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. 

As the Program Director of the Cahn Fellows Program for Distinguished Principals since 2014, Lily is responsible for the design, implementation, and evaluation of an annual leadership development program for meritorious principals, currently serving school districts such as New York City, Chicago and Charlotte-Mecklenburg. 

A member of the first cohort of the Cahn Fellows Program in 2003, Lily served as the principal of P.S. 130 in Manhattan’s School District 2 for over 24 years, helping to transform the school from a Title I School in Need of Improvement (SINI) into a recognized New York City, New York State and United States Department of Education Title I Distinguished School. Lily also served in other roles in the NYC public school system throughout her career: she worked as an ESL teacher, an ESL staff developer, and later as the director of a demonstration project for the Division of High Schools. In 1981, she joined the New York State Education Department as an associate, working in the field of ESL and bilingual education. She returned to the New York City public school system in 1990 as Principal of P.S. 130M and served there until she retired in August 2014.

Lily has received numerous recognitions for her work over the years, among which were the NYC and NYS Departments of Education’s Title I Distinguished Educator Awards in 2002. In 2004, she was selected by the World Olympics Committee as an “Everyday Hero” to run part of the New York City leg of the Summer Olympics torch relay that year. In 2010, she received the “Principal of the Year” Blackboard Award and more recently in 2016, she received recognition as one of CUNY's Outstanding Asian American Alumni by the Asian American/Asian Research Institute for Leadership in Education.  As principal, she served on numerous Chancellor’s Advisory Committees and as a longtime mentor principal for the NYC Leadership Academy. She also served as a member of the adjunct faculty for Baruch College’s Aspiring Leaders Program and for Bank Street College’s Principals Institute for a total of 14 years between the two programs.

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.

As Community School Director at Wadleigh Secondary School for the Performing & Visual Arts, Habib 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.

Habib is a passionate educator who has dedicated his career to increasing access to high quality education for young people and families in opportunity-deprived communities. ‎He previously served as the Founding Director of a year-long academic enrichment program in Washington DC. Prior to that, he was a member of the school leadership team at an alternative high school in Lawrence Massachusetts. Habib holds an Ed.M. from Harvard Graduate School of Education, an M.S. from Johns Hopkins University School of Education, and a B.A. from George Mason University. He is contributing his training and experience toward improving outcomes for students and families in Harlem.

Amy manages OSCP operations. She is the fiscal, human resources, and contracts administrator for all OSCP programs and initiatives and participates in program planning and reporting. 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.

Amy began her career as an EFL teacher in Japan where she taught for five years. In 2002, she moved to New York City to work as an editor, developing ESL/EFL materials for teachers and students. During her time in publishing, she developed and managed nearly every type of print, digital, and blended learning product from market research to publication. For the past few years, she was part of a global team that collaborated to determine the priorities for developing certain technologies and improving the overall user experience for learning management systems.

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.

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.

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.

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.