previously, Karoline was the Interim School Counselor at Holyoke High School in Holyoke, Massachusetts, where she managed a caseload of over 200 students and provided counseling in academic and career planning as well as personal and social development. While studying for her Masters degree, Karoline worked as a Graduate Assistant for the Cultural Enrichment Department for the Center of Multicultural Advancement and Student Success at the University of Massachusetts Amherst. As Graduate Assistant, she coordinated with various student groups and university staff to facilitate events to spread cultural awareness on campus. Karoline also served as the Teen Director at the Grenville Baker Boys & Girls Club, where she oversaw after-school programs for students in grades 6-12. It was at the Boys & Girls club where she found her passion for counseling and community building through education.

Karoline received her M.Ed. in Counseling and Ed.S. degrees from University of Massachusetts Amherst. She attended Northeastern University, where she received a B.A. in Sociology with a minor in African American Studies and was a full scholarship athlete for the women’s basketball team.

Katy is the Teachers College Community School Liaison. She oversees the involvement of Teachers College students at TCCS who serve as music teachers, after school enrichment instructors, work study assistants, and interventionists for literacy and math. She also coordinates opportunities for TCCS students at TC, and vice versa.

Before coming to Teachers College, Katy was a secondary Spanish and technology teacher, and a behavior coach specializing in PBIS in Williamston, Michigan. As a teacher she was especially interested in integrating technology into the curriculum.

Katy has a Master of Arts degree in Teaching and Curriculum, and a Bachelor of Arts degree in Spanish, both from Michigan State University.

Veronica has provided administrative and programmatic support to all OSCP initiatives since September 2014. Previously, she served as a college assistant in the Baruch College Department of Law. Veronica is a graduate of the Zicklin School of Business at Baruch College, CUNY, where she earned a Bachelor of Business Administration degree in Organizational Psychology. Veronica is passionate about statistics and is taking courses to learn more about quantitative analysis.