1:1 Online, In-home, Personalized Learning Specialist, Academic Tutors, Executive Function Coaches & Writing Coaches

Jordan, M.S. Ed., is a doctoral candidate in Human and Organizational Psychology at Touro University. He received his B.S. in Psychology with a minor in Sociology from Indiana State University and his M.S. in Special Education from Touro College. Jordan’s professional endeavors include curriculum development and educational reform with a focus on intercultural education and informal learning. He has extensive experience in teaching and providing academic and personal advising in multicultural environments. Jordan has been involved in multiple research experiments in Education and Psychology at Indiana State University, The New School, Columbia University, and New York University. He has taught special education at the elementary, middle school, and high school level and has experience teaching all content-based subjects including English, History and Social Studies, Math and Science at all levels. He has provided one-on-one multisensory tutoring in every content-based subject to both special education and general education students between the ages of 5 and 21. Jordan has both classroom and tutoring experience with students with autism, oppositional defiant disorder, ADHD, emotional disturbance, learning differences, and executive functioning disorders. He also has experience teaching test-taking and study skills strategies to students preparing to take the Algebra, Living Environment, English, and U.S. History and World History Regents examinations, SAT, ACT, and ISEE. He is knowledgeable about the New York State Common Core Learning Standards and is experienced in teaching reading comprehension skills, reading strategies, and writing strategies. Jordan emphasizes the importance of fostering students’ independent academic skills to assist their transition to college and the workforce.

Cailin is currently earning her Doctor of Education at the University of Arkansas Online. She received her Bachelor of Arts in English at Marymount Manhattan College, and her Master of Arts in Special Education with a focus on Intellectual Disability and Autism from Teachers College Columbia University. Cailin began her teaching career at a private high school for students with special needs and has been working as a special education teacher for the Department of Education for the past few years. Cailin has taught a variety of subjects at the high school level. She is passionate about helping students transition to adulthood, workforce education, and college readiness. In her teaching career, Cailin has worked with students on the Autism Spectrum, with intellectual or learning disabilities, speech and language processing disorders, emotional disturbances, ADD/ADHD as well as students with self-regulation and executive functioning challenges. Cailin is also passionate about literacy. She enjoys reading and has experience teaching reading comprehension skills to students at a variety of cognitive levels. Cailin has worked with high school students transitioning into college and the workforce for the majority of her career. She places emphasis on helping students overcome the challenges that inhibit them from achieving independence and success.

Jacob is a learning specialist with 15 years of experience serving the learning and developmental needs of students at educational levels ranging from Kindergarten to college. His full-time private practice combines his extensive teaching and tutoring experience with current advancements in educational research and training. Jacob is a graduate of the Bank Street College of Education, with a dual Masters of Science in general and special education, and is certified in New York State for all subjects in grades 1-6, but with years of teaching experience that goes well beyond that age range. Jacob’s research-supported interventions have helped students diagnosed with ADD/ADHD, dysgraphia, dyslexia, dyscalculia, language-based disorders, and communication disorders (including ASD) overcome these barriers and achieve successful outcomes. His areas of expertise include reading comprehension, writing, executive functioning coaching, and subject area remediation. Jacob brings a familiarity with a broad swath of New York public and private school curricula, ranging from elementary to high school levels. He is fluent in all aspects of English, social studies, science, and history content, up to and including preparation for Regents tests, college-level work, and adult education.

Jacob adheres to educational best practices, including multi-sensory approaches, the use of informal assessments to get consistent data and feedback on students’ progress, and sensitivity to students’ developmental stages. His ultimate goal is facilitating his students’ independence and the full realization of their abilities. He strives to make the sessions fun and engaging, using his training as a historian to imbue his practice with a wide-ranging knowledge of culture, literature, art, and politics. Jacob also works as an executive functioning coach, helping students define and understand their goals and strengths, in conjunction with teaching specific strategies, techniques, and habits for time management, organization, and mental stamina. He has had success helping students and families understand how executive functioning affects learning at school and at home. He is comfortable forming learning teams and acting as a liaison between school and home, and regularly engages with psychologists and other specialists who share his students. While retaining a holistic approach centered on student strengths, Jacob is also results-oriented and ultimately focused on student success at their school.

For the 2020-21 school year, Jacob is drawing on his many years of helping families and students get organized to deal with the inevitable disruptions caused by remote learning and reduced in-person teaching. In addition to assisting families with this shift, Jacob is expanding his practice to add daytime teaching hours for homeschooling, learning pods, and other modified pedagogical arrangements, drawing on his experience in the classroom and leading small group learning. While this school year will be different, Jacob’s combination of a holistic strength-based approach with a rigorous focus on organization and follow-through will provide the necessary support needed for students and their families.

Services:

LEARNING SPECIALIST

Brittany is a New York State licensed special education teacher for grades 7-12. For the past six years, she has worked in a Brooklyn public high school, primarily teaching in Chemistry and Physics ICT (Integrated Co-Teaching) classrooms for 9-12 graders, in addition to a self-designed Architectural Drafting elective course. She also has experience teaching English Language Arts, Living Environment, Algebra 1, Geometry and tutoring ages 11-18 in various subjects and skills, including organization, executive functioning skills, and mindfulness. Brittany earned a Bachelor of Science degree in Interior Design from High Point University and completed coursework towards her Master of Architecture degree at University of Colorado-Denver before changing careers into education. She participated in the Teaching Fellows program and received her Master of Science degree in Special Education for Urban Adolescents. Brittany has experience teaching students with varied learning and emotional needs, including ADHD, executive function disorder, limited English proficiency, speech-language disorders, dyslexia, oppositional defiance disorder, dysgraphia, autism and varied psychological disorders. She served as the Science Department chair for the past three years and leads a daily advisory group with academic and post-secondary planning. Outside of the classroom, Brittany has participated in several week-long camping trips with ninth graders in upstate New York and has led multiple service-learning trips for high schoolers to the Caribbean and South America. Brittany strongly believes in the power of experiential learning to build students’ confidence that can then be transferred to the classroom.

Michelle is a learning specialist who received her Bachelor of Science degree in Cognitive Science with minors in psychology and disabilities studies from the University of Delaware. She went on to complete her Masters in Speech and Language Pathology at Hunter College, and in 2020 she received her Juris Doctor degree from New York Law School intending to pursue Education Law in the future.

During tutoring sessions, Michelle helps students develop skills from a variety of subjects including reading, math, and writing.

Regarding reading skills, Michelle has provided in-home tutoring to assist students in developing their phonemic awareness, phonics, decoding, vocabulary, and reading comprehension skills. Michelle’s approach is student-centered, and she makes a conscious effort to plan activities that align with a student’s specific interests to keep sessions engaging and enjoyable.

In the area of math, Michelle has experience working with first through third-grade math curricula. She is skilled at helping students enhance their problem-solving skills, and master mathematical concepts through the use of tangible manipulatives and visual aids. She places emphasis on making sure students fully understand early mathematical concepts, rather than just completing problems in a rote manner, as early concepts are fundamental to complete more complex equations in later years.

Michelle has provided writing support to students in first grade through eighth grade, with a particular emphasis on the planning stage, and organizational strategies used in writing. She has assisted students in learning to write persuasive, narrative, and informative essays. She utilizes a process-based approach focusing on writing full texts and meaningful ideas. This approach de-emphasizes spelling, punctuation, and grammar in the initial writing stage, coming back to these constructs later in the process.

Lastly, Michelle has experience helping students strengthen their executive functioning skills. Specifically, she has provided in-home tutoring to address adaptable thinking, helping students adjust to situations when necessary, and how to see situations from another’s perspective. She also has experience improving student’s working memory, by helping students retain and store learned information efficiently and then later put it to use.

Ewa is a New York State licensed speech-language pathologist with over 11 year's experience in the field. She holds her Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association and is a certified Teacher of Students with Speech and Language Disabilities. Ewa graduated from St. John's University with a Bachelor of Arts and Master of Arts in Speech-Language Pathology and is currently enrolled in the Doctoral Program for Speech-Language Pathology at Adelphi University. Additionally, Ewa is an Adjunct Professor at Hofstra University teaching language learning disabilities courses on the undergraduate and graduate levels.

Ewa has experience working with students ranging from elementary to high school with language-based learning disabilities in academics, including English Language Arts. She teaches language skills, inference, reading, vocabulary from context, writing, editing written work, understanding texts and prose, metalinguistic skills, and other higher-level cognitive skills. She also teaches compensatory strategies, study habits, executive function and organization skills to help the client gain independence. In addition to collaborating with parents and other professionals, she believes in a multi-modality approach to learning. Ewa takes advantage of each child's unique strengths to help him/her acquire the needed skill(s) to become more autonomous in his/her academic and daily life.

Ivy is a New York City teacher with 20 years of teaching experience. She holds a bachelor’s degree in Elementary Education from New York University and a master’s degree in Special Education. She has taught pre-k through grade 6 mathematics and science in the classroom, and she tutors through 9th-grade math and science. As a math coach, she has supported teachers in mathematics instruction by providing professional development. Ivy has worked as a teacher content trainer and scorer on the Common Core New York State Math exam and ELA exams. Ivy has also helped students improve their math skills, conceptual math understanding, and capacity to problem solve multi-step tasks. She has worked with students with emotional issues, speech and language disorders, dyslexia, executive functioning issues, ADHD, oppositional defiant disorder, and students on the autism spectrum. Currently, she is an ICT fourth-grade teacher at an elementary school in Brooklyn. To help learners succeed, she adapts and adjusts her instruction to individual learning styles using visual models, examples, and manipulatives. Learners are engaged through multimedia platforms and innovative tools to create a context for deeper understanding. Ivy believes that all children can learn and construct knowledge by thinking critically through varied approaches and experiences.

Juliet is a math and science special needs educator for middle and high school students. For the past ten years in New York City schools, Juliet has been teaching 6th to 12th-grade students who have learning issues with dyslexia, anxiety, dyscalculia, ADHD, executive functioning difficulties, cerebral palsy, and autism. She was also a math and english language arts tutor for K to 9th-grade students at Kaplan s annex, SCORE!. Juliet teaches algebra I and II, geometry, chemistry, earth science, and SAT preparation. In her current position at the New York City Department of Education, Juliet is piloting an access program where students with severe physical and/or cognitive needs are integrated into a community school with the support of assistive technology, IEP services, and personalized instruction. Her goal is for all students to have a sense of belonging in schools academically, socially, emotionally and physically. For a decade, Juliet has been sharing her passion for teaching math and science. Highlights include starting an urban farming program with students in a Brooklyn school, presenting a lecture on expeditionary learning at Harvard University, coaching science and math teachers at New York University and writing high school science curriculum for New York Sun Works. Juliet has a B.S. in economics from Vanderbilt University and an M.S. in math education from New York University.

Samara is a creative and outgoing educator, who prides herself on building positive and supportive relationships with students and families. She is an experienced special educator within the New York City Department of Education. She has earned her Master's Degree from St. John's University, having also earned her Bachelor's Degree in English (7-12 Literature Studies) from The City College of New York. As a teacher, Samara has experience working with students grades 6 – 12; having taught all subject areas for grades 6 – 8, and English Language Arts, AP Literature, and business planning for High School. Her experience includes self-contained, Integrated Co-Teaching, and general education class. She has experience working with various learners and behavioral disabilities. In addition to daytime teaching, she provides one to one academic and self-efficacy support to home schooled students of all grade levels. Samara is a trained and experienced Registered Behavior Technician, currently working towards her second Master's Degree in Applied Behavior Analysis. She believes that happy and safe spaces are essential to children’s learning and social/emotional growth.

Paul is a New York State licensed and certified ESL teacher for grades K-12, with ten years of experience teaching English, Biology, and Environmental Science in Brooklyn and Queens public high schools. He attended the University of Pennsylvania and earned a B.A. from Tufts in Art History and a Master's in Education from L.I.U. Brooklyn. He served as a Dean of Students for 6 years, most recently at Williamsburg Preparatory Academy, where he developed an expertise in conflict mediation and adolescent counseling. Paul has tutored for the NYS Living Environment Regents Exam, the English Regents Exam, academic writing, study skills, Pre-algebra, Algebra, Geometry, Algebra II, and Trigonometry, as well as the SAT and ACT. He has extensive experience teaching students with ADHD, executive function disorders, limited English proficiency, interrupted formal education, psychological disorders, hearing impairment, speech disorders, and dyslexia. At Tufts, he was a starting forward on the men s basketball team, won the NESCAC conference, and was awarded a spot on the NESCAC All-Academic Team in recognition of excellence both on the court and in the classroom. He then played basketball semi-professionally in Switzerland, where he also coached. Paul is also an artist who incorporates illustration into his lessons. As an educator, Paul draws on all of his experiences and training to bridge language, cultural, cognitive, and behavioral divides to help students master challenging material using innovative methods.

Alina is a learning specialist, New York State licensed Speech-Language Pathologist and certified Teacher of Students with Speech and Language Disabilities (TSSLD). She holds her Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association. Alina completed her Master's of Science in Speech-Language Pathology at Brooklyn College. She received her Bachelor of Science in Speech-Language Pathology from Brooklyn College. Although she does not hold a bilingual extension, she is fluent in Russian and conversational in Spanish. In her role as a learning specialist and SLP, Alina works with executive functioning disabilities, language based learning disabilities, specific learning impairments, and ADHD, among others. Alina is passionate about literacy and has extensive experience in helping students in middle school, high school, and college maximize their potential by using strategies to improve their organization, regulation, memory, comprehension, written/oral expression and overall performance. She believes that all individuals can reach their full potential when provided with a multi-faceted, stimulating, challenging and relevant learning environment. Further, Alina collaborates with families and educators to empower all students to build confidence and independence across all domains of learning.

Sofia is a school psychologist who received her bachelor's degree from Binghamton University and her master's in School Psychology from St. John's University. She has experience working with children and adults diagnosed with Autism Spectrum Disorder, learning differences, dyslexia, speech and language delays, ADHD, and executive functioning disorders. She has tutored students in reading, writing, and math as well as for standardized tests. Currently, Sofia conducts psychological and adaptive evaluations as the psychologist and behavior specialist at a private clinic. Previously, she worked in both public and private schools developing individualized education programs for elementary, middle, and high school students. She is passionate about the field of school psychology and learning. She believes that everyone has the ability to learn and be successful if they are taught in a way that is appropriate to their specific needs. In addition, Sofia advocates a whole-team approach and values input from other professionals as well as parents to create programs that are optimal for students.

Anthony is an educator, writer, and artist. He holds a BA in International Studies and Journalism and a MSEd in Teaching Children with Special Needs. He has taught Pre-K up to 3rd grade in Integrated Co-Teaching (ICT) and Self Contained Special Education classrooms in the NYC public schools and also was a founding teacher at a private school in Park Slope. Anthony's approach to teaching is simple, yet complex, prioritizing strategies that build skills while activating curiosity and intrinsic motivation to learn. His knowledge and experience is a unique blend of traditional literacy and math methodologies, such as Wilson (including FUNdations), Orton Gillingham, Lucy Calkins Reading and Writing Workshop, TERC Math, Everyday Mathematics, and Mathematics in the City, and others with a whole brain and body approach. Anthony's approach to both literacy and math is geared specifically to the needs of the student and is based on careful assessment. For older elementary and middle school students, assessing the student is of the greatest important because the breakdown in understanding could have happened earlier in the student's schooling. Anthony uses a combination of academic skill building and reinforcing positive work habits to help students of all ages succeed. He incorporates activities designed to stimulate neural development through the building the perception skills of auditory and visual memory processing, sequencing, cognitive and metacognitive strategies, visual analysis and synthesis, eye-hand coordination, and whole body balance, integration, and motor skills. These skills support the development of executive functioning, which Anthony has supported many students in improving. These activities and frameworks are also seamlessly applied to test prep.
Anthony's relationship with the families he works with are a priority and views his work in education as a service to the community, working tirelessly to receive the desired results of academic improvement, increased confidence, and general well-being in the child's school experience. He works with parents in navigating the important and sometimes difficult realm of schooling and learning.

Services:

Executive Functioning

Anthony has developed a series of executive functioning recordings for parents and children to use together at home to cultivate positive attitudes and practices for learning.

Edwouine is an experienced educator and counselor with over 20 years combined experience in the education and counseling fields. Currently, Edwouine is a Special Education Teacher in the New York City public schools and has enjoyed this role over the past five years. In addition, for the past three years, she has worked for the Queens Transitional Center where she primarily educates students with developmental disabilities.

Over the years, Edwouine s has worked with students who present with Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorders, speech-language delays, and learning differences in reading and writing. She has tutored students of all ages, from early school age to early adulthood. She has also worked with preschool through high school age students and their families providing interventions and support for students presenting with learning differences, ADHD, anxiety, and Autism Spectrum Disorder. Edwouine specializes in providing individualized instruction and interventions that are tailored to students strengths and weaknesses in executive functioning, reading, and writing to support their academic growth and success.

Edwouine received a Bachelor of Arts in Human Relations with a minor in Psychology from Pace University, a Master's in Counseling from Long Island University and a Master's Degree in Special Education from St. John's University where she received focused training in the assessment, diagnosis, and treatment of psychological and developmental disorders in children. She is also an Applied Behavior Analysis (ABA) Therapist and a member of Kappa Delta Pi, an International Honor Society in Education.

Caitlyn has been a special education teacher in a NYC public high school for 6 years. She now supports students from the 2nd to 12th grade as a learning specialist and executive function coach. Caitlyn has worked in both an inclusive setting and one on one with students with learning disabilities, ADHD, OCD, speech and language impairments, emotional disturbances and ASD. Caitlyn has taught reading, writing, algebra, geometry and living environment. She has also taught a writing workshop for three years focusing on genre practice and the writing process. Throughout her time as an educator she has learned best practices for teaching self-regulation, reading comprehension strategies, executive functioning skills and writing through genre practice. She has taught Common Core Algebra Regents prep for 4 consecutive summers and raised students exam scores by an average of 10 points. She has served as assessment lead and special education lead at her school and utilizes this expertise as a learning specialist. She infuses formative and summative assessments into her instruction in order to empower students to analyze their progress and evaluate their strategy use. She also utilizes manipulatives, graphic organizers, repetition, and visual, auditory and kinesthetic learning opportunities when applicable. Caitlyn holds a Bachelor's degree in English and Secondary Education from The College of New Jersey and a Masters in Students with Disabilities from Touro College. As a learning specialist, Caitlyn helps students to be purposeful in their learning, to understand other perspectives, and to approach challenges with confidence and a growth mindset.

Jeffrey has a master’s degree in Mathematics Education (5-9) from Brooklyn College. He also holds a bachelor’s of arts degree in Computer Information Systems from New York City College of Technology. Certified in teaching math, he has worked for the Department of Education for the past eleven years, interacting with many students from diverse academic backgrounds. He has taught grades 6 – 8, including general education, Integrated Co-Teaching (ICT)/Collaborative Team-Teaching (CTT), and the gifted and talented classes.

Jeffrey has prepared students for the Specialized High School Admissions Test (SHSAT) for the past six years. As a private tutor, Jeffrey is skilled at working with grades 2-8. While building a relationship with his students, he supports their learning styles using various techniques customed towards their learning needs. Aside from working with students without learning needs, Jeffrey is skilled in teaching students with various behavioral and learning disabilities such as dyslexia, dysgraphia, dyscalculia, and attention deficit hyperactivity disorder. He also educates students who are hearing impaired.

Jeffrey is a life-long learner who loves helping students overcome their math fears and struggles. His philosophy is that math is a language used daily, and he feels that every student can learn it with the right support system. His way of helping students is to meet them where they are and provide multiple entry points to solving math problems. He takes advantage of spiraling, incorporating skills from previous grades and concepts that students will encounter in the future. Jeffrey’s students will learn underlying skills to solve their math problems. Jeffrey’s passions are traveling the world and experiencing the rich and diverse cultures that it has to offer and baseball, basketball, and football.

Victoria is a New York City public school teacher with ten years of classroom experience teaching middle and high school English Language Arts (ELA). She received her BFA in Film, Television, and Radio Production from New York Institute of Technology, and her Master’s degree in Adolescent Education in English Language Arts from St. John’s University. Victoria is a Peer Collaborative Teacher leader, and the head of the eighth grade ELA department at her school. She has experience working with special education students in an inclusion setting, as well as general education and advanced placement students. She has both classroom and tutoring experience with students with autism, ADHD, dyslexia, emotional disturbance, and speech disorders. She has experience teaching reading from K-8, and uses the FUNdations program to develop phonics and sight words in early readers. She also coaches high school and college reading and writing skills, such as figurative language analysis, grammar, persuasive argument skills, narrative writing, research skills, and much more.  Victoria is an expert in New York State Common Core learning standards and is experienced in teaching reading comprehension, writing skills, and test-taking strategies. She also teaches study skills and can provide homework help in English Language Arts, social studies, science, and elementary math. She has provided very successful test prep for the NYS English Language Arts test (all grades), the English Regents, AP English exams, social studies, and science Regents, the Specialized High School Test (SHSAT), the ACT, and the SAT. Victoria’s college counseling and college essay coaching currently has a 100% acceptance rate!  Victoria has a creative background that allows her to bring a unique eye to all academic endeavors and struggles her students may face.

Karina is a New York State Educator for grades 7-12 in mathematics. She earned her Bachelor's degree in Pure Mathematics from CUNY Hunter College and her Master's degree in Adolescent Math Education 7-12 from the Hunter College’s School of Education. She was a recipient of the Robert Noyce Teacher Scholarship Program, which is a highly selective program that seeks to encourage talented mathematics, science, technology, and engineering majors and professionals to become K-12 mathematics and science teachers. She has experience teaching high school students in a variety of math disciplines, including Calculus, Algebra II/Trigonometry, Algebra II Common Core, Algebra I Common Core, Geometry Common Core, Finance and AP Statistics. Karina was also chosen to teach a Finance pilot course (Fi-Cycle) that was launched in only four public schools across New York City. Through this one of a kind course, she was able to apply mathematics to basic financial concepts, to which the students were very receptive. Karina taught at the Brooklyn High School of the Arts for three years and is currently teaching at Midwood High School in Brooklyn. Aside from her work teaching in school, she also provides one-on-one and group tutoring services, teaching varying levels of junior high school to college mathematics. She also prepares students for various examinations including New York Statewide exams, Regents exams, SHSAT and SAT. Karina's approach to education revolves around classroom management, the application of real-world examples to make math relevant and fun, and collaboration with colleagues as well as parents to help her students achieve their goals.

Steffanie earned her Master of Art in Teaching with a specialization in secondary Mathematics from Texas Woman s University. Before her teaching career, she received her Bachelor of Business Administration in Marketing from Baylor University in Texas while playing major division I women s basketball for the Lady Bears culminating in a national title in 2005. She was an All-American (basketball), an Academic All-American as well as a Provost's scholarship recipient for her academic performance.

Steffanie has ten years of education experience in Texas and New York City. In Texas, as a licensed Math teacher, she taught high school math where’she had a record of proven student success and progress in Algebra I and Algebra II as well as state test preparation for re-testers. She went on to become a Math instructional coach supporting Math campus teachers and later went on to become a Math academic facilitator supporting the growth of Math campus instructional coaches. Steffanie has worked in the New York City, since 2017, as a private Math tutor serving students from grades 3 – 11 with a specialization in secondary Mathematics. She has supported students with Regents Prep in both Algebra I and Geometry. She has also successfully worked with both individual students and small groups, from grade 3 to grade 8), to prepare students for both the ISEE and SSAT. Additionally, she has experience working with NYC schools as an academic tutor with the Dream Charter school system. Steffanie has worked with students with mild to moderate learning disabilities including ADD/ADHD and her strategies are able to support students with dyscalculia and non-verbal learning issues.

Steffanie’s approach to mathematics lies in building competence through conceptual understanding, reasonableness and sense making. She works to reinforce academic vocabulary, utilize concrete models and multiple representations and actively engages her students through questioning and discussion. She works to ensure her students develop a problem solving mentality, strong reading comprehension, and test-taking strategies. Additionally, Steffanie is proficient with TI graphing calculator technology. She promotes a growth mindset and fosters a supportive environment. It is important to Steffanie that her students believe that they can be good in Math. She also supports students build study skills, organization and time-management. Every student requires a customized approach, Steffanie’s approach to meeting students where they are to support them towards their goals

Jessica is a certified Elementary Education (K-6) and Special Education (K-8) teacher with over 15 years of classroom experience. She earned a Bachelors degree in Communications from Boston University; a Masters degree in Elementary Education and Special Education from Fordham University; and received her Orton Gillingham Certification from Fairleigh Dickinson University. Jessica has taught 2nd grade thru 5th-grade students and currently, she s the school’s Resource Room teacher providing reading and math support for Kindergarten thru 3rd-grade students. She has taught students with a range of disabilities, including learning disabilities and dyslexia, autism, processing disorders, ADHD and attention issues, and speech and language impairments. As a private tutor, Jessica has vast experience working with students (K-8) who need support in reading, writing, math, executive functioning, and study skills.

Brian has been working in the field of education for most of his life. From the 10 years leading informal activities in the Jewish youth movement, Habonim Dror, to 11 years of formal math teaching experience, he has worked with youth aged 9-18 years old in a variety of settings between Philadelphia and New York. He earned his Bachelor's in Urban Studies and Master's in Secondary Mathematics Education degree from the University of Pennsylvania. He has also worked in private tutoring settings for the past four years and with students from grades 5-12. Currently, he is a math and computer science teacher at a Brooklyn public high school.

Daniel has a master's in mathematics education from Bard College. He received a Bachelor of Science degree in mathematics from the University of Rochester.

He is currently pursuing a Master’s degree in Data Science from The Graduate Center of the City University of New York. For seven years, Daniel taught math to high school students and adult learners. He teaches Algebra, Geometry, Algebra II, Statistics, Calculus, and Computer Programming. He also tutors students to prepare for all NYS Math Regents, PSAT, SAT, and GRE exams. In addition, he works with students to develop literacy and research skills. In all subjects, he believes it’s important to develop conceptual fluency, as well as procedural. Daniel also has extensive experience working with English Language Learners and students with disabilities including developmental delays, ADHD, ADD, anxiety, dyslexia, dyscalculia, oppositional defiant disorder, and challenges with executive functioning. Overall, he works in partnership with students to build their confidence and self-sufficiency.

Felicia is a Clinical Psychology Ph.D. Candidate at Long Island University, Brooklyn. She received her M.A. from Columbia University Teachers College and B.A. from Rutgers University. She has been working in a therapeutic capacity with children, adolescents, and adults for over six years. She teaches undergraduate psychology courses at Long Island University and taught an executive functioning skills course at the Fountain House College Re-Entry Program. Her clinical experience treating ADHD, anxiety, depression, and PTSD informs her open-minded teaching style. She trained at Mount Sinai Division for ADHD, Learning Disabilities and Related Disorders to treat a range of executive functioning difficulties. She is available for tutoring as well as executive function coaching for individuals of all ages. She tutors in English Language Arts, Social Studies, History, Psychology and French Language through 12th grade as well as college-level writing, test-taking, and research skills. Felicia is passionate about working collaboratively with students to help them build upon their strengths and develop individualized strategies to overcome challenges.

Alissa has a Master’s degree in Adolescent Special Education from Pace University and a Bachelor’s degree in Biology with a minor in English Language Arts from St. Francis College. She is a currently teaching for the NYC Department of Education supporting students who have learning differences with their academic studies and preparation for the TASC exam, previously known as the GED/high school equivalency exam. For over 12 years, Alissa has been working with special needs students in both inclusion and co-teaching settings. She has experience with students who have ADHD/ADD and executive functioning, reading disorders, dyslexia, dysgraphia, math disorders, dyscalculia, Autism, and other learning disabilities. Alissa has experience as a curriculum writer for the science department revising both the Living Environment and Earth Science courses to fit the needs of the district’s student population. She also facilitated Math and English Language Arts (ELA) professional development workshops for special education teachers. Alissa teaches and tutors middle and high school students in all levels of Math, the Sciences, Social Studies, and ELA. She teaches test-taking strategies and prepares students for NYS exams at the middle and high school level. Alissa has worked with after-school organizations to tutor students for Regents based exams as well as SAT preparation. Based on individual student’s needs, she uses a variety of hands-on and inquiry-based learning, multi-sensory methods, multi-media, manipulatives, and critical thinking activities for engaging students in content and skill building. Alissa enjoys bridging the classroom to the real world and encouraging life long learning and confidence in her students.

Tucker received his Doctorate of Clinical Psychology (Psy.D.) from LIU Post in 2021. He received his B.S. in Psychology with a Neural and Behavioral Sciences Concentration from Haverford College. Tucker pursued his interest in executive functioning with graduate-level training at the “ADHD Across the Lifespan” track at the Cohen Children’s Medical Center. He is currently completing a postdoctoral fellowship. Tucker’s Themba clients range from elementary school to adulthood, with his coaching addressing individuals with ADHD, Oppositional Defiant Disorder, anxiety disorders, mood disorders, and language processing disorders. Tucker also has a history of administering and interpreting the psychological assessments of executive functioning skills for 504 plans and IEPs. With his school-age clients, Tucker effectively collaborates with parents and schools to design and implement effective plans. Tucker designs evidence-based interventions addressing time management, information retention, decreasing procrastination, organizational skills, and impulse control. Before individuals tackle their unique areas for growth, clients are supported by learning custom-based strategies grounded in a strengths-based approach  Tucker is passionate about building relationships with his clients to help them see progress, while helping his clients feel more confident and competent during their sessions.

McEdwin earned his Master's Degree in Special Education from Pace University where he currently serves as a graduate school level Professor of Education. McEdwin holds a Master's of Divinity in Biblical Theology with a concentration in Greek and a Bachelor's of Science in Business Management and Finance. McEdwin is a certified special education teacher (grades 7-12) and currently teaches secondary education at Brooklyn Transition Center. He teaches English Language Arts (ELA) in both departmentalized classes and self-contained settings. McEdwin serves as the curriculum writer for the school s literacy program. He's passionate about making literacy accessible for all students. He also facilitates workshops for the NYS Council for Exceptional Children.

McEdwin has experience working with adolescents with a range of disabilities including autism, ADHD/ADD, oppositional defiant disorder, emotional disturbance, other behavioral issues along with speech and language impairments. McEdwin tutors students who need support with writing skills (grades 4-12), reading comprehension (grades 4-12), ELA (grades 6-12), US History and Global History (grades 9-12) and test prep for the English and US History Regents. As a tutor, he believes it's important to individualize learning and assessments and tailor sessions to a student's individual needs. He is also an executive function coach for middle and high school students and helps them organize their thoughts and physical environments in order to maximize effectiveness. He equips students with the tools needed to take a large task and break it down into smaller more manageable tasks

As a teacher and tutor, McEdwin teaches students different strategies to enhance written expression, reading comprehension, fluency skills, behavioral regulation and executive functioning skills. His goal is to support students who have challenges that may affect their executive functioning. He firmly believes that all students have the capacity to learn and he uses each student's unique strengths and interests to enhance their learning process.

Mabel is a well-rounded, experienced, and empathetic special education New York City Public School teacher. She has a Master's degree in Education from Long Island University as well as a Master's degree in Public Administration from Stony Brook University. With over ten years of teaching and tutoring experience, Mabel is comfortable serving all student populations, grades 1 -12, including students with disabilities. She has experience teaching children, adolescents and adults with Autism Spectrum Disorder, Asperger’s, ADHD/ADD, emotional disturbance, processing disorders, anxiety, executive function disorders, limited English proficiency, interrupted formal education, and other learning differences. As a professional dedicated to improving student achievement, she recognizes the importance of setting high standards, building rapport with students and families, and developing targeted strategies that will build upon student strengths while bridging gaps in student learning.

Mabel tutors many subjects across the elementary and middle school curriculum including Math, English Language Arts, Spanish and General Science. For High School students, she teaches Introductory Algebra, American History, Global History, Living Environment, Chemistry, Earth Science, English Language Arts and Spanish. Tutoring sessions will include the use of manipulatives, technology, and project-based learning to engage students in the content. Mabel also works on strategies to improve reading comprehension, analysis skills, and number sense. Teaching science is a content specialty for Mabel. She enjoys allowing the student to apply principles in science through hands-on kinesthetic activities such as making their own polymer and even ice cream to apply topics learned in Chemistry. Mabel prepares students for the New York State Regents exams as well as state tests for students in third through 8th grade. Adults who need to prepare for the TASC exam may also reach out to Mabel for services.

Giulia, M.A., is a Ph.D. Candidate in Clinical Psychology (Health Emphasis), with a focus in Neuropsychology at Ferkauf Graduate School of Psychology Yeshiva University. She previously received an M.A. in Psychology from New York University. She earned her Bachelor of Arts degree, with double majors in Psychology and Spanish, from Wake Forest University. Giulia is tri-lingual as she is a native Italian speaker and has advanced professional proficiency in Spanish. Giulia is currently working at Columbia University Medical Center, conducting multilingual neuropsychological assessments (English/Spanish) in both pediatric and adult populations suffering from various neuromedical disorders. She is also conducting psychoeducational assessments for elementary school and middle school children applying to private schools across NYC. She previously trained at Montefiore Medical Center, as a Leadership Education in Neurodevelopmental Disabilities fellow, conducting individual therapy sessions and psychoeducational assessments with individuals suffering from various neurodevelopmental disorders and learning disabilities. Giulia has experience working with students of various ages, teaching an undergraduate psychology recitation as well as tutoring one-on-one. While at Wake Forest, she became a certified College Reading & Learning Association tutor, tutoring students individually in psychology and foreign language courses as well as overall study skills. In addition to working with individuals with learning disabilities and ADHD, Giulia has experience working with individuals with anxiety and mood disorders as well as other executive functioning difficulties. She has extensive experience with executive functioning coaching with clients of all ages, helping address concerns with organizational skills, planning, multitasking, keeping track of deadlines, and time management. She also tutors students (elementary school to adults) in foreign languages (Italian, Spanish), study skills, and test-taking strategies. Giulia is passionate about understanding each client's specific needs, and customizing an empirically-based program utilizing the client's strengths to successfully achieve his/her goals.

Gillian is a learning specialist with extensive experience working with students with emotional disabilities, ADHD, Autism, speech and language disorders, intellectual disabilities, and specific learning disabilities. She received a Master's Degree in Special Education from Queens College, City University of New York where she studied moderate disabilities and a Bachelor's Degree in Education with a focus in mathematics from the State University of New York at New Paltz. At SUNY, she played Division 3 softball for the New Paltz Hawks entering the SUNYAC Championship in 2010 and ranked one of the top 10 pitchers of Long Island with All County and All Conference awards.

Gillian has been working as a Special Education math teacher for the New York City Department of Education for the past 4 years. At her school, She was elected by her colleagues and administrators to work as the IEP Liaison. She works with teachers on improving their IEP writing and differentiating their instructional objectives in the classroom to best fit the needs of individual students. Gillian currently teaches math to middle school students, grades 5 to 8, including algebra, geometry, statistics, probability, functions, equations, and proportional relationships. In addition, she teaches the Saturday Academy at her school and prepares students for their NYS Math Assessment. She also runs the Homework Help in the mornings to assist students of all grades and in all subject areas. Students receive 1:1 explicit instruction for 30 minutes to help them with any subject or assignment they are struggling with. As a tutor, Gillian also tutors elementary subject areas including English Language Arts, Science, Social Studies, and of course, Math.

Gillian is passionate about what she does. As an educator, her biggest goal is to help students with disabilities realize that they too can pursue their dreams just like everyone else. She prepares her students for adulthood both academically and socially, and helps them build confidence and self sufficiency.

Caitlin is a New York State licensed special education teacher (grades 1- 6) and teaches middle school students at NYC Department of Education. Caitlin teaches Math in an Integrated Co-teaching (ICT) classroom for grades 6 8 as well as in a Self-Contained (12:1:1) classroom for grades 6 & 7. She also has experience teaching 6th grade science. Recently, Caitlin just went through the Algebra for All training that prepares students to take the Algebra regents in 8th grade. Caitlin has a Bachelor's degree in Special Education from the University of Arizona and a M.S. in Education with a degree to Teach English to Speakers of Other Languages (TESOL) from Queens College.

Caitlin has experience teaching students with varied learning and emotional needs, including ADD/ADHD, Autism, Emotional Disturbance, Dyslexia, Speech-Language disorders and students with limited English proficiency. As a tutor, Caitlin supports elementary and middle school students with their math skills and also works with 8th and 9th graders with Algebra. She prepares all students for the NYS math exams.

Caitlin implements differentiated teaching strategies from a variety of curriculum that allows each learner to have positive outcomes. She understands that every learner is unique and believes all students are capable of success.

Maria, M.S. Ed., Ed. M. is currently a Learning Specialist at a New York City independent school. She received her B.A. in Sociology from Mount Holyoke College. After college, she received a New York City Teaching Fellowship, which allowed her to become a certified teacher while simultaneously earning her Master’s degree in Bilingual, Childhood, and Special Education. Maria earned a Master’s degree in Language and Literacy from Harvard, after realizing she needed the skills to give her students the gift of literacy. She has been working in the field of education in the past decade – as a researcher, learning specialist, private tutor, and educational consultant. In her career, Maria has been involved in a variety of research projects and presented at conferences on topics having to do with trauma-informed teaching, bilingualism, and dyslexia. Maria is a practitioner of structured literacy who provides multisensory tutoring across different subject areas. She tutors academic subjects to middle and high school students including ELA (3-Adult); Science (3-12); Math (3-9); History (3-Adult); Spanish (K-Adult); and French (K-12) She also has vast experience and a track record of success in preparing students for the 3rd to 8th grade state tests and ISEE, SSAT, and SHSAT exams. As a learning specialist, Maria's primary goal is always to find out what students strengths and weaknesses are, in order to develop a plan that makes the most sense for each individual student. Maria enjoys working with students of all ages and specializes in test preparation for all students, with a keen focus on test preparation skills for diverse learners.

After receiving her MBA in Human Resources, Carly knew she had to follow her passion for teaching students. She completed her Masters Degree at New York University in Childhood Education and has since taught at PS9 on The Upper West Side. She has had the privilege of working in general education, integrated co-teaching (ICT), and gifted and talented classrooms, collaborating with co-teachers, special education teachers, parents, the assessment team, and paraprofessionals to provide a diverse group of students with access to and success with the curriculum. She teaches English Language Learners and students with a variety of needs including: Speech and Language Impairments, Dyslexia, Learning Disabilities, ADHD, and Autism Spectrum Disorder. While at PS 9, she has also become certified in the Orton Gillingham Multisensory Approach of reading and writing instruction.

Carly provides tutoring and support for students in grades k to 8 in reading, writing, English Language Arts, and Math. She specializes in literacy support for struggling readers. She uses multiple systems including Orton Gillingham, Fountas and Pinnell, Words their Way, and a Teacher's College approach to learning. After strengthening a child's ability to decode words, she focuses on deeper comprehension of texts. She teaches both reading and writing skills through a combination of multi-sensory games, repetition, and sequential learning.

Carly takes a hands-on approach to teaching math, making sure the student remains engaged while learning the foundations. She incorporates EngageNY, Everyday Mathematics, TERC Investigations, number talks, and cognitively guided instruction (CGI) to develop an enriched math curriculum that provides entry points and extensions to all students. Along with test-prep strategies, she also serves as an intervention specialist, breaking down difficult concepts to make them easier for students to grasp. Carly tutors both pre-Algebra and Algebra.

Carly provides students K to 8 with strategies and skills for studying, test taking, active listening, note-taking, and memorization. She coaches students who need help with executive functioning skills including planning, organizing, time management across academics. Carly is also experienced in preparing students for the NYS ELA and math exams.

For all her students, Carly does an initial assessment and then develops a comprehensive, personalized and effective plan.

Lilly is a learning specialist for children, teens, and adults. She has a Masters of Science in Cognitive Neuroscience from the University of College London and a Bachelor of Arts in Psychology with a minor in pre-medicine from Chapman University, California. She is also trained in Orton-Gillingham. During her time in London, she worked for the Neurology and Neurosurgery Hospital as part of a multidisciplinary team (neuropsychologist, speech and language therapist, nurses and occupational therapist).

Lilly has experience working with a diverse group of cultures from California to New York and Paris to London. She also has worked with all ages, with students with a variety of learning abilities and disorders, including teaching students with learning disabilities, ADHD, dyslexia, dyscalculia, dysgraphia, autism, and cerebral palsy.

Currently, Lilly tutors students of all ages from elementary through college level (K-16). She provides support for reading, writing, and math skills along with academic tutoring for English Language Arts, Social Sciences, Algebra, Trigonometry, Pre-calculus, Biology, Chemistry, Physics, Organic Chemistry, and Neuroscience.

Lilly incorporates teaching executive functioning skills to promote learning. She tailors her lessons as needed by including movement-based activities for younger kids to excel sheets and calendars for adults. It is her goal that all of her students gain academic confidence but also learn invaluable skills that they can push beyond the classroom.

With a Postgraduate Diploma in Learning Support and Special Educational Needs and a Postgraduate Diploma in Education from Trinity College, Dublin, Ireland, Stephen worked for eight years as a special educator for a middle/high school in Dublin, Ireland. He taught one-on-one and with groups music to students aged twelve to eighteen years of age. Stephen then relocated to New York City and has spent the last four years working with elementary age students (K through 5) teaching ELA, reading, writing, math, science, social studies, and executive functioning skills in a therapeutic setting. He also has co-lead individual sessions, social skills, and playgroups with clinicians and psychologists. During this time, he also acted as a home tutor to students who were unable to attend school for differing reasons such as anxiety, and serious health impairments. He currently tutors to all learners. Stephen believes that through academic attainment, whatever that may look like, students will enhance social-emotional goals such as increased self-esteem, among others. Stephen’s secret ingredient is his passion for music. Stephen strives to promote student independence by creating an empowering strength-based, academic learning environment. For him, there is nothing more satisfying than helping students grow in confidence, whether it be academic, social/emotional, or otherwise to reach their full potential.

Miles graduated cum laude from Harvard College with a degree in English. His poetry thesis, “The Candle is Forever Learning to Sing,” won several awards, including the David McCord Prize for unusual creative talent at Harvard College and the Lloyd McKim Garrison Prize for best poem by a Harvard undergraduate. As a senior in high school, Miles was chosen as one of five National Student Poets by the Library of Congress and traveled around the country advocating for creative writing and teaching workshops (and got to meet President Obama!).

In the course of writing everything from travel guidebooks to poetry to political campaign statements to PR copy, Miles has come to understand the drafting and editing process intimately. He was a guest instructor at the University of Iowa’s Between the Lines summer program for high school writers and has taught privately for more than two years.

As a tutor, Miles works with students grade 6 to adult and specializes in the following subjects: all genres and forms of writing, the college application process, humanities subjects (including AP tests), SAT/ACT, SSAT/ISEE/SHSAT, other standardized tests, English literature/language, study skills, and music. His application mentees have been accepted at Stanford, MIT-Sloan, University of Pittsburgh’s 8-year medical program, the London School of Economics, NYU, and the University of California Berkeley.

SONG WRITING

POETRY WRITING

CREATIVE WRITING

Brooke is a tutor and academic coach with extensive experience working with children, adolescents, and adults. Brooke is currently pursuing her doctoral degree in Clinical Child Psychology at St. John’s University, where she also received her MA in Clinical Child Psychology. Brooke graduated with a BA in psychology from the University of Pennsylvania and is a member of the Phi Beta Kappa society.

Brooke has intensive experience providing evidence-based academic interventions with a wide range of presenting problems. She has worked in school settings as a teacher, academic tutor, and behavioral specialist. She has also worked in clinical settings working with children with ADHD, Autism Spectrum Disorder, executive functioning difficulties, and emotional disorders. Brooke collaborates and consults with parents, teachers, and providers to develop individual therapeutic, behavioral, and academic plans.

Brooke currently works with students on organizational and executive functioning skills, study skills, test-taking strategies, college prep (resume production, interview preparation, personal statements) as well as select academic subjects. With adults, she focuses on helping professionals with time management and organizational skills and tackling problems with avoidance. Additionally, Brooke provides comprehensive career search and coaching services for young adults. She uses evidence-based, behaviorally informed techniques to set her students up for success. Brooke also uses motivational, emotion-regulation, coping, and assertiveness training as necessary. When appropriate, parent and family coaching services are implemented.

Brooke is committed to promoting social and emotional coping skills for children. She prioritizes creating a trusting, supportive relationship with her students.

Services:

EXECUTIVE FUNCTIONING

Mansi is a NYC independent school educator. She earned her Bachelor’s degree in Mathematics from University of Delhi and Master’s degree in Statistical Science from University College London, UK. She has ten years of tutoring experience and currently teaches middle school math at Convent of the Sacred Heart on the Upper East Side. Mansi coaches math at Prep for Prep where she assists the most promising students of color in NYC in gaining admissions into independent schools throughout the Northeast. Her previous experience includes preparing international students at the Lawrenceville School for the ISEE and SSAT Math Test. Mansi has experience in teaching upper elementary math, Pre-Algebra, and Algebra 1. She has expertise in incorporating visuals into her teaching including the Singapore Math approach. In addition, she supports students with learning disabilities including ADHD and Dyslexia as well as Executive Functioning issues using a variety of intervention strategies including explicit instruction, note-taking skills, and manipulatives. She strongly believes in the importance of developing a growth mindset as the key to mathematical success and lifelong learning.

Krystan is a licensed Special Education teacher for Grades 7-12. She has over five years’ experience in a middle school classroom as well as in an elementary school. She earned a Bachelor’s Degree in Psychology at Brooklyn College, as well as a Master’s Degree in Special Education. Krystan also holds a certification in Science. She is currently enrolled in a School Building & District Leadership Program at Touro College. Krystan is the lead Special Education teacher in her building and has worked diligently to develop a curriculum tailored to meet her students’ needs. She is familiar with IEP’s and how to develop strategies and implement modifications and accommodations to help students reach their academic goals. Krystan has experience teaching English Language Arts, Social Studies, and Biology to all middle school grades, as well as a Writing Workshop elective. Krystan has helped students in small group settings by giving students individualized attention to enhance their reading and writing skills. Krystan currently works in an Inclusive setting as well as a Self -Contained classroom. She has taught students with various Learning Disabilities, Speech/Language Impairments, ASD as well as ADD/ADHD. She has also worked with students diagnosed with various psychological disorders, executive function disorders as well as behavioral concerns. Throughout her teaching, she has learned to engage students through a multisensory approach to learning. She has had students with varied reading comprehension levels and has used techniques to help them become more fluent readers. She often uses formative and summative assessments in the classroom to monitor student progress. She has tutored students in preparation for the New York State English Language Arts Exam (grades 4-8) in a large group setting as well as one on one. Working in her schools after school program has given her the experience of assisting students to increase vocabulary, develop reading fluency and comprehension skills as well as utilize writing techniques to write at a grade-appropriate level. She utilizes techniques such as note-taking, highlighting, graphic organizers to develop writing and read for meaning. In preparation for state exams, she uses techniques such as the process of elimination, chunking the text, repetition of directions, and translating and breaking down common question types with students. She has graded the English Language Arts State Exam for the past three years for grades 6-8. She is well versed in the state rubrics and requirements for the test. Krystan often motivates students and praises them for achievements no matter how big or small. It is important for her to build students’ confidence levels and motivate them to succeed. She wants to help children feel safe and secure and create a welcoming environment where kids are more likely to take educational risks towards achieving their goals. She also wants to help students transition to work independently and advocate for themselves. She will work endlessly to ensure that her kids reach their goals and create an open line of communication with parents.

Anne B. has 25 years of experience as a teacher of French language and literature in Paris (France). She received a master’s degree in French literature from the Sorbonne University (Paris IV) and completed a competitive Concours for national teaching certification. She has worked with children of all ages, including adolescents, and, over the years, she has developed many instructional approaches and the ability to adapt her methods to the individual learning needs and styles of her students.

Anne B. a 25 ans d’expérience en tant que professeur de Français (langue et littérature) à Paris (France). Elle a obtenu un Master en littérature française à l’université de Paris IV (Sorbonne) et elle est titulaire du Capes. Elle a travaillé avec des enfants de tous âges, y compris des adolescents. Au cours des années, elle a développé de nombreuses méthodes et approches pédagogiques et les a adaptées aux besoins spécifiques de ses élèves.

Khalilah is a current employee of the New York City Department of Education. She has earned an M.S. in Special Education from Pace University and she is also pursuing an additional Masters Degree in Instructional Technology from Touro College. Khalilah has many years of experience working in public and private schools working with students ages 8-21. Her experience ranges from working with students with severe brain injuries to students with mild to moderate executive functioning deficits and learning disabilities.

Khalilah has tutored students 1-on-1, provided total home instruction, and taught in 8:1:1 and also 12:1:1 classroom environments. She has worked with students diagnosed with ADHD, learning disabilities, language-based disabilities, hearing and visual impairments, autism, and intellectual disabilities. Khalilah performs educational assessments and designs an individualized curriculum for students with various learning differences, including visual and language-based challenges, ADHD, executive learning differences, traumatic brain injuries, and spectrum disorders.

Khalilah’s relationship with the student and family is her first priority, and she views her work in education as a duty to the community. Khalilah believes that learning should be fun and interesting to the child. Her teaching philosophies follow the Postmodernism and Progressivism approaches to teaching. The basic tenets of these philosophies believe that the child’s interest provides motivation for all the work; believes that cooperation between the school and home is necessary to meet the natural interests and activities of the child; focuses on the creative thinking of the child, individual differences, and the teacher’s role as a guide; and, believes that instead of transferring and reproducing a steady fact in the educational process, it should be considered an invention, innovation, and change.

Khalilah is currently a mentor for the Men Teach program. This program is geared toward mentoring and encouraging men, specifically men of color, on the art and science of teaching in the public school system. She is also a member of CCER, which is an acronym for Critically Conscious Teachers Rising, which aims to change systematic inequalities in the NYC Department of Education.

Khalilah helps students master reading comprehension, writing, study skills, comprehension of math concepts, and developing math skills. She also provides assistance with students’ executive functioning skills in a manner that they are able to understand and reason in a positive way. She strongly supports elementary and middle school math and science curricula and programs, specifically Next Generation Science Standards (NGSS).

Khalilah works with students in grades K-8 and teaches English Language Arts, Math, NGSS (elementary and middle school), and assists with conversational English.

Services:

SCIENCE

Samara, also known as Sam, is licensed and tenured to teach grades 7-12 in Mathematics and Science, and she specializes in middle and high school math and science. Samara holds a Master’s Degree in Biology and a Master’s Degree in Adolescent Special Education. With over a decade of experience in both the New York City Department of Education and private instruction, Samara has taught advanced placement, honors, ICT, and general education classes.  Her teaching experiences include working with students with ASD, ADD/ADHD, executive functioning difficulties, learning disabilities, Culturally Diverse Learners, students with delayed processing, selective mutism, and English Language Learners. She targets executive functioning/organizational skills, test-taking strategies, time management to facilitate learning. Since going remote due to the pandemic, Samara has been able to teach remote tips and techniques to help students navigate the world of online learning. She uses different platforms to engage students with virtual learning. She has also been part of a team of curriculum writers for the science department, the National Honor Society Coordinator, and the testing coordinator at her high school. With this comes in-depth knowledge about testing requirements and procedures for middle school and high school students. Samara regularly delivers the highest quality instruction in all academic subject areas by incorporating information retention techniques, drills, mental math capabilities, executive functioning skills, and making connections to real-world experiences.  Many of her students have made significant gains due to her comprehensive approach.

Her teaching background includes, but is not limited to, NYS ELA and Math tests grades 3-8, SHSAT, ISEE, TACHS, Hunter School Exam, Scholarship Tests, NYS Regents (Algebra, Geometry, Algebra2/Trigonometry, Living Environment, Chemistry, Physics, Earth Science, Global, US History, and ELA), SAT, ACT, College Readiness Exams, College Placement Exams, AP Exams, TASC Exam, and some college-level math and science courses.

When not teaching, Samara enjoys the outdoors. She has three dogs and a toddler that enjoy walking, hiking, bike riding, digging in the dirt, and jumping in puddles. She enjoys time with her family and traveling to explore different states, cities, and countries.

Tatiana is a certified teacher with over 7 years of experience in NYC schools. She graduated with honors from the University of Notre Dame and is a Teach for America alumna. During her time as a TFA corps member, she completed a Masters in Teaching from the Relay Graduate School of Education and holds a Professional Certificate in Childhood Education (grades 1-6).

Tatiana specializes in inquiry-based learning and constructivist teaching methods. She implements Universal Design for Learning (UDL) and Visual, Auditory, Kinesthetic, and Tactile (VAKT) strategies in her lesson plans. She uses a Cognitively Guided Instruction (CGI) approach to teaching math that is rigorous and individualized to each student. Tatiana will incorporate various multi-sensory techniques, including the use of manipulatives, to develop conceptual understanding. She firmly believes that successful math instruction happens when teachers build on students innate number sense and curiosity, making math fun and accessible to all learners.

She currently works as an educational consultant for an ed-tech company specializing in virtual assessment and instruction. She coaches teachers and leaders on using data to drive instruction and best practices for effective differentiation, both in school and remotely. Prior to this, she taught 3rd-5th grade on the Upper West Side of Manhattan, then in Bed-Stuy, Brooklyn.

Tatiana has extensive experience with test prep material and is deeply familiar with New York State Standards, having had 100% of her students pass the NY State Math Test for four consecutive years, exceeding the statewide average by over 60%.

Services Pages:

FRACTION TUTORING

STRATEGIES FOR MULTIPLICATION

WORD PROBLEMS TUTORING

PLACE VALUE TUTORING

With over ten years of experience under her belt, Sharon is a learning specialist, a New York State licensed Speech-Language Pathologist (she holds her Certificate of Clinical Competence (CCC) from the American Speech-Language-Hearing Association), and she is certified as a Teacher of Students with Speech and Language Disabilities (TSSLD). Sharon completed her Masters of Arts in Speech-Language Pathology at CUNY Lehman, while receiving her Bachelor of Arts in Psychology from CUNY Brooklyn. Sharon has experience with all ages who have difficulties with expressive and receptive language, cognition, reading comprehension, auditory processing, writing, executive functioning, and pragmatic language. Sharon specializes in work with adolescents and teenagers in middle school and high school with language-based learning disabilities (language disorders), ASD, ADHD, autism, sensory processing disorders, and emotional disturbances. Sharon also has received extensive training in the use of the Story Grammar Marker to facilitate language and writing development, as well as the Orton Gillingham approach for reading instruction. She targets executive functioning challenges, social thinking (she’s trained in the Social Development Intervention), reading comprehension, and writing skills with her clients. Sharon helps students (when needed) with their grammar, vocabulary, comprehension, and working memory. She intertwines executive functioning support by helping students initiate, plan, organize, and execute their reading and writing assignments. Sharon’s dynamic approach incorporates using tools from her psychology background to develop a strong rapport with her clients, and help them identify and work through any challenges that they may encounter throughout the learning process. Tutoring is geared towards accommodating individual learning styles, acknowledging the critical role of collaboration with other service providers and family members, while incorporating the strengths and interests of her clients. One of her main goals is to help her adolescent clients self-advocate, problem-solve, and use critical thinking skills as they transition towards college.

Paula has worked as a speech-language pathologist for 15 years. She holds a New York State Speech-Language Pathology license and holds her TSSLD certification, providing services in English and Spanish. Paula received a B.A. in Psychology from the University of Western Ontario, and a M.S. in Speech-Language Pathology from SUNY College at Fredonia. She completed the Bilingual Extension at Columbia University Teachers College, Bilingual Extension.

Much of Paula’s professional experience has involved working with students of all ages with receptive, expressive, and social language difficulties, social skills, and Autism Spectrum Disorder. Prior to working as a speech-language pathologist, Paula worked for seven years as a behavior therapist, providing ABA therapy in the private and public sectors. Paula has experience working with adolescents in the areas of language disorders, ADHD, and executive functioning (organizing, planning, and executing) difficulties. Paula has expertise in teaching grammar and vocabulary,  boosting reading comprehension, and improving her students’ expressive writing skills. As a result of providing services across a wide range of clinical, school, and home settings, Paula is skilled in the areas of relating to clients, making goals functional and attainable, and fostering independence.

Elissa is a licensed Special Educator. She has over eleven years of experience in middle school-high school classrooms teaching an array of subjects to all types of learners. She earned a B.A. in Media & Communication from SUNY at Old Westbury, a M.S. in Educational Administration and a M.S. in Early Childhood Education. She currently holds professional certifications from New York State in Early Childhood Birth -2, Early Childhood Birth- 2 Students with Disabilities, Childhood Education 1-6 and Special Education 1-6.

Elissa is currently employed as a NYS Special Education Teacher at the Antonia Pantoja Preparatory Academy in The Bronx. She is currently teaching 7th grade ELA, 7th grade science, 9th grade Global History, 9th grade Algebra 2 and 11th grade ELA. During the summer she works as a Special Education teacher at The Committee on Special Education (CSE) writing IEPs.

Elissa has experience teaching English Language Arts, Social Studies, Earth Science and Math to grades 1-12. During the course of her career she has provided instruction to Gifted and Talented students, including twice exceptional students, general education students, as well as students who have Asperger’s, ADHD/ADD, ODD and are emotionally disturbed. She incorporates a multisensory approach to learning, uses executive functioning strategies to help students become more organized, and she teaches students how to improve their study skills.

Elissa is an expert at breaking down tasks into manageable parts so that students feel successful and are able to strategize their approach to complex academic tasks, this is important for the many students with varied reading comprehension levels she encounters as an ICT teacher.

Elissa has tutored students to prepare them for the NYS ELA tests 3-8 NYS math Tests 3-8 as well as various Regents. She is the head coach for Girls on The Run a national physical activity-based positive youth development program for girls.

She is the Transition Coordinator at her school preparing students for life after graduation and linking school staff, families, community, and resource providers, in order to ensure that students have access to available services. Elissa is fluent in Spanish. She grew up in the Washington Heights area of Manhattan.

Elissa is a runner, beach lover, world traveler and The NY Yankees #1 Fan. She is intuitive, approachable, creative, nurturing has a great sense of humor and truly loves being around and helping children reach their full potential.

Peter is a on intimate terms with the English language. He is a special educator, literacy specialist, writing coach, and published author. He holds permanent New York State certification in special education, a BA in dramatic literature (NYU), an MS in special education (Hunter College, CUNY), and a Ph.D. in urban education (Graduate Center, CUNY). He has over fifteen years of teaching experience in elementary and middle schools, both public and private. He’s also taught at the undergraduate and graduate levels, including courses in educational history/philosophy, literacy assessment/instruction, and arts in the curriculum. 

Peter is a childhood literacy tutor for elementary grade students, and a writing coach for all students, elementary to adult. As a writing coach, Peter helps his students acquire the necessary skills and stamina for academic writing, as well as the confidence and openness to play that creative writing requires. 

Modeling, outlines, templates, and shared story and playwriting are used to help students find their unique academic and creative writers’ voices. 

Instruction includes all facets of writing: organization (executive functioning), grammar, and vocabulary.  Peter’s support includes direct and (virtual) hands-on help with college application essays, personal essays, expository essays, research papers in the humanities/social sciences, fictional narratives (stories), playwriting, and poetry. He’s also available for SAT/GRE verbal test prep. 

Peter has over a decade of experience with students in the elementary grades, remediating for dyslexia, dysgraphia, ADHD, and other learning and behavioral differences. 

Fotini has her Master’s degree in Secondary Education for English and a Bachelor’s degree in English with a Minor in Dance from the College of Staten Island. After earning her English general education certification, Fotini went further and earned a teaching certification for Special Education; she is dual certified. She has worked for the NYC Department of Education for nine years. Fotini started teaching at Franklin D. Roosevelt high school and worked there for seven years. She taught English in self-contained, ICT, ESL, and resource classrooms. She has experience working with students with emotional disorders, speech and language disorders, ADHD, dyslexia, oppositional defiant disorder, and autism. She then wanted to gain more experience with different grade levels and continue growing as an educator so she decided to make a switch and is now currently teaching at Dyker Heights Intermediate School teaching General Education, ICT, and self-contained ELA, Health, and Drama for grades 6-8 for two years now. As an ELA teacher has helped students from grades 6-12 on all levels with decoding, spelling, reading fluency, reading comprehension skills, and writing skills. She has prepared students for the ELA regents for high school students and ELA state exams for Junior high school students. Fotini has been given the opportunity in learning how to become an educator since she was eighteen years old. She has been teaching Dance for ages three to adult at various studios till today. This has helped her learn how to differentiate in many ways based on level, age, personality, interest, and skills. She has an open and unique teaching philosophy with teaching Dance, English, and Special Education from her years of experience. This has enabled her to be creative with her instruction by using visual, auditory, tactical, and kinesthetic learning styles to engage and reach all students. She is always reaching to be as diverse and creative as possible to engage students. She adapts and adjusts her instruction to individual learning styles. One of Fotini’s strong attributes is her rapport with her students. She is there for them as for their education and their social-emotional support. 

Qituwra has six years of teaching experience in New York City public schools. She earned her Bachelor’s degree in Psychology and Master’s degree in Special Education from Pace University in 2018. She is currently pursuing a Master’s degree in Educational Leadership at Stony Brook University. Her primary goal is to support students in developing critical thinking, problem-solving, and communication skills.  She also strives to help students develop positive self-concepts and gain enthusiasm for learning.

Qituwra began her teaching career in 2016, teaching ELA and Math to students with learning differences such as ADHD in grades 9-12. She incorporated skills that would benefit students in post-secondary transitions, such as self-regulation, stamina building for completing tasks, and understanding how to track progress. In 2018, she transitioned to William Alexander Middle School 51 in Park Slope, Brooklyn, teaching ELA in both self-contained and ICT settings. In her current role, she prepares students for specialized high school exams and state assessments by teaching strategies to break down complex material, stress reduction techniques, and visualization exercises to improve working memory. 

Qituwra believes that learning is a full-body experience, and children learn best through multi-sensory, inquiry-based, engaging activities that connect to their interests. She works closely with her students to make sure they understand the material at hand and practice the skills needed to continue learning on their own, developing their comprehension and problem-solving skills by implementing project-based and hands-on learning experiences. She also partners with parents to build structures within the student’s life that support their learning needs. 

As a former HR manager, Qituwra is able to use her organizational skills to teach students how to extract and organize information, break down goals into smaller steps, and articulate ideas. She co-creates systems with students to organize class content and course expectations, confirm progress in each course, and help students accommodate schedules. Her organizational skills and academic background also allow her to teach students study skills, time management, and test-taking techniques.

In addition to her work in the classroom, Qituwra serves on the William Alexander Middle School Leadership Team, supporting curriculum design and implementing academic programs to best support the school community’s needs. She also co-chairs the school’s Diversity, Equity & Inclusion committee.

In her free time, Qituwra enjoys reading, listening to podcasts, and interior design. 

Kristie specializes in online tutoring. While earning her Bachelor’s degree at UCLA, she focused on Ancient History, and studied Latin and Greek so that she could study the past in the words of the ancient authors themselves. After completing a year in UCLA’s Post-Baccalaureate Program in Classics, she began her Master’s degree in the Program in the Ancient Mediterranean World under the Classics department at the University of Chicago. She plans to complete her Ph.D. so that she can become an educator and share her love of knowledge with the next generation.

She can read in seven languages and offers lessons in Latin, Ancient Greek, and Italian. She also tutors students in History, English, Reading Skills, and Reading Comprehension. Her students range in age from pre-teens to retirees; She believes that no one is too young or too old to learn, and she finds that she often learn from her students, in turn!

Her teaching strategies draw on the lessons that she still remember from the teachers and professors who inspired her when she was young. Their zeal for teaching and their encouragement for her to connect with the material led her to develop an approach that combines her animated personality with her ability to draw analogies and parallels to relatable examples and to contextualize ancient ideas and concepts within today’s world.

Heather completed her M.A. and Ph.D. in Italian Literature at UCLA. She also holds a B.A. in German Literature from the University of Notre Dame and a second B.A. in French and American Literature from the Università degli Studi di Firenze in Florence, Italy. Last year she was Visiting Assistant Professor of Italian and Comparative Literature at UC Riverside and Principal Editor for the UCLA Center for Medieval and Renaissance Studies where she managed the journals Viator and Comitatus and the book series Cursor Mundi. She is currently teaching remotely for UCLA. Heather understands what professors and colleges are looking for when it comes to academic writing, and she specializes in helping students with their research papers, personal statements, and resumes. Having scored a perfect 800 on the math section of her SAT, she also enjoys helping students maximize their standardized test results.

Heather has 15 years of experience tutoring Geometry, Algebra, Literature, Academic Writing, Public Speaking and Debate, Spanish, French, Italian, and German. She is fluent in all of the aforementioned languages and has taught Italian 1-3, Intensive Italian, and German 1 at UCLA. Because Heather has a substantial amount of experience teaching remotely, she is very familiar with online teaching platforms such as Zoom, Moodle, iLearn, and Blackboard. She received her pedagogical training under the direction of Elissa Tognozzi (author of the Italian language textbook Piazza), who has ensured that all UCLA instructors are up to date with the latest methodologies and technology.

Heather has worked with students with ADHD, anxiety, depression, autism, Obsessive Compulsive Disorder, and PANDAS. She has a gentle and encouraging online presence, and it is her foremost goal to make students feel comfortable and confident in order to set them up for long-term success in their academic careers.

After graduating with a B.A. in history, James Megahan earned a Masters of Science in Education from Northwestern University in 2015. More recently, he completed an Advanced Certification in Special Education: Adolescent (Grades 7-12) from Relay Graduate School of Education, along with New York State teaching certification in Social Studies: 7-12. James has taught 5th-12th grades full-time in the public, charter, and private school settings, and particularly enjoys working with students with diverse learning profiles one-on-one and in small group settings. In particular, James teaches organization and executive functioning and reading, writing and research skills (especially for social studies and English courses), along with reading and writing test prep. In addition to middle and high schoolers (including but not limited to those with ADHD/ADD and reading/writing disorders), James also works with adults, anchored in a philosophy that centers the student’s strengths and ability to grow through an iterative process. James helps his students by modeling skills, breaking down larger goals and projects into smaller tasks, and providing in-the-moment questioning, feedback, and examples. When outside of the classroom, James loves to explore New York City and other world cities by foot, enjoying their parks, museums, and restaurants. At home, James enjoys reading, cooking and baking, and entertaining friends.

Bella earned her B.A. in Psychology and Management from Clemson University. She is currently pursuing her M.S. in Applied Psychology with a specialization in Industrial-Organizational Psychology at Clemson University. She has taught and tutored mostly college-age students. She excels at teaching Statistics, including SPSS, Biostatistics, Algebra 1, Prealgebra, and Psychology.

She also provides test prep. for the GRE and TOEFL exams. She is from Vietnam and teaches all levels of Vietnamese! She is patient, organized, and makes learning less stressful!

She is excited to answer your questions!

Erica graduated from SUNY Fredonia with a Bachelor of Science in Childhood and Special Education (Grades 1-6). Afterward, she completed her MSEd in Behavioral Disorders at Hunter College. Erica has nine years of teaching experience in various educational settings with students of different abilities and needs for k-5th grades. She has a strong understanding of the needs of students with ADD, ADHD, and students who have difficulty with executive functioning. Her expertise is in grades 3-5. In math, Erica is familiar with TERC Investigations, Engage NY (Eureka Math), and interactive supplements like 3-Act Tasks. She is familiar with various problem-solving methods and helps students use the method that works best for them and their understanding. Erica also works with students to break down multi-step word problems in a way that helps the student understand the problem. Additionally, Erica also incorporates a variety of instructional strategies in reading and writing. Erica teaches with a strong emphasis on modeling and guided practice to support students with skills such as elaboration and organization. Erica also supports students with homework help and test prep in math and ELA.

Erica has strong training in Columbia University Teachers College’s reading and writing curriculum. This program relies on using modeling and inquiry to help students improve their reading and writing skills. Erica is also trained in the Fountas and Pinnell reading assessment program that helps students work on specific strategies to improve their ability to answer direct and inferential questions in fiction and nonfiction texts.  Erica begins the tutoring process by getting to know the students on a personal level. Erica strives to create a calm learning environment so each learner feels comfortable and safe. She takes the time to observe and learn about each student’s learning style and create a personalized learning experience. This helps her students feel supported and encouraged while working with her. 

Erica has experience working with students who have different academic backgrounds and needs. Prior to working for the New York City Department of Education, Erica worked as a looping teacher (stayed with the same class for three years) for a Charter School in Harlem, New York. She traveled with her class from first grade to third grade. Currently, Erica is working as a 4th grade English teacher in a French Dual Language program. 

Erica is calm, energetic, and enthusiastic. She makes it a priority to develop positive relationships with all of her students. Erica makes learning about her students a priority and uses their specific interests to plan individualized lesson plans to keep learning fun and engaging. Her goal is to make her students gain more confidence in taking risks and working through the hard parts of learning to get to the sweet parts! 

Kenny has been a New York City personal trainer for over 17 years.  He is a National Council on Strength and Fitness (NCSF) certified personal trainer, holds certifications for Nutrition through Precision Nutrition, Kettlebell Level 1, Pre/Post Natal, Kids, and Youth Training, and has certifications in Suspension Training (TRX style), Foam Rolling Techniques, and Core and Abdominal Assessments.  He is also proficient in TRX, ViPR, and Bosu training. His experience in the fitness industry spans 18 years. He began his fitness career in Baltimore, Maryland, training family, friends, and private clients. Kenny moved to New York in 2003 and has been a team member of many different corporate fitness organizations over the past 16 plus years. Kenny has experience as a one-on-one private personal trainer, small group trainer, corporate group trainer, and a corporate fitness manager to experienced and inspiring trainers.  Through fitness, he designs a program that is specifically designed for his clients and their goals.  His personal training plans include monthly, half-year, and even yearly personalized workout programs, including modifications for life’s many obstacles. Kenny also provides his clients with nutrition consulting and helps to find realistic and simplified ways to maintain healthy eating habits to aid in the journey to better overall health and fitness.

In 2019 Kenny started to pursue more guidance and competence in life coaching. With many years of conversations with clients about perspectives, habits, and choices, he felt that he felt that he should add life coaching to his services.  In 2020, Kenny graduated from Coach U’s ICF Accredited Core Essentials Program (Life Coaching/International Coaching Federation). Kenny has been trained to actively listen, explore possibilities, and ask the important questions that make one unveil the choices they have within.  Through partnered coaching conversations and a focus on the curiosity of exploration, Kenny’s clients will identify their values and perspectives to dig into what is most prominent in the NOW, helping his clients to see the available choices and options. Perspective is key. The coaching partnership is to assist the client in seeing, feeling, and experiencing the effects of a new unbiased outlook, which leads to personal empowerment.

Kenny’s passion for fitness and coaching has allowed him to work with a diverse array of clients working towards various goals such as weight loss, sport-specific training, improved health, and sustainable life satisfaction.  Kenny is upbeat, energetic, and positive, and brings a learner’s mindset to increase his client’s motivation. Kenny’s excitement is contagious, and being able to be a part of these new discoveries and successes for his clients is a huge part of why he loves what he does.  He also understands, first-hand through his own experiences with various coaches, that, “We don’t know what we don’t know”. For personal growth, clients just need that compassionate factor to help get out of their own way, to help them see and question what they truly value. These qualities are especially beneficial in working with kids and young adults, to begin guiding them while they are in the early stages of their chosen paths. He can provide an unbiased outlook on the things that interest youth and to help them truly express themselves. Youth need to be heard; and, Kenny is there to assist with a partnered thought process.

An experienced learning specialist focusing on literacy and executive functioning, Chris holds a Master of Education from Columbia University and a Master of Science in Teaching from Pace University. For literacy support, Chris has completed training in Orton-Gillingham, Self-Regulated Strategy Development (writing intervention), The Windward/Hochmann Writing Method, and Teacher’s College Reading and Writing Workshops. Chris’s executive functioning training includes Richard Gallagher’s Organization, Time Management, and Planning sequence, Ross Greene’s Collaborative & Proactive Solutions, and organizational supports with the Mary McDowell Friends School.  Chris excels in supporting and building literacy and executive functioning needs at every age and capacity, especially the middle, high school, post-secondary, and adults.

A veteran of public, charter, and independent schools, Chris teaches all aspects of literacy: comprehension, analysis, critique, essay, and expository and creative writing. He melds established programs to provide clear, structured support for resistant, reluctant, and struggling writers. Chris demystifies the writing process by guiding kids through simple, sequential steps with targeted skill practice at each interval. His students possess efficient strategies, clear planning structures, and positive self-talk for all writing tasks.

As a coach for executive functioning needs, Chris supports students to build structures and habits that frame productive organizational capacities. Working holistically with families, Chris assesses each student’s unique needs and provides simple-yet-powerful practices that reduce anxiety and improve performance. Combining mindfulness, positive self-talk, and proven organizational routines, Chris builds executive functioning support around each individual student.

Always supporting independence, Chris believes in empowering each student through the careful unpacking of their unique learning profile. In fostering self-awareness for his students, Chris seeks to enable deeper reflection on their strengths and areas of growth, illuminating their own learning processes.

With intimate knowledge of neuropsychological evaluation processes, Chris regularly confers with evaluators and school staff to bring a team-based approach to each child’s learning goals. He personalizes instruction for children with ADD/ADHD, receptive and expressive speech vulnerabilities, dyslexia, dyscalculia, visual processing disorders, mild to severe anxiety, and executive functioning, and working memory disorders.

As an instructional leader and expert in project-based learning, Chris presents at national conferences, leads professional development, and consults on curricula and pedagogy for schools in the Northeast. When not conspiring with students, he can be found stewarding an old dairy farm towards regenerative practices and chasing his young kids through Western Catskills forests.

David worked for four years as an elementary school special education teacher in California. In New York, David focused on supporting individual students to succeed in school. He worked with all ages of students from elementary to teenager. He specializes in teaching literacy to students with special needs like Dyslexia, ADHD, Autism, and other learning disabilities. Success comes because David tailors his instruction to meet individual students’ needs. David has taught full general education classrooms, but his favorite practice is teaching small groups of special needs students, and individuals one-to-one. David believes that one of the key components to effective teaching is to build strong relationships based on mutual trust.

David earned his bachelor’s degree in International Relations at the University of California, Davis. He earned his general education teaching credential at Mills College in Oakland. He earned his Masters degree in Special Education at California State University, East Bay. David is trained in the Orton-Gillingham approach to literacy, guided reading, Fountas and Pinnell, Barton and Sonday systems, Do the Math, reading comprehension, Assistive Technology, Executive Function and study skills, functional behavioral assessments, as well as a variety of other instructional practices for teaching English language arts, math, and behavior. When working with students with reading disabilities, David typically builds a strong foundation in phonics using a multi-sensory approach first. Then, he will help students to expand their comprehension skills through reading, questions, and dialogue. However, every student is different. He conducts informal assessments to determine the exact needs of every student. David also supports students in writing by building skills such as handwriting, spelling, sentence structure, editing, pre-writing planning, paragraph structure, story structure, essay structure, grammar, and developing complex ideas.

Alexa received her Bachelor’s Degree and certification in Secondary Mathematics Education from SUNY Old Westbury in 2015. She later continued her studies at Queens College, where she earned her Master’s Degree in 2019. During the summer of 2020, she took courses to obtain her 5–6 mathematics extension. Alexa has her professional teaching license in Secondary Education Mathematics grades 7–12. She is in her sixth year of teaching and currently works at a 6–8 NYC DOE school in Fresh Meadows, Queens.

Alexa has experience in a variety of classrooms, including settings with students with disabilities and English language learners. She has taught math in grades 6–11 throughout her teaching career thus far. She has been tutoring on and off since 2013 in which has experience in grades 6–12. She has provided test prep for the Algebra 1 Regents, Geometry Regents, Algebra 2 Regents, and SATs.

Her teaching philosophy is as follows: make the math interesting, make the math relevant, and most importantly, make the math possible. As a teacher and a tutor, Alexa believes that every student is entitled to and deserves an equitable and equal opportunity to learn. As their teacher or tutor, she knows that it is essential that she understands and meets each of their needs all while making their activities engaging, rigorous, and enjoyable.

Dusty is a teacher and artist with a Master’s Degree in Special Education in the Urban Setting from Long Island University (7-12). He has been teaching in NYC public schools at the high school level for over 7 years. As an undergrad, he studied fashion, graphic design, and photography and spent 8 years in the fashion industry before transitioning into the field of education.

Dusty’s educational specialties lie in the areas of executive functioning skills development and improvement in written and verbal expression. He has taught 9th-12th graders of various skill levels both in the classroom and in a one-on-one setting. Dusty works with students to devise both a custom organization system for their schoolwork (including digital files), as well as fine-tuning their daily schedule, making sure there is a healthy school/life balance. He finds that once these things are taken care of, students are more accessible for learning. Dusty’s goal is for his students to succeed in school while learning real-world skills that are applicable to any path they choose after graduation. With major work around goal setting and time management, all students can exceed their (and their parents’) wildest expectations.

As for written and verbal expression, Dusty utilizes the art of interview and personal inventory-taking to aid in the writing process. By helping students speak more eloquently about themselves, they are able to enter any room and feel confident about holding their own in conversations and job interviews. This process of inventory-taking teaches students to craft deeper and more meaningful personal narratives, which in turn prepares them for the hurdle of writing their college entrance essays.

Dusty is also a history buff who has taught Global and U.S. History and Government/Economics. In his classrooms, he focuses on Project Based Learning and has helped students complete fantastic projects and presentations. He has also extensively tutored students for Regents exams in both Global and U.S. History.

In addition to teaching and tutoring, Dusty is very involved with the arts community in NYC. He has written, directed, dramaturged, costumed, designed, starred in, and produced many theatrical and cinematic works. He has worked in conjunction with The Guggenheim, St. Ann’s Warehouse, Joe’s Pub, Abrons Art Center, Judson Memorial Church, Intl. Center of Photography, Parsons, Pratt Institute, Institute of Contemporary Art,  La MaMa Theater, Signature Theatre, NY Live Arts, Irving Plaza, The Whitney, BAM, Town Hall, Sundance Film Festival, Edinburgh Fringe Festival, and Soho Playhouse.

Erin received a Bachelor of Science in both Elementary and Special Education from Towson University. She then acquired a Master of Science in Special Education specializing in behavior disorders from Hunter College. She works with students ranging from ages 3 -16 years inside the classroom and at their homes to help improve their social-emotional and academic skills.

She facilitates playtime activities, implements and monitors behavior plans, improves communication skills, increases self-esteem through positive reinforcement, modifies and adapts instructions, and teaches coping strategies and flexibility. In addition, she provides behavior coaching, expands play skills, facilitates playdates, teaches reading, writing, math, and handwriting skills. She is experienced working with students who have ADD/ADHD, autism, behavior challenges, dyslexia, executive functioning challenges,  learning disabilities, and more. She looks forward to working with families and collaborating with others by being part of a team to facilitate student and family growth.

Ann Marie is a New York and New Jersey State Certified Reading teacher for grades K-12. She earned her M.S.ed as a Reading Teacher from CUNY Lehman College and her B.A. in English from Hunter College. She has over 20 years of experience teaching reading in various school settings. She is experienced and trained in many Orton-Gillingham based reading programs and methodologies. She is passionate about helping students learn to the best of their abilities. Ann Marie believes that all children can learn to their fullest potential and that having a deep understanding of a child’s learning profile is essential in helping them to reach their goals.

Ann Marie is experienced with many reading programs and curriculums within the public, charter, private, and progressive school systems. She’s had formal training with all three tiers of the Wilson Reading System (Fundations, Just Words, and the Wilson Reading System) and she also has certification from The Institute of Multisensory Education (IMSE). She is also experienced working with Lindamood-Bell programs (Seeing Stars and Visualizing and Verbalizing). She has experience teaching many curriculums such as Fountas and Pinnell’’s Leveled Literacy, F & P Guided Reading, Reading Mastery, and Wheatley Reading. In addition to teaching reading, she is experienced in teaching basic writing skills (K-12) and Singapore based math (grades K – 2) using the Eureka Math Program. With her knowledge and experience of teaching, she can quickly target gaps and create a program based on the learning profile of each student.

Jessie is a certified Special Education teacher with experience working in a multitude of classroom settings. Jessie has over seven years of childcare experience and has taught, tutored, and assessed students from ages four to twenty-one. Jessie is a member of the New York City Teaching Fellows Program’s Cohort 29. She has taught in and developed learning plans for typically developing elementary students in a variety of settings including summer camps, religious schools, after-school programs, and in-home tutoring. Jessie deeply values social-emotional learning, trauma-informed teaching, and culturally responsive educational plans. She believes in a constructivist approach where students are actively involved in their own learning and become critical, independent thinkers. Through the creation of student portfolios, students working with Jessie will be able to track their ongoing progress and have a role in goal-setting for their own future achievements. She understands that the traditional classroom setting and emphasis on formal assessment can create difficulties for students processing trauma, coping with life changes, or for students who have had negative classroom experiences in the past. Jessie strives to create calming, student-centered spaces in which students’ emotions and backgrounds are prioritized throughout their educational journey. She employs a multitude of strategies to reach students including scaffolded assignments, lessons redesigned around student interests, multisensory lessons, mood boards, using texts leveled to current reading ability, and goal setting and tracking within units. Coming from a musical and theatrical background, she implements song, dance, visual art, and music into the classroom experience.

Jessie holds a Masters of Education for Students with Disabilities from Pace University and received her Bachelor’s degree in Africana and Puerto Rican/Latino Studies from CUNY Hunter College. She has met a wide range of student needs including ADHD, autism, learning disabilities, emotional disturbances, and intellectual disabilities. She has experience teaching in District 75, a district of specialized schools in New York City for students with moderate to severe disabilities and has been trained in Therapeutic Crisis Intervention (TCI) and trauma response for teenagers. She has written and implemented Individualized Education Programs (IEPs), held IEP meetings with families, and has developed a student-facing IEP guide to help students understand their own IEPs. Jessie has been trained in the Great Leaps Reading Fluency Program. For middle school students, she teaches math, social studies, science, and English. For high school students, she teaches English and social studies.

Jurga is an early childhood special education teacher. She has been teaching since 2009 as a SEIT, an Early Intervention teacher, reading specialist, special education teacher in an ICT classroom, as well as a teacher in a self-contained special education classroom. She is experienced to work with students from kindergarten through middle school. Jurga has completed the Orton-Gillingham training, practicum, and certification through Institute for Multi-Sensory Education (IMSE). She has extensive knowledge of Wilson Fundations, Eureka Math, Go Math, and Teachers College’s reading and writing curriculum. Jurga has experience working with students with speech and language disabilities, autism, ADHD, executive functioning difficulties, dyscalculia, and learning disabilities. Jurga‘s knowledge of a variety of approaches helps her find the right activities for each student. She works at the student’s functional level and progresses in sequential order from basic to more complex skills. Jurga loves to use literacy or math games whenever possible to make learning fun.

Stephanie is a native French educator who chose New York City as her home residence after completing a master’s degree in cinematographic studies in France.

She is a bilingual teaching artist and the co-founder and director of a local arts‐driven educational organization offering specialized Spanish and French language immersion classes and creative enrichment, a French and Spanish Art and Language program for children based in NYC since 2012. She is a founding member of the enrichment program teaching team at the International School of Brooklyn, a recognized dual language IB school where she has been developing an extensive experience of an immersive linguistic approach with children. She has been working with numerous private and public dual-language schools in New York City for over a decade offering language residencies, afterschool programs, immersive language camps, and professional teacher’s development. With a background in the performing arts and puppetry arts, Stephanie has been integrating a fluid immersive approach to teaching language to both bilingual and non-bilingual children through integrated play. She is also a reading and writing French tutor for children and adults. She is passionate about guiding the children into learning a new language through their natural sense of play and desire to communicate.

Rebecca is a licensed social worker and has worked with children, adolescents, and adults for over 10 years.  She earned her Master’s in Social Work from Hunter College and her BA in neuroscience and music from Wellesley College.

She has trained at the New York State Psychiatric Institute, Manhattan Psychiatric Center, and the New York City public hospital system, and focused on the impact of trauma on its impact on emotional regulation, as well as anxiety, depression, and PTSD. Prior to this, Rebecca served as a mentor for Wellesley College students with learning differences, taught ESL courses, and worked in the Boston Public Schools as a college counselor.

Rebecca has a deep passion for helping students identify their strengths, and attributes her success as a coach to her ability to connect with students from a range of cultural and linguistic backgrounds.  She finds joy in facilitating the process of self-reflection for students with whom she works, so they can have a better understanding of their unique strengths, and areas for growth.  As a clinician, she employs a collaborative, open-minded approach to nuanced problem solving and assessment to help students achieve their goals.  As a learning specialist, she has a keen understanding of how underperforming can negatively impact a student’s sense of self-esteem and recognizes that the Covid 19 crisis presents unique stressors for students and parents alike.

Rebecca is available to work with students (with and without learning differences) of all ages. She has worked extensively in supporting students with writing, organization and planning, research, college coaching, executive function coaching, ADHD, and emotion regulation techniques. Rebecca finds deep joy in working with students and supporting them in recognizing, and developing their strengths to overcome obstacles. When not coaching she enjoys playing piano, biking, and exploring New York City.

Joann has over 35 years of Special Education teaching experience.  She has her Bachelor’s Degree from SUNY Geneseo, a Master’s Degree from Columbia University Teachers College, and 75 post-graduate education credits.  Her passion for teaching and educating students began when she was 16 years old and volunteered, then worked at a United Cerebral Palsy summer camp.  This was the catalyst to her desire to promote learning for students with any challenges they may encounter.  Joann immediately began working for Eastern Suffolk BOCES following her graduation from Geneseo and a 5-month substitute position in a High School resource room in upstate New York.  This was the beginning of her 35-year career with BOCES.  She has taught all age ranges from an infant program to students up to 21 years of age.  Her experience and expertise have covered all levels of learning, teaching methods, and diagnoses including; learning disabilities, emotionally fragile, behavioral, and students on the autism spectrum.  One of her strongest attributes has been her ability to adapt and individualize instruction to her students’ needs and to be flexible and creative in order to reach each student’s potential.  Realizing that every student learns differently, she has had much success tapping into their individual learning styles.  Joann incorporates a multi-modality and interactive approach and specializes in English Language Arts, Reading Comprehension, Writing Skills, Spelling, Vocabulary, and Study and Test Preparation/Test-taking skills.

Over the years she has privately tutored many 9th through 12th-grade students to successfully pass a variety of Regents, standardized tests, and required classes.  She offers years of experience, exposure to new and changing methodologies, as well as tried and true techniques, all with the goal of fostering educational, emotional, and social success.

She offers the following: Individual tutoring, individualized and goal-oriented instruction, and remediation: Reading and writing skills. literacy, spelling, vocabulary, elementary math skills. Private Special Education Services for guidance, implementation, monitoring, parent training, and coordination of; IEP’s, behavior management, therapy, and lesson planning. Online tutoring, test preparation, and study skills -state, standardized, and classroom, homework Assistance, behavior management, and organization through positive reinforcement to improve confidence, skills, and motivation. Expertise in English Language Arts, Writing, and Reading Skills. Analysis and identification of individual learning needs. Working with all levels of abilities with or without Special Education classification. Behavior Management. Multimodality Approaches to learning and remediation.

Sara has a Master’s in Literacy K-12 and School Counseling. She is certified in English 7-12, Special Education K-12, and Elementary Education B-6. She has over 18 years of experience as a classroom teacher, special educator, reading specialist, and literacy expert. She has worked with students in the elementary grades and has extensive experience working with middle school and high school students. Sara has taught middle school and high school English and has provided targeted reading intervention to at-risk students. She also teaches English as a new language to non-English speaking students. In addition, she has worked as a special education case manager and resource room teacher. Sara has been an adjunct professor for over 16 years in graduate and undergraduate education and has in-depth experience training pre-service and practicing educators and preparing career changers to become teachers. Sara is well-versed in providing in-person, hybrid, and online instruction to adolescent and adult learners. She is a team player. Sara believes all learners can be successful with the appropriate strategies and tools. She also values a flexible, student-centered approach tailored to meet individual needs. Sara prides herself on connecting with students and making learning fun and accessible. Sara emphasizes specific research-based strategies and has an arsenal of techniques she has developed on her own. She is skilled in providing targeted academic interventions to empower students, address areas of weakness, and improve achievement and her students’ confidence. Sara excels at teaching reading, writing, study skills, and executive functioning. She has vast experience working with struggling students and students with learning disabilities, emotional disorders, and attentional issues. Sara embraces differentiated instruction. She recognizes varied learning styles and differences, and her goal is to take the mystery out of learning and make the process more accessible for all learners. Her motto is “one size does not fit all.” Sara strives to create a unique plan, always with the learner in mind. Her tools include using mnemonics and acronyms to teach reading and writing strategies. She aims to break large tasks into smaller, easy-to-follow steps, so students feel more empowered and successful. She uses templates and sentence stems to help students produce coherent writing and guide them to gather their thoughts while reading, and she tailors these tools to fit each student’s individual needs. She uses a variety of organizational systems to help students break down large and small assignments and teaches them how to prioritize their work using a calendar. She also shows students a variety of study methods for note-taking, preparing for exams, and completing assignments, helping them select which ones work best for specific learning styles, subjects, and tasks. She is an avid fitness lover during her free time and enjoys spin cycling, weight training, cooking, going to the beach, golfing, and spending time with her family, especially playing with her two daughters.

Carolyn, a New York native, has been teaching public high school in New York City for the past five years, both in the special education and general education settings. Carolyn is a New York State certified special education teacher, social studies teacher, and literacy specialist. She received her B.A. from SUNY Albany in American History, an MST from Pace University in Inclusive Adolescent Education, and an MS. Ed from Pace University in Advanced Literacies. Carolyn works with students grades 9-12, college students, and adults. 

When Carolyn was working as a special educator, she taught students in the ICT setting as well as those with SETTs services. She has worked as a special education co-teacher in 10th-grade global literature and 10th-grade global history classrooms. As a general educator, Carolyn has taught AP American History, AP US Government & Politics, Participation in Government, and Economics. She also taught an 11th & 12th-grade college preparation course through which she assisted students with the college application and essay writing process. Additionally, Carolyn taught a study skills class that provided both general education and special education students with support in study skills and executive functioning. Through her studies in advanced literacies, Carolyn is able to provide her students with target support in reading comprehension and writing. Carolyn has been 1:1 coaching high school and college students outside of the classroom in executive functioning, which she really enjoys as she sees the most progress in her students when they are supported with individualized attention. 

Yoga, wellness, and nutrition are Carolyn’s personal passions. She is a certified yoga instructor and nutritional therapy practitioner. Carolyn believes that in order for a student to excel in their academic life, their mental, physical and emotional wellbeing also needs to be cared for. The modern mind is overstimulated. Carolyn’s strategy when working with students is grounded in the holistic integration of mindfulness practices with habits that support physical wellbeing and executive functioning skill development. She takes the whole individual into consideration when determining which supports they will most benefit from. This multi-faceted approach equips your student with the expertise for conscientiously evaluating and addressing the diverse set of issues that may occur during their life. 

Techniques include learning how to: 

• Strengthen cognitive flexibility in order to adapt to new situations and manage transitions
• Build resilience to stress through mindfulness and breath-work practices
• Create physical/digital academic and personal organization systems
• Develop advocacy skills by effectively communicating during those sometimes intimidating conversations with teachers or professors
• Prioritize tasks based on time available before deadlines
• Chunking long term assignments into smaller more manageable parts
• Initiate tasks and fully complete them with a plan
• Set goals for academic and personal development
• Implement quality sleep habits as foundational support for learning, concentration, and motivation

Glen is a Brooklyn-based, New York State licensed special education teacher. Glen has helped students of all ages and skill levels achieve success in school for over a decade. Glen has worked in a public 6-12 school in Brooklyn for nine years. He primarily teaches reading and writing skills to general and special education students in inclusive ICT (integrated co-teaching) Humanities and Science classrooms. Glen has served as both department head and grade team leader and leads a daily advisory group to work on academic planning, goal setting, and social-emotional learning.

Glen studied International Studies and Spanish at the University of Oregon. After graduating, he found a love for the world of education teaching English in Spain through the Spanish government’s flagship English Language Learner program. He returned stateside to work in an Early Childhood Intervention program in Portland, Oregon. Soon after, he joined the New York City Teaching Fellows and received his Master of Science degree in Special Education from LIU: Brooklyn while teaching in New York City public schools.

Glen believes every student can thrive given the appropriate tools and support. He loves helping students to unlock their potential by teaching them to adopt a growth mindset. He supports students in building academic confidence, self-advocacy skills, self-motivation, executive functioning skills, written and verbal expression, and most of all for finding joy in learning. Glen has worked extensively with students with diverse learning and emotional needs, including ADD/ADHD, executive function disorders, dyslexia, dysgraphia, limited English proficiency, oppositional defiance disorder, and other psychological disorders. He has a proven track record of helping students of all ages master skills and content by tailoring instruction to all of his students.

Glen believes building relationships with students is an essential part of being a teacher, coach, and tutor and loves to connect with students on shared hobbies and interests. Outside of school, Glen enjoys traveling, hiking, biking, visiting museums, listening to and playing music, reading books and graphic novels, marvel and sci-fi movies, sports, and even playing board games and video games.

Armelle is a certified early childhood teacher with a dual certification in general and special education. She has a Master of Arts in Early Childhood Education and Special Education from Teachers College, Columbia University, and a Bachelor of Arts in Child Study and Human Development from Tufts University. Armelle grew up in a bilingual and bicultural household with Paris, France, and New York City homes. She is familiar with both educational systems and has several years of experience tutoring French to children and adults (ages 1-21). She is comfortable supporting students of all ages with reading and writing skills and academic tutoring for Social Studies, elementary and middle school math, and elementary and middle school Science. Over the past five years, Armelle has worked with students with intellectual and learning disabilities, speech and language processing disorders, emotional disturbances, ADD/ADHD, and on the Autism Spectrum, and students with self-regulation and executive functioning challenges. She always finds different and creative ways to support each of her students to help them succeed in the classroom. Armelle is now teaching in a school for 2e students. She is currently earning her certification in supporting twice-exceptional students and gaining expertise in helping each student to meet their particular needs.
Armelle loves to teach and caters teaching to her students. She believes in the importance of maintaining confidence and a positive outlook on work, and a growth mindset. She always makes it a point to bring enjoyment and love to any lesson she teaches. Armelle incorporates games and movement into her teaching and always ensures her students feel happy and safe.

Originally from Southern California, Tracy graduated in 2010 from New York University. She double majored in Political Science and Journalism. Upon graduation, wanting to attend law school, but on a whim, she applied to a teaching program at Teachers College. Here she received her Masters in Secondary Inclusive Education from Columbia and started teaching at Brooklyn Collaborative in 2012. As a certified Special Education teacher, Tracy is kind and patient and enjoys helping middle school students with their ELA and math skills, plus more! She values critical thinking and problem-solving. This includes grades 6-8 math, grades 6-7 Social Studies, and grade 8 ELA at her school. Outside of school, she tutors math through 9th grade, including the Algebra 1 Regents. She is also currently the 8th-grade crew team leader at BCS, is trained in Restorative Practices, Peer Mediation, Life Space Space Crisis Intervention, Implicit Bias training, and Critical Race Training. She is experienced working with students with IEPs including those with ADHD, executive function difficulties, language-based learning disabilities including dyslexia, and working with students on the autism spectrum. Outside of teaching, Tracy enjoys staying active and started training Muay Thai! She is fluent in Mandarin and conversational in Spanish.

Cecile holds an MFA in Fine Arts from the University of Bordeaux. Locally, she has been a French teacher for over seven years while raising her three beautiful daughters! Cecile taught at Stuyvesants Height Montessori school in Brooklyn, Le Ballon Rouge (a private school), le Jardin de Louise, and Little Sun People daycare. She also ran a playgroup for two years on Malcolm X Boulevard in partnership with Bailey’s Café. Last year Cecile taught a group of kindergartners who needed help with reading and writing. When working with younger students, she makes learning French and English fun by incorporating painting, clay sculpting, drumming, cooking, and gardening. When tutoring one-on-one, she teaches all levels of language from emerging literacy through high school. Learning a language includes speaking, listening, reading, and writing. Cecile also works with advanced learners to help them hone their skills such as conjugation, etymology, and grammar.

Lindsay received a B.A. in Hearing and Speech Sciences from the University of Maryland and an M.A. in Speech-Language Pathology from Hofstra University. As a learning specialist and language pathologist, she has worked with elementary, middle, and high school students in schools and private practice to develop decoding, writing, reading comprehension, executive functioning (organizing, planning, and executing), and social skills. Her expertise is with language processing helping students with language disorders and language-based learning challenges. She is also experienced in working with students with ADHD, dyslexia, social/pragmatic deficits, and children with various learning disabilities/profiles. These students need support with their inferential reasoning skills, reading, vocabulary, writing, editing written work, understanding texts, and other higher-level cognitive skills. In addition, her tools from her toolbox include incorporating graphic organizers, calendar systems, checklists, annotation strategies, breaking down instructions, time management support, task planning, which improve overall executive functioning and organizational skills. Her individualized learning programs are specific to her students’ unique needs. Lindsay strives to promote student independence by creating a positive learning environment.

Joao has been working in education for 12 years. He developed his passion for teaching and the world of education while studying Electrical and Computer Science Engineering in Tecnico Lisboa, Universidade Lisboa. In his 3rd year of college, while coaching the Law College Soccer team, he started tutoring math to high school students in a 1:1 setting and later also taught in a group setting to middle school and high school students. The following year, he tutored and coached middle school, high school, and college students. Joao then decided to enroll in Design Thinking courses to allow him to tailor the classes to each student’s characteristics and needs. It was particularly useful in teaching Joao how to adapt sessions and strategies to students with learning disabilities; studying Design Thinking allowed him to confirm the key importance of the conceptual component in math, as well as the social-emotional component in a student’s ability to succeed. Joao’s experience with a wide range of academic levels allows him to show the student the possible paths to follow and the obstacles they might find on the way. After working as an independent tutor and coach in Portugal for 10 years, Joao decided to move to New York, the city of his birth. Since he moved to New York two years ago, he has worked as an academic coach for middle school, high school, and college students with learning disabilities. He was a math and science Focus Teacher in a therapeutic school for 6 months as well as a math specialist for high school students; he was then promoted to Head Teacher for math and science as well as the lead coordinator for the science department. Currently, Joao is the Content Teacher for the Math and Science at a school for children with learning disabilities. Joao is also an SAT and SHSAT prep teacher in a group setting both remote and in-person (groups from 12 to 22 students without learning disabilities). In the past 2 years, Joao taught/coached many courses like Statistics, PreCalc, Calculus, Algebra, Geometry, Physics, Chemistry, Biology, Environmental Science, Conceptual Physics, Physical Science, STEM advanced skills, Linear Algebra, all college Calculus, Differential Equations, and AP Statistics.

Joao’s passion for sports, cinema, culture, human rights, environmental protection, art, his own life story, and politics allows him to understand and relate to students from varied social and economic backgrounds and show real-life applications for math and science.

Sandra received a BA from Hunter College in Chemistry and MA in education from Queens College. She began her working career in St. Raymond HS for boys and continued her teaching experience in BAMS, a priority middle school in the Bronx. After her middle school experience, Sandra taught in Health and Science Charter HS, where she taught in the co-teaching system. The school Sandra currently teaches in is Mamaroneck High school. Sandra’s classes in her teaching career are Regents and applied chemistry, 7 and 8-grade science, test prep, Forensics, and Environmental science. All of the classes focused on inclusivity by incorporating different learning levels and styles to assist every student’s needs better.

Her other experience came from tutoring students at the Huntington learning center. In this setting, Sandra gained the opportunity to teach chemistry and biology and earth science, organic chemistry, and the mathematics portion of SAT and ACT prep to high school students. She gained additional experience working with younger students aged 5-10 from volunteering in a Croatian parish as a religion and language teacher.

Sandra’s eight-year-long teaching, volunteering, and tutoring experience have allowed her to develop her teaching style to look at every student as an individual with their own set of skills and ways to learn.

However rich her teaching expertise is, Sandra gained her most significant set of skills and experience of recognizing abilities and seeing individual strengths while raising her two children, who are currently a senior and a sophomore in high school.

Part of Sandra’s teaching philosophy is that as much as she can teach her students, so do her students. While assisting in the summer school at MHS, Sandra had an opportunity to work with a student failing physics class. It gave her an aspiration and future to look closer to learning physics and acquiring a teaching license in physics.

Bryan received his undergraduate degree from Roger Williams University, double majoring in Secondary Education and History. He earned his master’s degree from Manhattanville College in Social Studies Education and Special Education. Bryan is certified both as special education and a general education teacher. He also holds certifications in Social Studies (grades 5-­12) and Special Education Generalist (grades 5-12).

Bryan has been teaching middle school special education for the past eight years in Westchester County. Bryan has worn many hats in his career, having taught many subjects. All core subjects (ELA, Math, Science, and SS) in the inclusive, co-taught setting at the middle school level (grades 6-8). He instructs and supports students with special needs and general education students in this setting. Additionally, he has extensive experience teaching support classes such as Resource Room. He supports students with core subject teaching and helps strengthen their needs in reading, writing, math, and organization/study skills.

Bryan integrations is a gamified, hands-on approach to teaching that utilizes multi-modal strategies to support all classroom learning styles. Bryan is a tech nerd and is always looking for new ways to incorporate online games, activities, and videos into the learning process. Bryan has experience working with various learners and behavioral disabilities. He has introduced multiple strategies to help students in school and at home.

Bryan is an avid sports fan and loves the New York Giants and Mets. He has played baseball and soccer his entire life and even played rugby in college. He loves to stay active through hiking and exercising. On top of being a sports fan, Bryan loves anything superheroes.

Morgan received her bachelor’s degree in Adolescent Education: Mathematics from SUNY Cortland in 2011. In 2011, she continued learning at SUNY Cortland, and in 2012 received her master’s in Adolescent Education: Mathematics. During her time at SUNY Cortland, she spent time working with students as an intern, student-teacher, and substitute teacher in a variety of schools in the upstate region. Also, as a Robert Noyce Scholarship recipient, she had many opportunities to learn unique teaching strategies. Following her master’s, she earned her professional teaching certificate in Secondary Education Mathematics in grades 7-12. Since graduating from SUNY Cortland, she has continued professional development by attending local conferences, taking a variety of education-based classes, and participating in educational teams.

After graduating in 2012, Morgan first accepted a position as a teacher’s assistant in New Rochelle at Campus Alternative High School. She worked with students in grades 10-12 one-on-one, in small groups, and taught classes. These students learned Common Core Algebra and Geometry and were doing test prep for the Regents exams. Later that year, she was offered a full-time teaching position in Yonkers Public Schools. Over the last ten years teaching in Yonkers, she has worked with 7th-12th grade students teaching 7th and 8th-grade math, Common Core Algebra, Mathematical Enrichment, and Mathematical Modeling courses in three different middle and high schools. She has been a part of multiple teams dedicated to developing curriculum, scoring state assessments, and interpreting data making her well-versed in the NYS assessments and the Algebra and Geometry Regents Exams. She is still teaching and living in Yonkers and tutors in Westchester county. Morgan enjoys traveling, spending time with her family, especially her nephews, being creative, and helping others in her spare time.

Even before becoming a teacher, Morgan had always worked one-on-one with students younger than her peers and then officially began tutoring when she started teaching. Helping students feel that they can learn math is a passion of hers. She has worked with various learning styles and abilities. Specifically, she has taught and tutored students with ADD/ADHD, autism, test-taking anxiety, English Language Learners, culturally diverse learners, and enriched students. Working with all of these students, she believes that every student can learn math, and she values mistakes to help them learn. In both tutoring and classroom environments, Morgan prides herself on making connections with her students so that they feel comfortable, are willing, and are excited to learn. She uses a variety of techniques and will differentiate for each student to guide them in critical thinking and use real-world examples to make it interesting to each student.

Alex is a graduate student at Long Island University Brooklyn in the Clinical Psychology PhD program. She completed her B.A., cum laude, in Psychological Sciences at the University of Vermont in 2016. Alex has extensive experience in areas of written and verbal expression. She specializes in written expression, helping students comprehend, analyze, organize, and generate written content. She also coaches organizational and executive functioning skills. In both domains, she has worked one-on-one with children (as young as 10), adolescents, and adults (18-30 years old).

Across all ages and experiences, she has noticed that students often struggle with translating ideas from brain to paper, regardless of individual learning capabilities. Rather, the variety of emotions (i.e., Stress, anxiety, fear, dread etc.) that accompany certain assignments may leave the student feeling overwhelmed with the task at hand and the finished product not reflective of the students’ actual capabilities. She found this especially true when applying to graduate school herself and finding a tutor to help talk out ideas and translate them to meaningful written responses ultimately contributed to her success. Taking her personal, clinical, and academic experiences into consideration, she uses a multidisciplinary approach to tutoring that is tailored to each students’ academic, organizational, and emotional needs (that can be applied across most subjects). Acting as a partner in the process, Alex aims to instill confidence in her students, while developing a safe space for them to think critically (without pressure), organize, and express their ideas in original and thoughtful responses.

Her most recent work has been with adolescents and teenagers in a multi-family group setting, focusing on emotional regulation, interpersonal effectiveness, mindfulness, and problem-solving skills for the family unit and the individual. Currently, Alex works with students on college and graduate preparation (resume production, interview preparation, personal statements). She also works with adults throughout their job search to help develop professional resumes and cover letters.

In her free time, Alex enjoys playing tennis, seeing live music, and being a proud dog Aunt to a newly adopted lab-pit mix from Tennessee!

David has been a teacher in New York for 7 years. He now supports students in 7th grade as a special educator in Westchester as a learning specialist and executive function coach. David has worked in both an inclusive setting, 5-1 resource room and one on one with students with learning disabilities, twice exceptional, ADHD, OCD, speech and language impairments, emotional disturbances and Autism. David has taught students ranging from 2nd grade all the way to graduate school. He has taught at private and public schools with a focus on SEL and using the whole learner to gain confidence in the classroom. David has also been asked to support teachers with their EdTPA after receiving a mastery score. He uses data to inform his instruction to allow students to analyze their progress, evaluate their strategy and finally advocate for themselves.  David holds a Bachelor’s degree in Chemistry and Psychology from Stony Brook University and a Masters in Teaching from Relay Graduate School of Education. David has certifications in 5-9 generalist, 7-12 special education, special 7-12 math and special 7-12 biology. David loves to live off-grid with his wife, Sydney, at their camp weekends. He enjoys fishing and riding his motorcycle.

Erin is a New York State licensed Earth and Space Science teacher for grades 7-12. Erin has worked for Robert F. Kennedy Community Middle School in Flushing Queens for the past 8 years. Erin has taught health, advisory, and general science. She has taught in a variety of class settings including general education, 12:1:1, E.S.L. and inclusion classes. Within those classes students have had varied learning and emotional needs, including ADHD, speech-language disorders, oppositional defiance disorder, limited English proficiency, dyslexia, and autism. Erin is currently earning credits for her Living Environment Certification. She also served as the Respect for All Liaison and Advisory programmer at Robert F. Kennedy. For several years Erin was Dean of Students and Restorative Justice Coordinator. Erin believes in positive reinforcement strategies, every child can succeed, no exceptions. She believes you must meet a child’s social and emotional needs, as well as instructional needs, to help students excel.

Erin has been rated a highly effective teacher on the Danielson Rubric and adheres to best practices, including consistent feedback to students. This includes both formal and informal feedback helping students edit their work and become informed learners. Erin helps students identify the purpose of tasks, and what the tasks are looking for the student to do or show. These are great test taking strategies and skills to become organized independent learners.

Erin graduated from Stony Brook University with a B.A. in Earth and Space Science. Erin continued at Stony Brook earning a Master’s in Science Education. Erin played and is currently coaching Rugby at Stony Brook. Erin played Varsity softball and field hockey. She is an avid dog person and owns three Bulldogs.

His personal mission is to show that everyone is scientifically, mathematically, and artistically capable. Stefan is an educator, communicator, scientist, and performer all equally. He believes the best way for any student to excel is to learn new topics in a comprehensive and real-world framework. He works to give students an appreciation for subjects, an understanding of their applications, and how a topic fits into the bigger picture on their way to mastery. Stefan enjoys explaining complex ideas in simple terms and believes that everyone can understand advanced concepts with the right support.

Stefan earned his Bachelor’s degrees in Astrophysics and Theater from Swarthmore College, and his Master’s in Medical Physics from Columbia University. His Master’s research was done at St. Jude Children’s Research Hospital. As a scientist, Stefan developed the fundamental math and science skills he uses to help students excel. As a performer, Stefan gained exceptional communication skills which he utilizes to connect with any audience. He offers a unique combination of arts and science expertise, making him highly adaptable to any student’s needs.

Stefan’s awards and accolades include being a semi-finalist in The Discovery Channel’s countrywide science fair: “America’s Top Young Scientist,” being accepted into the Science National Honor Society, and winning World and National Championships in Ballroom Dance. He has also played lead roles in plays such as Chekov’s “Three Sisters”, Beckett’s “Endgame”, and Kane’s “Cleansed.” 

Stefan tutors students from grades 5-12 and specializes in middle and upper school mathematics; AP and college-level physics; and test-prep for the SHSAT, ISEE, HSPT, ACT, and SAT. He is also qualified to teach performance theory and both Shakespearean and contemporary acting.

Ashlyn is a former Brooklyn College career coach and current 7th and 8th grade U.S. History teacher. Ashlyn received her B.A. in Secondary English education with a minor in Spanish from Hampton University and her M.A. in Middle School English education from Brooklyn College. Ashlyn’s professional experience includes curriculum development, research, and reading intervention coaching. She has facilitated professional development seminars focusing on equal, equitable educational reform for underrepresented communities. Ashlyn has presented research on foundational literacy, academic testing, intercultural education, data-driven instruction, DEI instruction, and informal learning in multicultural communities. She has extensive experience in providing academic and personal advice in multicultural environments and underrepresented communities. Ashlyn has been involved in multiple STEM and STEAM research initiatives at Hampton University, Andrews Air Force Base, and Langley Air Force Base. Ashlyn is a member of the Kappa Delta Pi International Education Honor Society. Ashlyn has taught Reading, ELA, and Social Studies at the elementary, middle, and high school levels. She has several years of experience tutoring all content-based subjects including English, History and Social Studies, and Science at varying levels. As a former Kaplan and Sylvan tutor, She has provided one-on-one and three-to-one multisensory, multimodality tutoring and explicit instruction to both special education and general education students between the ages of 5 and 25. She also has experience teaching test-taking, organizational, and study skills strategies to students preparing to take the Living Environment, English, and U.S. History and World History Regents examinations, SAT, ACT, GRE, and SHHAT. Ashlyn also has expert-level knowledge and experience preparing high school students for college. This includes writing mission statements, developing college resumes and cover letters, college application writing, mock interviews, and designing professional LinkedIn pages. Her experience as a career-ready counselor equipped her to provide undergraduate and continuing education students with tools to assist their transition to careers and the workforce. As a veteran teacher of 9 years, she is knowledgeable and expert about the New York State Common Core Learning Standards and is experienced in teaching reading comprehension skills, reading strategies, and writing strategies. Ashlyn has experience teaching General Education, Integrated Co-Teaching (ICT), and Collaborative Team-Teaching (CTT).

Undergraduate Degree in Secondary Education with a Concentration in Mathematics from Penn State University and Graduate Degree in Special Education from Hunter College (7-12). She has been an educator in NYC charter schools for 12 years. Alex taught middle school math for 4 years, high school math for 2 years, and most recently was head of the SAT department for 11th graders.
Alex’s educational specialties lie in the areas of Pre-Algebra, Algebra I, Algebra II, Geometry, and SAT Math prep. She has taught 7th-11th graders of various skill levels both in the classroom and in a one-on-one setting. Alex works with students to understand the math conceptually versus procedurally. Alex pushes her students to explain their thinking so that they are able to find their errors and reflect on their own understanding of the math concept. Alex’s goal is for her students to feel successful in mathematics in school and beyond.
Alex is a math wiz who participated in Mathletes as a high schooler. She enjoys struggling with math and working with others to discourse math content. In addition to teaching, leading, and tutoring, Alex loves to play and watch tennis! She enjoys going to the US Open each year to watch the Williams’ sister or Nadal or Osaka!

Holly is a warm, versatile, multi-certified educator. With 35 years of experience teaching English and literacy in various learning environments, Holly has helped hundreds of students to reach their potential. She holds a BA in English (Hunter College), an MS in English Education (Iona College), and a 6th year Professional Diploma in Reading Consultancy and Educational Leadership (Southern Connecticut State University).

Holly is currently a reading and literacy specialist working with public middle school students, where she creates individualized lessons catered to student needs, prepares students for testing, and implements whole group work for teacher modeling comprehension techniques. She works closely with small groups of students, building their literacy skills through guided reading activities.

Holly has taught ELL to adult, high school, and middle school students, and has created a curriculum that helps transition students from the English Language Learners program and prepares them for ELA academic classes. She has also led an interdisciplinary summer academy for English Language Learners that encourages students to acquire English language skills while having fun and learning about science in the natural world.

Holly previously taught English, literacy, writing, and literature classes to public high school students, and has prepped students for the SAT, SBAC, and Regents tests and provided hands-on help with college essays. During her time as a high school teacher, Holly worked for four years at an alternate high school setting that offered individualized instruction for students experiencing difficulties within the regular high school program for a variety of reasons. She specializes in working with students who have motivational issues, and has experience working with students with behavioral and language disorders, ADHD, and other learning differences.

Holly has tutored a wide spectrum of learners in writing, organizational skills, and reading strategies. Holly believes in creating life-long readers and learners. By building relationships with her students, she helps them to believe in themselves and find their personal and academic strengths.

Natalie is a learning specialist/speech-language pathologist with 13 years of professional experience. She received her bachelor’s from Brooklyn College and Master’s of Science from Teacher’s College Columbia University. She has extensive experience working with school-age children across all areas in speech-language pathology, including articulation, phonemic awareness, expressive and receptive disorders, reading comprehension, expressive writing, narratives, social skills. Currently, she works with teens with autism in a public-school setting providing social skill therapy and executive functioning skills coaching. She teaches an executive functioning class that supports students with executive functioning by developing systems that integrate with their school and home life. Executive functioning skills such as task initiation, attention and focus, planning, and prioritizing are areas in which Natalie can support students to grow and develop. She helps students identify areas of strength and challenge to personalize goals to the individual. Natalie can support organizational systems at home and school by considering what the student is already using and developing habits that will help them continue to approach adulthood. Natalie builds a relationship with her clients and nurtures their ambitions. She highlights strengths while supporting areas of growth.

Rhia is a tutor and coach with extensive experience working with children and adolescents with executive functioning difficulties and mood disorders. She is pursuing her doctoral degree in Clinical Psychology, PsyD at Rutgers University. As an undergraduate at St. John’s University, Rhia majored in Psychology and minored in Business Administration. She is certified in The Protection of Minors, Mental Health First Aid, Therapeutic Crisis Intervention, and Stephen Covey Leadership. Across ages 5-18, Rhia has provided academic tutoring in Reading/Comprehension, English, Math, Social Studies, and Social Sciences. She has also taught Psychology Research Methods to undergraduate students. Her clinical experience working with youth and adults with ADHD/ADD, depression, anxiety, PTSD, and other mood disorders informs her approach to coaching individuals with executive functioning difficulties. Rhia is passionate about understanding the client’s specific needs and designing effective evidence-based interventions to address their unique challenges. Through ongoing monitoring and collaboration with clients, Rhia ensures practical strategies and modifies her approach when necessary. To enhance information retention and application, interventions address organizational skills, time management, problem-solving, motivation, procrastination, and study skills. Rhia is committed to working diligently with clients to assist them in making strides towards their goals. She finds that clients are often hyper-focused on areas they feel they are not doing well. Rhia employs a strength-based approach when working with clients to address their challenges. By highlighting skills the client already does well and designing interventions to harness those strengths, Rhia can bridge gaps in the client’s understanding, increase motivation and elicit mastery of new skills. Having worked in the business and finance sector before pursuing her doctoral degree, Rhia brings a wealth of experience working with diverse populations. She has also worked in schools and community-based settings, providing youth with social, emotional, and career development skills. Building quality relationships with her clients are central to Rhia’s work with them. Through her warmth, Rhia conveys compassion and provides a safe space for clients to express their ideas and challenges. She aims to instill confidence and transferable skills in her clients as they successfully achieve their goals. Rhia is likely trying out a new café or restaurant during her free time. Her passions are dance, meditation, and yoga. On weekends, she can be found enjoying a warm cup of tea while learning more about one of her favorite topics: the interconnectedness of psychological, physical, and spiritual well-being.

Joanna earned her M.S. in Elementary Education and Literacy from Bank Street College of Education in Manhattan in 2011, and her B.A. in History from the University of Colorado in 2004. Joanna is certified by the Center for Effective Reading Instruction (CERI) as a Structured Literacy Dyslexia Specialist (C-SLDS).  Joanna earned this certification through training at the Academy of Orton-Gillingham Practitioners and Educators (AOGPE) as well as with the digital, multisensory training program, Lexercise.  She also has training with the Orton-Gillingham-based, multi-sensory program Preventing Academic Failure (PAF).

Joanna recently relocated to Denver, CO but is serving learners of all ages across the country through remote services.  In the past, she worked with dozens of struggling readers, dyslexic readers, and readers needing enrichment across New York City.  She continues to work with students who attend private schools, public schools, charter schools, and homeschools, so she understands the challenges students face in dramatically different educational environments.  She also works with learners who have a variety of educational differences including dyslexia, dysgraphia, ADHD, speech and language disorders, writing issues, and executive functioning issues.

At the beginning of tutoring services, Joanna administers comprehensive assessments to determine students’ strengths and weaknesses. She then creates personalized sessions to target specific areas of need. Joanna focuses on building independence by teaching students to use a toolbox of skills and strategies that they can refer to as they read and write. She has worked with many readers/writers who suffer from poor self-esteem related to their literacy skills, so she constantly strives to build students’ confidence during every session.  Joanna has a calm, patient nature and a playful sense of humor that help her to connect with students on a personal level. She believes that interest and motivation are critically important in supporting more thoughtful, engaged reading.

Betsy is a first-grade teacher at Purchase Elementary School in the Harrison Central School District. She previously taught at a private school on the Upper West Side for nine years. She received her Master’s Degree in General Education from Hunter College for first through sixth grades. Betsy has a passion for teaching math and reading to first through third-graders, including those who are advanced and those who need support to learn these fundamental skills.

Betsy had taught through an inquiry-based curriculum and the Common Core curriculum. She loves to see her students take ownership of their math and literacy learning. She uses a variety of strategies through personalized instruction to meet the needs of her students. She believes in a game-based, hands-on, multi-sensory approach to mastering mathematical concepts. Her areas of expertise are helping students learn a number sense, building strategies to solve math word problems, and understanding math concepts (connecting abstract to concrete). She teaches using the Singapore Math curriculum and is trained in EveryMath, Exemplars, Mathletics, and Matific.

Betsy is also passionate about reading and believes in the importance of building students’ confidence at the elementary level. She has experience in the Teachers College Reading Workshop and Fountas and Pinnel reading programs. She loves to find ways to spark reading in young children and scaffold and develop reading strategies to support them in acquiring underlying literacy skills.

Lee currently works at an NYC Charter School, as an Academic Intervention Specialist.  Lee has been a resident of New York City for the last 30 years.  She received her BA from Hobart and William Smith Colleges, located in Geneva, N.Y., where she majored in English Literature and minored in Public Policy and Law.  She earned her MA from Brooklyn College with a focus on English pedagogy.  She later went on to earn her post-graduate degree in Supervision and Administration, where she attained her School Building Leadership certification.  Lee has worked for the NYC Department of Education for the past 20 years as an English Language Arts instructor, also serving as Grade Advisor and Dean of Student Affairs for a period of those years.  She also served as an Adjunct Communications Professor at Queensborough Community College for a period.  Lee has extensive experience in curriculum development, data analysis, assessment and is knowledgeable about the New York State Common Core Learning Standards.  Over her career, she has worked with a diverse learning community, ranging from general education, special education, academically at-risk overage and under-credited, and college students of all ages. Her area of expertise ranges from teaching reading comprehension, writing, research methods, test-taking, executive functioning, and study skills strategies to students preparing to take NYS Regents examinations, SAT, and ISEE.  She has found success in working with students in person and more recently, online.  Lee is passionate about student growth, organizational skills, and discipline.  She is dedicated to working with and motivating all students.

William is a Brooklyn born and raised licensed secondary science teacher (grades 6-12).  He has been teaching since 2015 in a 6-12 public school in Brooklyn that supports restorative practice and performance based assessments.  He has taught 6th grade computer skills, 8th grade science, and high school level ecology, physics, and robotics. Almost all of the classes at his school are programmed for Integrated Co-Teaching, so he has experience with various types of learners and abilities.  William has a Bachelor’s in Environmental Science from St. John’s University, and was a recipient of President Obama’s Race to the Top initiative to attend N.Y.U. for his Master’s in secondary science education.  He enjoys citizen science projects, and has worked with the Billion Oyster Project, Earthwatch in the Cayman Islands, and the Gowanus Canal Conservancy.

Jeannine is a doctoral candidate in Clinical Psychology at Rutgers University Graduate School of Applied and Professional Psychology. She received a B.S. from Fordham University in Integrative Neuroscience, with a concentration in Cognitive Neuroscience, and a minor in History (concentrated mostly in US history).  In her post-graduate training, Jeannine worked at a world-renowned autism center with individuals of all ages. Her primary responsibilities included lesson planning and providing direct support for the Early Intervention classroom.

Jeannine began tutoring other students, both with and without learning disabilities, when she was in middle school. Since then, Jeannine has tutored a variety of subjects, including American and global history, middle school level math, algebra, geometry, middle school level science, biology, English Language Arts, and biopsychology. She also has four years of experience as a writing coach for high school-level students.

In addition to her background in tutoring, Jeannine has experience working with individuals of all ages with autism spectrum disorder, attention-deficit/hyperactivity disorder, anxiety disorders, executive functioning difficulties, and learning difficulties. She has experience assisting both students and adults with organizational skills and transitions.

Outside of her school and work life, Jeannine enjoys staying active at spin classes, traveling the world, and reading fiction. Her favorite spin classes to attend are Peloton and SoulCycle because of the presence of community and both organizations’ focus on the mind and body. When she is not riding a stationary bike, she can be found on a plane. Seeing the world beyond her hometown is a passion of hers. She enjoys learning about different countries and immersing herself in new cultures. Some of her favorite countries she has traveled to are Iceland, Aruba, Italy, and Greece. Lastly, she enjoys reading fiction novels because it provides her with a break from reality, and more importantly, a break from the computer or television screen. She loves reading stories that express someone’s creativity and being able to unravel the author’s passion as she turns each page.

Nicole is a veteran special education teacher of over 15 years. She graduated from Temple University with a liberal arts degree, Pace University with a grad degree in special education and most recently this spring from Bank Street University with a grad degree in school leadership as a selected member of the NYCDoE’s LEAP. She has experience teaching both math and ELA in various school settings to a variety of learners both general education and special needs. Nicole even prepared many youngsters for the SHSAT exam for specialized high schools for two years in a row. She mostly works with middle school students as well as elementary school students. Her pedagogical philosophy is that you can’t judge a fish by its ability to climb a tree. As a special education teacher she has worked with many students who have struggles in many areas including academic, social-emotional, and behavioral. The challenges her students face provide her with an entry point into their lives as she makes authentic connections in order to bridge gaps. She believes all students deserve equal access to education and exposure by any means necessary. Her major interests and passions include cooking, baking, traveling, planning events and staying connected to family and friends. Her interests and passions are often interwoven into her lessons with her students when she makes connections to the real world. In her free time she loves spending time with her family including a busy 6 year old daughter and 3 year old son.

Samantha is an elementary special education teacher in the Department of Education in NYC. She has been teaching fourth grade for the past three years and previously taught 6th grade for four years. As an extremely passionate educator, believes that all children are capable of learning and succeeding. In order to support students with their goals, her philosophy stands that educators must be warm, compassionate, inspiring, and flexible to meet student needs.

Samantha received her bachelor’s degree in Science at the University of Delaware – Go Hens! A few years later, Samantha received her master’s degree at Touro College in Literacy instruction. After completing this master’s degree, Samantha continued to advance her educational journal by earning a second master’s degree in Educational Leadership at a school and district level. As a lifelong learner, Samantha is always looking to expand her educational knowledge and pedagogy and is currently in the process of applying for doctorate programs.

Samantha is extremely knowledgeable in literacy and math instruction for grades K-6th. As a model teacher, Samantha continuously works to grow as an educator, attending as many professional development meetings as possible. Additionally, Samantha works alongside the math and literacy coaches in her building to build a curriculum that is culturally relevant and supportive of their students’ needs.

Samantha has extensive experience teaching students with learning disabilities, students with ADHD, and students on the Autism spectrum. She excels in teaching students organizational habits to support their attention and focus. For example, Samantha has been working in the NYC ASD Nest program for students with Autism for the past 7 years and has been working as a Positive Behavior Support Coach for the past three years. Samantha is also an adjunct professor at Hunter College and teaches graduate courses for educators learning to work and support students on the spectrum.

In her spare time, Samantha enjoys spending time with family and friends. She loves going for long walks or running outside and exploring new places. Samantha also enjoys traveling to California to enjoy the beautiful weather and beaches. As someone very known for being very involved with community service, Samantha thoroughly enjoys giving back to the community and supporting children as much as possible. If she is not with my family or friends, you can find her organizing her apartment or rewatching her favorite movies.

People would describe Samantha as extremely passionate, loving, and intelligent. She enjoys making learning as fun as possible and making students laugh and find pride in their education. Please feel free to contact her for any tutoring inquiries; you will not be disappointed!

Carmen, M.A., is a doctoral candidate in Clinical Psychology (child track) at St. John's University. She received a Masters via Research in Psychology from the University of York in the United Kingdom, and a B.A. in Psychology with a minor in Child Development from California State University, Sacramento. Carmen has six years of experience working as a tutor for elementary and middle school age students, including previous employment atLindamood-Bell and clients in both public and private school settings. She tutors English, writing, language arts, and reading comprehension for grades K-12, science and mathematics up to 5th grade, along with study skills and test-taking strategies for all ages.

In addition to academic tutoring in the above areas, Carmen is extensively experienced in working with children who have autism spectrum disorders, dyslexia, and ADHD, as well as non-verbal and other learning disorders. She has worked in elementary schools administering assessments and has experience collaborating with teachers in schools to optimize learning for her clients. Carmen is also knowledgeable in helping students manage anxiety around academics and in coaching clients through improving their executive functioning skills

Dr. Vanessa is a New York State licensed psychologist with a Ph.D. from the combined Counseling Psychology and School Psychology program at Florida State University. She also earned an M.A. in Developmental Psychology from Columbia University Teachers College and a B.A. in Psychology with a minor in Italian Studies from the University of Pennsylvania. Vanessa currently works in college counseling and supports students who present with psychological, behavioral, and socio-emotional difficulties. She also has experience in utilizing evidence-based interventions to support children, adolescents, and adults with ADHD and other challenges that affect learning and development. Vanessa has administered psychological assessments, including conducting ADHD evaluations for college students and adults, and has served as an ADHD coach. She has also provided coaching and tutoring services in a range of subjects, including math, reading, and writing, as well as standardized test preparation. Vanessa is interested in supporting students who experience academic difficulties due to inattention and other factors that affect their executive functioning. She aims to help students tap into their strengths to experience more positive academic and developmental outcomes.

Dr. Julia, PhD, is currently a full-time psychologist at The Westchester School for Special Children, which serves students ages 3-21 with a wide variety of physical, intellectual, and psychological disabilities. Julia recently earned her PhD in School Psychology from Fordham University and completed a M.S.Ed program at Fordham in 2015. She has worked with students of all ages and in many different settings, from running an after-school program in low income neighborhoods in Providence, RI with local youth, to working as a teaching assistant in special education classrooms for a number of years while earning her PhD. As a tutor and academic coach, she has worked one-on-one with middle school, high school, and college students to develop independence in study skills as well as academic confidence, focusing on students who have issues with anxiety, executive functioning difficulties, learning disabilities, and attention issues. Within those experiences, Julia has gained comprehensive training in assessment, academic intervention, and effective treatments. She believes in a whole-child learning approach and seeks to understand the many factors that bolster or hinder student achievement.