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.

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.

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.

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. She has experience with the IB Math high school curriculum and exams. 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.

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 currently teaching for the NYC Department of Education, supporting students who have to learn differences in 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 levels. Alissa has worked with after-school organizations to tutor students for Regents-based exams as well as SAT preparation. Based on individual students needs, she uses a variety of hands-on and inquiry-based learning methods, multi-sensory methods, multi-media, manipulatives, and critical thinking activities to engage students in content and skill building.

Alissa is knowledgeable in biology, chemistry, earth science, ELA, global history, and US history. Statistics and economics (both micro and macroeconomics) are also among her teaching expertise, covering essential topics with hands-on activities. These topics include building personal finance, entrepreneurship, economic finance and wealth, supply and demand projects, real estate “games” for buying and selling properties across the US, stock market online games, opportunity cost, the US dollar in different countries, and more. She is also knowledgeable about current news dealing with inflation, a looming recession, the loss of Amazon jobs, and the closure of warehouses despite the rise of consumer demand and real estate investment.
Alissa enjoys bridging the classroom to the real world and encouraging lifelong 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 received her Ph.D. in Clinical Psychology (Health Emphasis) with a focus on Neuropsychology at Ferkauf Graduate School of Psychology Yeshiva University in 2022. 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 completing her postdoctoral fellowship at Columbia University Medical Center. 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. 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 clients of all ages, helping address concerns with organizational skills, planning, multitasking, keeping track of deadlines, and time management. Giulia is passionate about understanding each client’s specific needs and customizing an empirically-based program utilizing the client’s strengths to achieve his/her goals successfully.

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.

Carlos is a resolute, multilingual educator with seven years of teaching experience. He holds a Bachelor’s degree from the University of Scranton in French and Francophone Studies, a DUEF level C1 diploma from the Université de Rennes II, and an M.S. ED from City College in Bilingual Education. Carlos prides himself in accommodating the varied learning styles and aptitudes of his students in his sessions. He believes students learn best when they are understood and when learning materials are adjusted to meet their needs. This has prompted him to cultivate a safe space so students can openly discuss the content of the sessions and solidify their learning. He consistently makes use of visual aids and varies the amount of structured and creative assignments so students have ample opportunities to exercise their creativity and formulate their arguments. Carlos designs his instruction around students’ interests and provides them with engaging assignments that speak to them.

Carlos has taught fourth grade in French in a dual-language program for seven years. His instructional expertise covers all elementary subjects including math, writing, grammar, fluency and comprehension, and state test prep. He has experience working with students with ADHD, behavior disorders, and anxiety. Beyond the elementary level, Carlos has provided students with language instruction in French and Spanish to target the areas of oral expression and comprehension, fluency, composition, and the study of literature. Carlos has also taught English as a new language to children and adults.

In addition to his rich experience as an educator, Carlos enjoys being a student himself. He is actively pursuing a Doctoral degree in French from the CUNY Graduate Center where he seeks to expand his understanding of other people’s lived experiences through the study of world literature. His primary academic interests include life writing, translation, and contemporary francophone and Hispanophone literature. He is also an avid soccer player, cyclist, cinephile, and (vegetarian) foodie.

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.

Lindsey is a Learning Specialist and a Speech-Language Pathologist. Lindsey graduated with her undergraduate degree in Psychology from Binghamton University and then pursued her master’s degree in Speech-Language Pathology from Hofstra University. From the get-go, she had a passion for working with children. Lindsey has provided services in public and private schools to individuals from kindergarten through 21 years of age with language processing and language-based learning difficulties. She also has expertise in helping students struggling with their social skills.

Currently, Lindsey works in a private special day school in Manhattan for children with learning differences. She works with elementary, middle, and high school students with diverse learning profiles, including dyslexia, ADHD, Autism Spectrum Disorder, executive functioning difficulties, and social communication disorders. Her day-to-day includes helping her students with reading fluency and comprehension, decoding and encoding, written expression, executive functioning (organization, time management, and planning), social problem solving, and pragmatics. Lindsey works with her students in a 1:1 setting and understands the importance of building relationships with the students and families she services. She strives to capitalize on a child’s strengths and interests to develop various skill sets further. She strongly believes learning should be fun and strives to make her sessions exciting and engaging.

Lindsey’s interests include reading (she’s in a book club!), cooking, and traveling. She loves to laugh. She hopes to have her students laugh with her and even at her!

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 five 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. In addition, Stephen has been offering executive function coaching and tutoring services to middle and high school students through Themba Tutors. 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.

Brooke is a tutor and an executive function coach with extensive experience working with children, adolescents, and adults. Brooke will receive her doctoral degree in Clinical Child Psychology this summer from St. John’s University. She 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 for 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 clients 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. She uses evidence-based, behaviorally informed techniques to set her students up for success, with specific support in emotion regulation and distress tolerance when necessary. Parental and family coaching services are often included.

Additionally, Brooke provides comprehensive career search and coaching services. Her experience working in human resources provides her with the framework to support clients across the job search journey, from crafting an initial values-aligned strategy through applications and interviews to ultimately maintaining employment. Brooke has developed a specialty in supporting neurodivergent students in securing fulfilling, sustainable employment.

Brooke is committed to providing strengths-based, individualized services to clients and families.

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.

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.

Khalilah also has experience helping Brooklyn Tech students with various aspects of the college application process, including selecting colleges, creating resumes and personal statements, completing applications with family financial information, acting as a liaison between students and school advisors, and scheduling college visits. She provides comprehensive support to help students achieve their college goals.

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, and 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. She also has experience with the IB Math high school curriculum and exams.

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.

Dr. Tamara is a veteran early childhood educator with over 25 years of experience in the field. She holds an MST and MsEd from Fordham University, an MBA, and an Ed.D. from Johns Hopkins University, where she researched the impact adults have on children’s social and emotional development.

For over 10 years, Dr. Tamara has worked one-on-one with students and adults from 2 years of age through adulthood in all areas of literacy acquisition, including phonics, phonemic awareness, writing, fluency, and comprehension. She has been trained in Wilson, Fundations, Fountas, and Pinnell, the Teacher’s College Reading and Writing Project, Reading Rescue, and Reading Recovery, and is currently the Associate Director of Professional Learning for Reading Rescue. Dr. Tamara’s methods of instruction focus on reading science through a multisensory approach to instruction, as well as on having fun. She prides herself on students LOVING her sessions.

She works with students on not only their literacy skills but also focuses on their self-esteem and comfort level so they are prepared to take their learning back to their classrooms. She has experience working with students with various needs, including ADHD, autism, anxiety, behavior disorders, and dyslexia. Dr. Tamara has experience working with pre-K through fifth-grade math curricula. She supports students in developing all aspects of mathematics using a multisensory approach. Students use real-world situations and manipulatives to learn not only the HOW of math concepts but also the WHY. Dr. Tamara has experience working with Everyday Math, Go Math, and Singapore Math. In addition to literacy support, Dr. Tamara provides test preparation, executive functioning skills coaching, as well as study skills. Dr. Tamara specializes in executive functioning coaching for children, teens, and adults. Utilizing an individualized approach with each client, she focuses on organization, prioritizing tasks, maintaining focus, studying skills, motivation, and emotional regulation. She assesses clients to see their unique needs, provides direct instruction on these skills, and develops the tools necessary to improve them. While providing check-ins throughout the week, as needed, to check on progress or bumps in the road. She also focuses on environmental improvements, such as removing distractions from a study space or reorganizing the individual’s space when needed.

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.

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 ten 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 I.S. 201 The Madeline Brennan School, teaching General Education, ICT, and self-contained ELA, Health, Biology, 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!

Alex holds a bachelor’s degree in health science and rehabilitation counseling and a master’s degree in occupational therapy and has over 13 years of clinical and counseling experience. In 2011, Alex and his wife opened a pediatric occupational therapy clinic. He has worked for outpatient and inpatient facilities and was a transitional instructor and therapist for the College Internship Program (CIP) from 2010–2015. He was also an instructor at Keiser University, teaching classes in the occupational therapy department. He was instrumental in Keiser’s OT program’s re-accreditation through data analysis and live interviews.

Due to his diverse personal and professional experience, Alex possesses a strong background in working with children, teenagers, college students, and adults of all abilities to assist them in managing important transitional periods of their lives. Alex is fluent in Spanish and English, has a gift for quick problem-solving, and constantly seeks efficient solutions to various problems and/or difficulties. These problems can range from difficulties in executive functioning, problem-solving, social skills, entrepreneurial strategies, a lack of motivation, and the acquisition or development of hidden talents or gifts. His expertise includes self-regulation, executive functioning coaching, improving student study habits, overcoming specific school-related challenges, ADL and IADL training, coaching emerging entrepreneurs, teaching students to find their purpose in life, and helping individuals spend less time on screens and more time outside.

Alex also has experience leading a career research class for young adults transitioning from college to their first career. The tasks included resume building, interview training, and follow-up. He was also invited to be part of an interviewing board at Keiser University for new heads in 2016–2018.

Alex is devoted to helping his students reach their full potential by giving them the tools they need to become confident, independent, and motivated individuals. He believes everyone has a gift or talent that must be identified, trained, and explored to its full potential. 

Over the past two years, Alex has been fully committed to their role at Themba Tutors, emphasizing identifying and addressing the specific challenges students face. These challenges encompass a wide range of crucial skills essential for success during college and in the transition to professional life.
Among the skills Alex has focused on helping students develop are motivation, self-discipline, time management, organizational abilities, the formation of effective daily schedules, task sequencing, and the cultivation of lasting habits. Recognizing the importance of these skills as lifelong assets, Alex has dedicated significant time and effort to ensure that students not only grasp their significance but also acquire the tools needed to excel in these areas.

The acquisition of these skills holds immense value for college students and young adults as they navigate their paths toward their chosen professions. The transition into professional life can be challenging without a solid foundation in areas such as motivation, self-discipline, and time management. These skills are the building blocks for success in any field, enabling individuals to capitalize on their strengths and abilities.
By instilling these essential skills, Alex prepares students to face the various phases of their career journeys with confidence and proficiency. Whether it be the application process, interviews, or the initial stages of their jobs, individuals who have honed their motivation, self-discipline, and time management skills are better equipped to excel. These skills drive their pursuit of excellence and enable them to thrive in their preferred fields.

 Alex enjoys spending time with his wife and daughter and racing his car in autocross events around the state.

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.

Stephen holds a New York State Social Studies teaching license for grades 1–12 as well as a New York City Department of Education Common Branch license for grades 7–12. He earned a BA in English and History from Marquette University, an MA in Teaching from Teachers College at Columbia University, and an MA in Liberal Studies from the City University of New York Graduate Center. Stephen has been running his school’s SAT academy for over a dozen years!

Since 2003, Stephen has taught middle and high school social studies and film electives at the Brooklyn School for Collaborative Studies (BCS).
Stephen has over a decade of experience teaching high school economics, including Econ 101, the introductory college course. Financial literacy, which involves making personal financial decisions about credit cards, work, pensions, real estate (renting vs. buying), and overall future planning, is part of his regular teaching curriculum. One significant aspect of this curriculum is integrating technology into personal financial planning, such as using computer analysis and mobile phone applications to track spending and salary.

Stephen taught social studies for 32 years, starting during the Clinton administration. Since 2008, he has taught 12th-grade economics, covering all relevant topics such as scarcity, financial literacy, wealth and poverty analysis, and risk. He strives to connect news topics and current events to economic concepts, and his teaching approach emphasizes the “economics of…” various subjects, such as “Latin America”, “the work of women”, “the Middle East and oil”, “organic food”, and “credit cards”.

Another core role for Stephen is as an advisory teacher for a “crew” of high school students, serving as a mentor and guide through their 4-year journey for social-emotional learning and scholarly development, as well as college counseling and active application engagement in junior and senior years.

Stephen has years of classroom experience working with students of varying abilities, including those with IEPs, in general, education classes and as a co-teacher in Collaborative Team Teaching (CTT) classes. Stephen is trained in the Wilson literacy method, Running Records, the Reading and Writing Project of Teachers College at Columbia University, Restorative Justice in the Schools, and the Expeditionary Learning Teachers’ Toolkit. He teaches ELA, Social Studies, and handwriting for all ages/grades. For math, he tutors through grade 6. At BCS, Stephen has run “reading buddy” programs pairing middle school and Brooklyn New School elementary school students.

His approach is to know each student well and to bring joy and fluency to those he serves. With reading, repetitive strategies that bring out the meaning of the words—a story, an article, a poem—are best; with math, being a “secretary to thyself” or notetaking as problems arise. Brainstorming, mind-mapping, and visual cues are essential organizational tools for ELA-based activities. Stephen helps his students transform images into words, like an outline or point list, and eventually into a paragraph structure. Helping students with their executive function challenges requires a multi-sensory approach that respects the creative thinking of each student Stephen works with. Rushing through a homework barrier is a big monster to defeat. Stephen is here to help students file their work, organize their backpacks, and set up routines to increase efficiency at home.

Stephen strives to know his learners well and engage or heighten their language level through instruction, discussion, and praise. He spends his free time doing charity work and enjoying the city with his wife.

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 nearly a decade. As an undergrad, he studied fashion, graphic design, photography, and fine art. He spent eight years in the fashion industry before transitioning into the field of education.

Dusty’s educational specialties lie in the areas of executive functioning skill 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-tune their daily schedule, making sure there is a healthy school/life balance. He finds that once these things are taken care of, students are truly ready for deeper 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. Alongside goal setting, Dusty has helped guide many high school students in the journey of selecting the right career and college path for them, with a focus on long-term happiness and self-sufficiency. This is a multi-step process of brainstorming career options, making lists of potential institutions to apply to, crafting impactful entrance essays and personal statements, and then going step-by-step through the often tedious process of application submission and follow-up.

In addition to helping high school students on their journey into college life, Dusty also works to support adults with learning differences and those on the spectrum in their quest for fulfilling job placement and sustained employment post-high school or college. This looks different for each client but can involve processing dreams, hopes, and aspirations via vision boards or vocational assessments to help hone in on the client’s areas of strength. Dusty provides support around the application/interview process, best practices in the workplace once the job is secured, and continued support for navigating life as a gainfully employed person.

As for written and verbal expression, Dusty utilizes the art of interviewing 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 also helps fill in the gaps that often exist in traditional writing instruction taught in schools today. Students begin to feel much more competent in their writing with one-on-one brainstorming, outline formulation, and step-by-step writing support.

Dusty is also a history buff who has taught all levels of Social Studies, including 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, dramaturge, 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, the International 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, the Sundance Film Festival, the Edinburgh Fringe Festival, Soho Playhouse, and Sony Music Hall. He has worked with the likes of Taylor Mac, Justin Vivian Bond, Karen Finley, Nayland Blake, Miguel Gutierrez, and Machine Dazzle (among others).

Annie Rose is a Speech-Language Pathologist, Learning Specialist, and certified Teacher of Students with Speech and Language Disabilities. Annie Rose graduated with her elementary and special education undergraduate degree and still holds current teaching certifications in Connecticut in both areas. After spending seven years teaching special education and working in the classroom with students with various learning needs. She then pursued her Master’s degree from New York University in Communicative Sciences and Disorders. Annie Rose has expertise in literacy, working with preschoolers to 21-year-olds on various goals, including multisensory reading instruction, such as improving decoding, reading fluency, reading comprehension, and writing skills. Other areas she excels at teaching include executive functioning, vocabulary development, vocational skills, math (PreK- 8th grade), and social skills. Annie Rose currently works full-time in a public school on Long Island, working with students from various backgrounds with unique learning styles and needs in Kindergarten through 12th grade. Annie Rose believes in providing an inclusive and individualized learning environment for all students to thrive and enjoy learning. She believes in open communication and collaborating with families, teachers, and other related services for a child’s skills to reach their full potential.

Gabrielle is passionate about helping her students to make friends with the writing process, choose topics that light their fires, clarify the questions asked and how they want to respond, and then “write what they mean” clearly and compellingly. Application essays (for college, scholarships, and graduate school), resumes, and other self-marketing materials are a specialty.

She has spent three decades helping people at all stages and from many walks of life to communicate more effectively and move forward on their chosen paths. From classrooms and living rooms to boardrooms and theatres, she has supported individuals in expressing themselves through writing, spoken word, and action… always with a healthy dose of song and dance.

Gabrielle holds a master’s degree in social work with a certificate in gerontology and palliative care from Wurzweiler School of Social Work plus a B.A. with honors from Wesleyan University, where she majored in music and focused on social justice/ethics/African American and intercultural studies. Besides her primary job as a therapist providing strengths-based counseling and cognitive stimulation for older folks (many with dementia),  Gabrielle has tutored undergraduate and graduate learners of all abilities in the Mercy College Writing Center for six years.

In previous incarnations, Gabrielle performed as an Equity actor/singer/dancer, advocated for families with neurocognitive and genetic differences, taught Music Together, and facilitated parent-child bonding through infant massage. She has also written, edited, pitched, and raised funds for Albert Einstein College of Medicine, Boston University School for the Arts, and the New York Philharmonic, among others. In her favorite role of mom, Gabrielle has thoroughly enjoyed nurturing—and gently nudging—her own offspring through early years of services to a current happy place learning and playing at college.

For high school writers, Gabrielle is particularly adept at guiding students for breaking down assignments into manageable steps, helping them learn to breathe and maintain perspective through writing anxiety and blocks to “just do it,” and, finally, putting on their “fussy cats eye editor glasses” to proof and clean their own work.

Gabrielle is first and foremost a cheerleader. She sees her job as coaching individuals to identify and build upon their strengths, reminding them to take a breath and see both the forest and the trees, and helping them to do what must be done… always with as much joy and laughter as possible. Besides work that often feels like play, Gabrielle’s favorite pastimes include finding backyard homes for rocks collected from stream and shore, searching out ever stranger wild animals, and using a fishing rod to entertain the family cat.

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.

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

Yun Joo received a Bachelor’s Degree in Political Science with a Minor in Chemistry from New York University. She graduated cum laude with honors by completing a thesis which was published and presented at the Undergraduate Conference. She volunteered at the NYU Genomics and Developmental Biology Lab and plans on starting medical school in a few years. She is also trilingual: English (native), Korean (native), and French (intermediate). For the last six years, she has tutored and helped students from middle school to college in English, Math, Science, and Test Prep. Yun Joo has experience working with students struggling with executive functioning by helping them create and sustain organizational and study habits. Her favorite subjects are Biology and Chemistry. She also helps students navigate the college application process as well.

Leah is a New York State licensed special education teacher (grades 1-6) who teaches at a special education private transition special education school in Manhattan. Before this, Leah spent the previous five years at Success Academy Charter Schools teaching math within general education classrooms, Integrated Co-Teaching classrooms (ICT), and self-contained classrooms (12:1:1) for grades 5, 6, and 7.

Leah has a Bachelor’s degree in Secondary Education with a Concentration in Mathematics from the University of Vermont and an M.S. in General and Special Education (grades 1-6) from Hunter College.

Leah has experience teaching students with various needs, such as ADD/ADHD, Dyslexia, Dyscalculia, Intellectual Disability, Emotional Disturbance, Speech-Language Disorder, etc. Over the past few years, she has worked with students more closely on improving executive functioning skills such as organization, planning, time management, goal setting, flexibility, metacognition, and decision-making skills. Over the course of her career, Leah has tutored elementary, middle, and high school students, improving their math skills. She also has experience tutoring for the ACT and SAT and helping middle school students prepare for their NYS math exams. Leah has experience teaching and tutoring virtually and utilizes different platforms to help engage students in their learning.

Leah has differentiated material for various learners, meeting their skills where they are to help them grow. She helps them use their strengths to overcome their weaknesses and to use their skills to become critical thinkers as mathematicians. Students have come out of her sessions feeling more confident with their planning, organization, and management skills. Leah knows that every student learns in their own unique way and believes all students can learn and grow to their maximum potential.

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.

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.

Marie is a tutor and mentor for children, teens, and adults. She is currently pursuing a Ph.D. in School Psychology at Fordham University. She previously received her Ed.M. in Human Development and Psychology from Harvard University and her M.S. in Mental Health Counseling from University at Buffalo. Marie has experience with delivering evidence-based interventions for individuals with varying learning and emotional challenges. At Rollins College where Marie received her B.A., Marie worked for The Office of Accessibility Services as a note taker for college-aged peers with learning disabilities.

Marie provides services including academic tutoring and guidance for elementary, middle, and high school students to organize, plan, prioritize, and manage time in order to maintain focus, self-assess, and study efficiently. Marie can also support college students and adults on improving time management, organizational skills, and career advancement (resume critique, interview preparation, cover letter, and personal statement development).

Marie has worked extensively with youth with emotional disorders, ADHD, and executive functioning difficulties. She believes in collaborating with parents and teachers to provide individualized and comprehensive services for each client. Marie utilizes an empathetic approach to deliver high quality services and instruction by encouraging and motivating students.

In her free time, Marie enjoys spending time outdoors, no matter the season. She is a fan of live music and traveling to experience the world with family and friends when possible.

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 Master’s 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 in the classroom 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, ELA, and executive functioning coaching for late elementary through middle school. At school, she is 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 in Muay Thai! She is fluent in Mandarin and conversational in Spanish.

Sarah has a Bachelor of Fine Arts in Screenwriting from Chapman University’s nationally lauded film program. She has a wide range of experience through the arts; music, film, photography, theatre, literature. She writes films, short stories and poetry, selections of which have been featured in film festivals and literary magazines. Sarah has tutored middle schoolers and high schoolers in math, ELA and Social Studies. She leads with empathy and humor, striving to relate to and level with her students. As a person with ADHD, Sarah possesses a unique understanding of the difficulties that neurodivergent students face and has developed ways to work with instead of against their learning styles.

Tina is a secondary English teacher with over 25 years of experience teaching students in grades 7-12 in Massapequa Public Schools on Long Island. She holds a Bachelor’s Degree in English from Stony Brook University, a Master’s Degree in Literacy Education from Hofstra University, and a NYS license to teach grades 7-12 English. As an ICT teacher, she is experienced working with students with executive functioning issues, dyslexia, ADD, ADHD, ODD, and ASD for the past eight years. Additional training at Harvard Graduate School of Education’s Project Zero helped enrich her teaching style to incorporate thinking routines (a set of questions or a brief sequence of steps to scaffold and support student thinking). These routines open students’ eyes to their patterns of thinking and learning and ultimately strengthen metacognition and independence.

Tina’s philosophy is to understand and nurture the potential of all students, regardless of their learning differences. She connects with students using humor and shared interests and, as a mom to two teenagers, can relate to her students’ stress levels as they try their best. Struggling students typically see themselves from a self-critical lens, which leads to a lack of motivation and decreased self-esteem. She coaches students by teaching them study routines, understanding their learning styles, incorporating organizational systems, and developing techniques to optimize their performance. There is no one-size-fits-all approach, and creating a unique “success toolbox” with her students is her primary goal. Her students learn how to chunk larger tasks into more manageable ones and pick and choose what works for them, so they can confidently use these strategies across all subject areas. One of Tina’s fortes is ELA! She enjoys helping students write essays or creative pieces and actively engages in reading comprehension strategies when reading various texts.

When Tina is not managing a busy household with two teenage daughters, a husband and two cats, she is usually gardening, power-walking the neighborhood, going to the beach, or struggling through a DIY project she saw on HGTV!

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.

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 Ph.D. program. She completed her B.A., cum laude, in Psychological Sciences at the University of Vermont in 2016. Alex has extensive experience in the 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 into 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, and 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!

Will’s passion for teaching was sparked as an undergraduate student at Tulane University during tutoring sessions with ESOL students in New Orleans. Upon graduating, Will taught for three years as a literacy specialist at the International School of Louisiana. As a literacy specialist, Will was trained in literacy curriculums that incorporated the Wilson Method, Fundations, and Reading Rescue. Over three years, Will worked with twenty-six emerging readers from grades two through five.

At the beginning of his tenure, many of Will’s students did not know all of their letter sounds, but within two years, every student was reading and writing at or above grade level. Since moving to New York eight years ago, Will has earned a Master’s Degree in Special Education, taught elementary school and high school, and served in a leadership position at the Children’s Museum of Manhattan. From 2015-2017 Will was a first-grade special education teacher at PS123 in Harlem, where he used his experience as a literacy specialist to create individualized literacy plans for his students.

Will left that position to teach and serve as the elementary school associate dean at Academics West, a specialized school for students with behavior and learning disabilities. In 2019, Will would return to Harlem to participate in a program that used an SAT-based curriculum to support students in Math and English. Will teaches math up to Algebra 2. Will was excited about this program since he had accrued extensive experience as a test prep specialist during his time in New York and was excited to work with high schoolers in a classroom setting. Unfortunately, the program was terminated during the onset of the pandemic but Will values the one, and half years he got to spend at the Harlem Children’s Zone, and he was able to help many students secure their dream of college admittance.

Will is a big proponent of personalized education plans because everyone’s learning style is different. Over the last four years, Will has also tutored students in the following subjects: elementary math and English, middle school math, English, and social studies, ISEE prep, PSAT prep, SAT/ACT prep, AP English, and AP History. Will has experience working with students at all levels and has worked with students with ADHD, Dyslexia, and Autism. Will has provided executive function coaching to teens with ADHD and learning differences by developing various systems to help students get more organized. He teaches teens how to use calendars and planners so students can prioritize and plan for the future. For students who have trouble remembering information, he helps teach them mnemonics and how to take down notes in an organized fashion. Will is currently a rising star in sports media and is pursuing his ultimate goal of making television and movies. Will spends most of his free time with his three-year-old daughter and one-year-old son and/or watching basketball.

Bassem is a current doctoral candidate at the City College of New York, where he is trained in clinical psychology. He received his M.A degree in Clinical Psychology from Teachers College Columbia University with a concentration in Research Methodology. In between his academic journeys, he worked in the New York City health system, where he was tasked with leading a team of various front-line workers in tailoring their services to their community’s needs by way of data collection and performance improvement. This required years’ long goal setting and refinement, management of interpersonal dynamics, and continuous communication.

In his current placement, Bassem works with children, teenagers, middle-aged adults, and older adults, all of whom hold diverse identities. Often, they experience constellations of challenges with depression, anxiety, as well as conduct (i.e., behavioral difficulties), learning (i.e., math, reading, or writing disorders), or attentional difficulties (i.e., ADHD). His responsibilities with them include assisting with a host of executive functioning tools. These include organizational and study skills such as time management and goal setting, emotional regulation skills such as identifying and managing feelings, and interpersonal skills such as increased reflection on the thoughts and emotions of the self and others. Additionally, Bassem collaborates with peers or families in his work when possible, to form a more holistic understanding of the different strengths and areas of potential improvement at hand. The goal is to see progress across interpersonal, academic, and work domains.

His preferred approach to working with students is adopting and tailoring solution-focused or goal-oriented methods to assist them in building flexible experiences for learning. Over time, the aim is to build their confidence and independence, and to do so within an environment that feels playful, lively, and compassionate.

Outside of work, Bassem is passionate about social justice issues locally and around the world, often dedicating his time to seminars on relevant topics. Separately, he is an avid fútbol fan and a former second division futsal player. He also plays the guitar and enjoys both playing and dancing to folkloric music! He strives to bring this openness and playfulness into the learning space with his students.

Kimberly is a licensed public-school Mathematics 7-12 Educator with 20+ years of experience in the
classroom and private tutoring. She has been teaching full time in the private sector, but also works as
a homebound instructor for various high schools including Great Neck and Roslyn. Over this period, she
also taught summer school for Great Neck, Oceanside and Bellmore-Merrick Schools along with
substitute teaching in the Herricks School District and serving as an adjunct faculty member at Adelphi
University.

An expert in her field, she has also worked successfully with elementary level students and adult
learners and continues to do so as a substitute instructor at the Adult Learning Center in Great Neck.
She is therefore extremely versatile in her pedagogical style and can successfully connect with a range of
student abilities.  Well-known for her patience, she can explain a concept in a variety of ways in order
that it be understood.  Approachable and friendly, she makes students feel comfortable and safe, yet
has high expectations for them.  Highly energetic, hardworking, and dedicated, she strives to provide
excellence in all she does for her students.  It is her goal to combine her range of experience with her
abilities to be a compassionate, enthusiastic, and intelligent educator.

Kimberly received an MA in Secondary Education and a BS in Mathematics with Summa Cum Laude
distinction from Adelphi University. She attended the school on a full academic scholarship after
graduating her high school as class valedictorian.

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, allowing students to analyze their progress, evaluate their strategy, and advocate for themselves.  David holds a Bachelor’s degree in Chemistry and Psychology from Stony Brook University and a Master’s 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 teaches biology up to introductory college AP. He is teaching chemistry in high school and psychology introductory to college students. David loves living off-grid with his wife, Sydney, at their camp weekends. He enjoys fishing and riding his motorcycle.

arly has over ten years of teaching and coaching experience in the classroom and working 1:1 with students. Carly holds a Master of Education for Students with and without Disabilities from Lesley University and a Bachelor of Arts from George Washington University. She has worked with students in elementary school with learning disabilities, executive functioning challenges, and social-emotional needs. Carly is trained in Fountas and Pinnell and Wilson’s Fundations. She also offers Executive Skills Coaching. Carly is on the path to becoming an educational therapist and a proud member of the nationally recognized Association of Educational Therapists. In addition to Carly’s extensive training, she is enrolled in JST- Empowering Students with ADHD Through Coaching- an International Coaching Federation (ICF)- accredited course and is working towards her ICF certification. Carly specializes in early childhood literacy skills and executive functioning skills such as organization, emotional regulation, and prioritizing tasks. As a trained Executive Function Coach, Carly is passionate about supporting the individual needs of clients and guiding them on their journey to success. Carly ensures each client feels seen and valued as she helps them develop the skills they need to be confident and independent learners. She has an in-depth understanding of the emotional needs of learners and adapts her teaching to meet each student’s unique needs. Carly brings creativity to each session. She strives to make her students feel happy, nurtured, and confident. In her free time, Carly loves to go on walks, eat ice-cream, and spend time with her husband, two young children, and her dog, Marley!

Marisa received a bachelor’s degree in Spanish and Psychology from Skidmore college and is a current doctoral candidate in School and Clinical Psychology at Pace University. Marisa has worked in a variety of settings such as community mental health centers, classrooms, and summer camps, and her experiences ranges from working with toddlers to middle-aged adults. During her time in undergrad, she assisted preschool students with ADHD, autism, and learning disabilities in the classroom, helping them navigate peer interactions and ensuring a smooth transition from one activity to the next. As a paraprofessional in a school for students with autism, she has guided high school students of this population to meet various academic and socioemotional needs, such as staying motivated and organized through the use of positive reinforcement and token economy systems. During her doctoral
training as a school psychology intern, she has counseled and administered psychological assessments to high school students of varying learning styles and behavioral challenges, as well as those living with dual diagnoses of anxiety, depression, and personality disorders. This experience was particularly meaningful as she was able to participate in IEP meetings, collaborate with outside providers, deliver feedback to parents, and tailor an individualized academic plan for each student based on unique needs and presentations.

Through her doctoral training in Clinical Psychology, Marisa currently works therapeutically with teens and adults ages 17-50 on issues ranging from test anxiety and college preparation to executivefunctioning tasks such as decision-making, time management, and problem-solving skills with the goal of enhancing self-efficacy and confidence in meeting everyday demands. She applies an empathic and person-centered style to her clients and collaborates with families to ensure a holistic approach to each
set of unique challenges they may face.

In her free time, Marisa enjoys taking her dogs for walks, and spending time with family, friends, and in nature, which she finds especially healing. She can often be seen having a lacrosse catch whenever possible or playing soccer with neighbors and friends.

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 has experience with the IB Math high school curriculum and exam. He is also qualified to teach performance theory and both Shakespearean and contemporary acting.

Hanna received a Bachelor’s degree in Economics, with a minor in Mathematics and Russian Studies, from Vassar College and is a current Master’s student in Analytics at the Georgia Institute of Technology. Hanna can speak fluently in Russian Language. She has a background teaching primarily SAT test prep and Mathematics to students ranging from ages 7 to 18. Hanna also worked for 3 years at the Vassar College Writing Center as a Writing Consultant. In this role, she helped college students and Poughkeepsie adults, encouraging them to make writing a social process, and empowering them to begin by communicating their ideas simply – often asking them to explain aloud first and then write down exactly what had been said. She is a believer in more focused attention during lessons and less note-taking. Her goal as a teacher is for her lessons to stick with the student, without the help of referencing notes, well beyond the end of their sessions together.

Diana is a tenured Special Education teacher. She is certified in the Wilson Reading Program and specializes in helping reluctant and dyslexic readers and writers become confident, independent readers and writers.

Diana graduated from Brooklyn College with a Masters’s Degree in Teaching. She has a BA in Creative Writing and Comparative Religions from Eugene Lang College, as well as an MFA from the University of Missoula in Creative Writing. She has also studied Restorative Justice and Practices and has taken Mindful Schools communication courses, both of which help her create engaging spaces for people to feel comfortable and able to learn.

Diana currently teaches at Brooklyn Collaborative Studies, K448, in Carroll Gardens. She has taught sixth, seventh, and eighth grade, 12:1:1 classes, Integrated Co-Teaching classes, and college undergraduates. Diana specializes in reading and writing, executive functioning, and organization. She works with learners who have dyslexia, ADHD, ADD, executive functioning disorders, dysgraphia, or learning differences that impact reading and writing.

For all students, Diana assesses what their needs are, and then hones in on reading and writing skills that would benefit from being developed. Diana uses the Wilson Reading Program when phonics and fluency are impeding a student’s ability to progress as independent readers and writers. She helps students understand the connection between reading and writing, as well as how they can have more agency over their own work.

For younger students (fourth through sixth), Diana often works on reading fluency, pacing, and building up reading time. She works with vocabulary and comprehension. Diana helps students develop their ‘reading muscles’ and tenacity around reading work. For writing, Diana takes the work done with reading and connects it to writing. Students work on short answers, essays, and creative writing projects which help them develop their understanding of sentence and paragraph structure.

For older students (seventh through twelfth), Diana either works with a student to build up their reading level and comprehension or works with students to develop deeper comprehension skills and more independence around reading and writing. Students work on transition phrases and using content-based vocabulary to help them improve their writing.

Diana believes that learning should be joyful and that students are learning to be lifelong learners who can interact with all different people, projects, ideas, and questions. Diana also believes in meeting the learner where they are and building from there. Diana is an animal lover, an avid reader, an amateur potter, a poet, and a person who loves exploring Brooklyn on foot.

Tohar (she/her) is a passionate and experienced tutor and mentor for children, teens, and young adults. She is currently pursuing a Ph.D. in Child Clinical Psychology at St. John’s University. She previously received her MA in Clinical Psychology from St. John’s University and her BS in Integrative Neuroscience from Binghamton University with a minor in Global Studies.

Tohar has experience with delivering evidence-based academic interventions for youth and young adults with varying learning difficulties and/or emotional challenges. In high school and college, Tohar was a reading, math, and science tutor for general education and gifted and talented elementary school students. At Binghamton University, she worked for the office of Students with Disabilities as a note taker and learning assistant for college-aged peers with learning disabilities. She was also a teaching assistant for two courses in computer science and anthropology through the Global Studies department, and a classroom assistant in a school for children with Autism Spectrum Disorder.

Tohar has worked extensively with youth with emotional disorders, attention deficit hyperactivity disorder (ADHD), and executive functioning difficulties. She believes in working collaboratively with parents, teachers, and other professionals to provide individualized and comprehensive care for each client.

Tohar provides specialized services for studying skills, test-taking strategies, career advancement (resume critique, interview preparation, cover letter, and personal statement development), as well as assistance in a variety of academic subjects. She also works with adults on improving time management and organizational skills. She integrates a variety of evidence-based skills and practices into sessions, including coping and distress tolerance skills, emotion-regulation techniques, motivational interviewing, and communication training.

Tohar believes that every student’s learning experience is unique. She motivates her students of all ages to utilize their strengths to help achieve their goals and uses collaboration and innovative learning strategies to guide her students to success.

Dana is a New York State licensed Speech-Language Pathologist and Learning Specialist. Dana received her Bachelors of Arts in Speech-Language Pathology from Loyola University in Baltimore, Maryland and she received her Masters of Science Degree in Speech-Language Pathology from CUNY Hunter College.

Dana has experience working with a variety of ages including preschool, elementary, middle, and high school age students in both general education and special education settings. She has worked with children with a range of learning differences including receptive and expressive language disorders, learning disabilities, dyslexia, pragmatic deficits, and executive functioning disorders. Dana has expertise in supporting students with reading comprehension, decoding, problem solving, executive functioning, and writing difficulties. She is trained in the Wilson Reading Program and Rewards Program to support students with decoding and literacy skills. Additionally, she works with older students to develop transitional life skills necessary for daily living, college preparation, and career readiness. She currently works in a public school in Manhattan for the Department of Education, working with students from diverse backgrounds with various learning styles and needs in 6th-12th grade. Dana works closely with the parents and teachers of her students to implement strategies learned in sessions into the classroom, social situations, and activities of daily living.

Dana believes in establishing a strong rapport with students and building trusting and communicative relationships with families and teachers. She helps design individualized learning programs, and helps students to utilize strategies such as staying on task, making checklists, taking notes, planning and editing their writing, and managing their time effectively. She loves seeing her students make progress, achieve their goals, and feel confident and independent. Dana’s interests include reading, cooking, traveling, and spending time with her friends and family!

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!

Emily is a Learning Specialist and a licensed language therapist with over 14 years of experience in the pediatric population. She received a Bachelor of Arts degree in Child Development from the University of Wisconsin-Madison and a Master’s in Communication Disorders from the University of Texas-Dallas. Emily‘s training includes the Orton-Gillingham approach to literacy and the Social Thinking curriculum, an invaluable curriculum that helps promote students’ executive functioning and social-emotional skills. In addition, she completed courses in expository writing instruction at the Windward Teacher Training Institute. Emily has worked with elementary and middle school-aged children with language-based learning challenges, including autism spectrum disorders, in various settings, including public and private schools, private practice, in-home, and teletherapy. Her expertise includes literacy skills (phonological; phonemic awareness), reading comprehension (vocabulary, predicting and inferring, sequencing and retelling), writing (brainstorming/organizing thoughts, idea expansion, proofreading and editing), executive functioning skills (planning, prioritizing, task initiation and completion, time management) and pragmatic/social skills. She utilizes activities that make learning engaging and fun, which results in greater participation and enjoyment for all! Collaboration is essential to Emily; she values a team approach and enjoys communicating with teachers and other professionals to ensure that all sides come together to provide the best support possible for her clients.

David is a licensed mathematics educator who instills a growth mindset and a passion for mathematics in his students. After graduating from Emory University with a Bachelor’s degree in Economics, he joined the New York City Teaching Fellows program and earned his Master’s in Mathematics Education (7-12) from Touro College. He has since gained over 15 years of experience teaching grades 9-12 at Stuyvesant High School and other leading international schools in New Delhi, India; Barcelona, Spain; and Bangkok, Thailand. He has taught courses in Algebra I, Geometry, Algebra II/Trigonometry, Pre-Calculus, Statistics, Discrete Mathematics, Calculus, Contest Mathematics, and his current specialty is in IB Mathematics Analysis and Approaches Higher Level and Standard Level. He has extensive knowledge of the IB curriculum and has mentored students in writing successful Extended Essays and Internal Assessments in Mathematics.

He has also successfully advised students in preparing for mathematics competitions such as the AMC, CEMC Waterloo, and ASMA. David’s expertise is in developing conceptual understanding through deep questioning and mathematical exploration. He works closely with students to build confidence in their skills, and to empower them to become stronger, more self-regulated learners. This is achieved by developing problem solving heuristics, improving mathematical communication, and most importantly, reflecting on their work. In his classroom, he fosters a safe, inclusive environment where students learn to collaborate effectively, learn from their mistakes, and find creativity in mathematics. David has worked with learners with ADHD, dysgraphia, and dyscalculia, as well as those without learning differences, and he is a firm believer that all students, regardless of their background, can engage with advanced levels of mathematics.

When he’s not teaching, David enjoys making electronic music, singing, playing the guitar, andcasual games of chess. He’s been involved in a number of musical productions at the schools he’s worked at, and has also released his own original music on streaming platforms. David has also coached Boys and Girls Varsity Lacrosse teams, and was the defensive MVP for Team Korea in the U-19 World Lacrosse Championships in 2003.

Selver 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. Selver completed her Master’s of Science in Speech-Language Pathology (SLP) from Long Island University. She holds a bilingual extension in the Turkish language. In her role as a learning specialist and SLP, Selver works with language-based learning disabilities, e.g. reading and writing, language processing, literacy skills, executive functioning skills, ADHD, and social pragmatic skills. Selver has worked with a wide range of students including elementary, middle, and high school. Selver emphasizes taking a collaborative approach with each student, their families, as well as the professionals who support these students. Selver believes that every child is one caring adult away from being a success story.

Olga received her bachelor’s in secondary math education and her master’s in education from Stony Brook University.  She’s certified to teach 7th-12th grade math.  She has been a math teacher at East Islip Public Middle School for over 20 years. Working with students in grades 6-8.  She has worked with regular track students, accelerated students who were taking high school level Algebra 1, as well as special education students with a variety of learning difficulties.   She has worked privately as a tutor for students in grades 7-12 to support their classroom instruction or prepare them for regents.

Olga believes that math education is great for improving problem solving and critical thinking skills in the classroom and beyond. The saying “You learn more from your failure then your success” is key in math learning. When working with a student on a math problem Olga identifies their errors and backs up the instruction to the source of the misunderstanding.  Providing a variety of explanations to the student until full understanding is achieved.  She is warm, encouraging and optimistic.  Olga understands that all students learn differently.  Using visual, auditory and kinesthetic instruction as needed.

Olga is mother of a nineteen-year-old college student and a twenty-two-year-old college grad.  She enjoys swimming in the ocean and having lively discussions.

Holly has 35 years of experience teaching English and literacy in various settings. She has a Hunter College BA in English, an Iona College MS in English Education, and a sixth-year Professional Diploma in Reading Consultancy and Educational Leadership (Southern Connecticut State University). Holly is a multi-certified, warm educator who has worked with all types of students, from those who are gifted to those who struggle with motivation, behavioral and language disorders, ADHD/Executive Function difficulties, and other learning differences.

Holly taught English, literacy, writing, and literature to public high school students and helped them prepare their college essays. Holly taught for four years at an alternative high school that offered individualized instruction for students struggling in the regular program. Holly promotes lifelong reading and learning. She helps students believe in themselves and find their strengths by building relationships.

Currently, Holly is a public middle school reading and literacy specialist. She creates individualized lessons, prepares students for testing, and implements whole group work for teacher-modeling comprehension techniques. She builds students’ literacy skills through guided reading.

Throughout her career, Holly taught ELA and provided executive functioning support to middle school students and adults. Whether coaching her students at school to organize their backpacks and desks or helping teens and college students create organizational systems at their homes, Holly is a firm believer that these systems work for all students and families she serves. In addition, Holly teaches her students age-appropriate time management skills, including helping them prioritize and complete their assignments promptly. Her expertise and passion are helping students of all ages hone their reading and writing skills.

Brent currently teaches English Language Arts at the highly rated James I. O’Neill High School in Highland Falls, New York. Before starting a family and creating a home in the Hudson Valley, Brent discovered that he had an undying desire to help young people grow as critical thinkers and effective communicators. Instead of continuing to climb the corporate ladder, he decided to switch careers and focus his energy towards learning the craft of teaching. Brent was soon accepted into the highly competitive New York City Teacher Fellowship program.

 While working as an English teacher at a Title One High School in Brooklyn,  Brent attended graduate school at Brooklyn College where he earned a Master of Arts in Education with a Specialization in English Language Arts. He is now a highly effective, professionally certified New York State educator (English 7-12) with over seven years of experience.

Throughout his career Brent has worked within an Integrated Co-Teaching setting, and has learned to differentiate his approaches by creating multiple access points for every type of learner. Brent is a firm believer in the Universal Design of Learning method of pedagogy, and feels that every learner, regardless of learning differences, can meet and exceed rigorous expectations. However, it is a must that the educator is observant and takes the time to get to know the student. Brent believes that a tutor/coach must understand the way in which a student thinks and discover the barriers that they may be facing. Not only does this help create rapport between the coach and the student, but it also builds an open line of communication that will ultimately lead towards a customized plan towards mastery and success. 

 In addition to teaching English Language Arts, Brent teaches Creative Writing, and Public Speaking–a course that also includes a unit that helps students prepare for interviews. While working in Brooklyn, he also organized workshops where he worked with students to edit and enhance their college essays.   

Jennifer is a licensed speech-language pathologist in the state of New York, with over 7 years of experience working with teenagers and pre-teens. Jennifer received her Bachelor of Arts degree from SUNY Binghamton in English, General Literature, and Rhetoric. Jennifer went on to obtain her Master of Science degree from New York University in Communicative Sciences and Disorders.

Jennifer presently works as a school-based speech therapist at Beacon High School in New York City. Working there since 2015, Jennifer provides services to neuro-diverse students with Individualized Education Programs helping them develop skills to access the New York State standardized curriculum and excel across subject areas. Jennifer has experience supporting individuals with mild-moderate learning differences, including those with high-functioning Autism Spectrum Disorder, attention difficulties, executive function challenges, comprehension needs, writing needs, and processing difficulties. Jennifer also works with neuro-typical individuals privately helping them develop executive function skills (such as task initiation, planning, prioritizing, time management, etc.), comprehension skills, and writing skills, using provider-made materials and students’ school assignments.

Jennifer’s pedagogical philosophy is to provide individuals with a variety of customized strategies and tools that don’t just work but work specifically for that person. Jennifer further believes in capitalizing on student strengths, in order to build confidence and foster motivation to address their challenges.

Outside of work, Jennifer enjoys traveling to warm-weather places as she is a certified SCUBA diver. As a New York native, she also loves watching football and rooting for the New York Jets. Jennifer further enjoys exploring Brooklyn, where she currently lives.

Cameron received his bachelor’s degree in Human Development from SUNY Oswego, his master’s degree in Psychology from St. John’s University, and is currently enrolled in Pace University’s Clinical Psychology (Health Emphasis) PhD program. As he has been a student for the majority of his adult life, he understands the inherent value and importance of quality education and training, as well as being well-prepared with resources to assist in the classroom. Cameron has worked in a variety of settings with several different populations – summer camps, classrooms, home environments, and tutoring centers to name a few. Specifically, Cameron has gained the most from his experience working with adolescents and young adults in these settings. His work at his college tutoring center throughout his time during undergrad was particularly meaningful, as he tutored high school and college students with difficulties in writing, executive functioning, and social-emotional expression. Using scaffolding tools, Cameron helped students break down assignments into more digestible pieces – ultimately allowing them to feel confident in their abilities to complete their schoolwork.

Through both his psychological training and mentoring/tutoring experience, Cameron has honed his interpersonal skills and sharpened his abilities to interact with students in an empathetic and collaborative manner. He has experience working with high functioning children and adolescents who may be struggling from specific learning difficulties or psychological challenges. From his clinical training, Cameron is familiar with neuropsychological reports as well as individualized learning plans and recommendations – including reports of students with ADHD, dysgraphia, and dyslexia. At present, Cameron currently works with teens and young adults experiencing depression and anxiety through his clinical placements.

When taking a break from academics, Cameron enjoys his main hobby as a vocalist and guitarist for his punk band. Being a creative musician has lofted his skills in classes such as English, where he frequently uses skills such as active reading, expressive writing, and reading comprehension. He also enjoys both cooking and baking as passions of his and enjoys spending time with loved ones in the kitchen and elsewhere.

Nikki received her bachelor’s degree in Hearing and Speech Sciences from the University of Maryland and earned her master’s degree in Communication Sciences from Hunter College. Nikki currently works at a private school in Manhattan as a Speech-Language Pathologist and Learning Specialist where she provides daily one-to-one support in reading comprehension skills, writing skills, reading and spelling skills, attention, behavior, planning, organizing, initiating of tasks, using time management strategies, social problem solving, and improving social pragmatic skills. She has experience working with students in preschool up to 12th grade. Nikki emphasizes building positive relationships with each student and their families, collaborating with all team members, creating a productive and positive learning environment, and designing individualized learning programs. She helps students to create charts and checklists, stay organized with planners, utilize time management strategies, break down instructions to all assignments, and use active reading (e.g., highlighting and annotating) and pre-writing strategies (e.g., graphic organizers and outlines). Nikki has worked with students with a variety of learning profiles, including receptive and expressive language delays, ADHD, executive functioning difficulties, dyslexia, speech sound disorders, and social pragmatics disorders. Nikki’s interests include cooking, traveling, reading, and spending time with her family and friends, and she has always had a passion for working with children!

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.

Dr. Barbara enjoys helping students excel in history, English, and writing. As the Associate Director of College Counseling at the Horace Mann School, Barbara helped hundreds of students and their families find the right college and present themselves with enthusiasm and style in the all-important college essay. Barbara earned undergraduate and graduate degrees in Music from Douglass College (Rutgers University) and Manhattan School of Music as well as a Ph.D. in History from Columbia University. Her specialty is American history, and she has written books about American music; society and culture in the 1960s;  and Muhammad Ali,  a “man of many voices” as well as the Greatest of All Time. She’s currently finishing a book on European and American women’s activism in the 1960s and 70s that will be published in England in 2024.

Dr. Barbara served as the Director of Admissions and /financial aid at Columbia University’s School of /General Studies for six years, after which she was the Associate Director of College Counseling at the Horace Mann School for four years. In addition, she has worked privately with students and families, helping them to find a good match in the college admissions process. Her focus is on helping students to learn about themselves and their educational goals so they can make positive and appropriate college application choices.

Barbara has taught in independent schools and in both public and private colleges. She taught History, Humanities, and Writing to middle and high school students and Contemporary Civilization in the West (part of the Core Curriculum) and America in the 1960s at Columbia University. Her graduate school experience includes teaching about the United States Constitution and The Arts in America, and she currently teaches African-American History to adult learners. A former independent school head, Barbara has a sophisticated knowledge of the K-12 curriculum. She especially enjoys helping students problem solve and take pride in their work.

Barbara and her husband ran a travel baseball organization for 200 players in the early 2000s. She still enjoys watching baseball but won’t reveal her team loyalty! A number of her New York Giants Youth Baseball players excelled in college and made it to the Minor and Major leagues! Now a grandmother of two, she’s patient and has a lively sense of humor. Perhaps most important, Barbara loves to learn with and from her students.

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.

Aaron received his bachelor’s degree in Entrepreneurial Studies and Small Business Management from George Washington University and worked in the music business for five years at The Blue Note Jazz Club, BB King Blues Club, and 21st Century Artists Management before becoming a teacher. Aaron brought all of this knowledge and experience to his teaching career through the New York City Teaching Fellows and completed his Master’s Degree in Math Education at Brooklyn College.

Aaron has been a middle school mathematics teacher for 15 years at Middle School 88 in Park Slope, Brooklyn, NY. Aaron is now the longest-tenured math teacher at MS88 and currently leads the team of 6th-grade math teachers.

Aaron is a Model Teacher in the New York City Department of Education, a Math for America Master Teaching Fellow, a BetterLesson Blended Master Teaching Fellow, and a Fund for Teachers Fellow, having spent a summer in Tokyo studying pedagogy from Tetsuya Miyamoto, the creator of KenKen Puzzles. Over the last ten years, Aaron has led two separate teams of teachers to create the Teach to One: Math blended learning program and the Summit integrated learning program at MS88, both built around the idea that students should be in charge of their learning and learn at their own pace.

Aaron believes passionately in positive 1:1 student-teacher relationships and has always loved being a tutor. He is down to earth and brings his many passions to mathematics, including travel and wilderness backpacking in his beloved Sierra Nevada mountains in California.

Lilly received her master’s degree in Secondary Mathematics at Teachers College, Columbia University, and her bachelor’s degree in Secondary Mathematics at Iona College. Lilly has been teaching for seven years and has taught Algebra I, Geometry, Algebra II, Precalculus, and Applied Mathematics. In her current position, Lilly teaches Algebra I, Geometry Applications, and an Algebra I inclusion class in cooperation with a special education teacher. Lilly also has experience teaching a summer school Algebra course in collaboration with an ENL teacher. Lilly’s inborn patience and motivational nature help students reach their full potential and gain confidence in their abilities. She knows students learn best when they are in a positive learning environment with a teacher who cares, which is why she makes knowing her students’ strengths, weaknesses, and learning styles a priority. Lilly is known for her excellent student rapport and ability to inspire students. Lilly’s interests include shopping, thrifting, fashion, watching vlogs, playing with her husky, and spending time with her friends and family.

Rachel graduated with a Bachelor of Fine Arts in Creative Writing from CUNY Brooklyn College. She returned to Brooklyn College to complete her Master’s Degree in English Education. At the same time, she attended Touro College for additional certification in Special Education. Rachel holds dual professional licensure in English and Special Education for grades 7 through 12. She has attended multiple professional development training sessions on curriculum and wrote the entire 7th-grade curriculum at her previous school.

Rachel has primarily worked with middle and high school students, but her experience at an alternative high school has allowed her to work with students as old as twenty. She has worked with many populations: gifted, general education, English Language Learners, and students with autism, learning disabilities, and behavioral disorders. Currently, Rachel works as a SETSS provider for middle school students; she provides additional support in both math and English. She also teaches SHSAT prep on the weekends and has taught PSAT and SAT prep for the past ten years.

Rachel considers executive functioning skills to be life skills. She teaches her students how to manage their time and effort by having them do it repeatedly and giving them positive feedback. She also teaches and stresses good study habits, encourages the use of planners and checklists to reach the right goals, and knows that kids need breaks to reorganize, regroup, and get their minds back on track.

Rachel believes the keys to successful learning include patience and a willingness to try multiple approaches. She often begins her sessions with an assessment to understand how her students learn. In her ten years of teaching, she has put together a lot of primary and supplementary materials that help students do well in math, reading, writing, and understanding literary elements and devices.

Rachel is a native New Yorker, born and raised in Brooklyn, who now lives in Staten Island with her husband, two children, and rescue pup! She enjoys reading classic literature, learning new culinary techniques, giving back to her community, and spending time with her family.

Nicole is currently a New York State certified Middle School English Teacher in Brooklyn, NY. She has worked with many different types of budding scholars, from 5th graders to undergraduate college students. Her master’s degree was obtained at CUNY Brooklyn, where she graduated with distinction. Also, Nicole graduated Magna Cum Laude from Seton Hall University with a B.A. in English Honors. Her personal teaching philosophy is rooted in the words of the late great educator Rita Pierson, “every child deserves a champion.” Nicole strives for an inclusive classroom built on respect and rapport and serves as a safe space for all learners. Each child deserves an equitable education that meets his or her needs.

Heading into her eight-year teaching, she has supported students with autism, ADHD, processing disorders, and language-based learning difficulties such as dysgraphia and reading disabilities. Nicole has been trained in the following programs: Engage NY, Google Apps for Education, and Expeditionary Learning. She also helps students with their executive function skills by creating organizational systems, teaching study skills, and helping students feel more confident with their studies/homework. 

She is a Level 1 Google Certified Educator who alpha and beta tested Google Classroom in its inception in 2013. In school, her classroom is marked by students’ intrinsic motivation to learn, the inquiry process, student-centered learning, technology implementation, and fun!

Nicole specializes in English Language Arts, NYS English Regents Prep, and standardized test prep tutoring. She seeks to elevate all of her students through patience, understanding, and conversation. Each student will receive individualized instruction that challenges him or her through the usage of leveled texts. Every student’s program will be designed with his or her interests in order to establish a common ground and appropriate entry point for the material. Additionally, each student’s progress will be assessed to ensure the lessons are data-driven. Her students will gain comprehension through dialogue, questioning the text, making self-to-text connections, annotation, chunking, and summary. Vocabulary skills will be strengthened through practice, usage, and connotation study.

Nicole also offers Public Speaking coaching, Drama tutoring, and speech writing assistance. As an 8-year high school Speech and Debate coach, her students have won the Stamford University Invitational Tournament, finalists at UPENN and Yale University’s events, and semi-finalists at Harvard University’s tournament. One of her high school seniors ranked 4th in the country in Original Oratory, an event that combines speech writing and performance. As a performer, Nicole was highlighted by a Broadwayworld critic for her dynamic performance as St. Monica in The Last Days of Judas Iscariot. Her students have made several specialized programs and high schools in the NYC area.

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.

Janeese is a licensed Special Educator. She has over a decade of experience working with all ages, teaching numerous subjects, and servicing a variety of learning styles. Janeese received her B.S. in Elementary Education with a minor in Sociology and her M.S. in Special Education from the University of Hartford. She also earned a degree in advanced studies in School Building and District Leadership from the College of Saint Rose. Janeese is licensed in NY to teach special education in grades 1-6. Before moving to NY, she was licensed in CT for Special Education (k–12). Her past experiences included working for Best Buddies International, where she taught teens with learning and attentional challenges executive function and learning strategies. She also tutored and coached students (17–24 years of age) in a transitional school. In New York, she worked with several middle schools, helping students with attentional and learning challenges with their organizational skills and curriculum. Currently, Janeese is currently a fourth-grade NEST teacher. As an ASD Nest teacher, she is trained in specialized teaching strategies for students with autism, including a special social curriculum called Social Development Intervention (SDI), developed by NYU.

Janeese teaches all academic subject areas and serves her school as an equity coach. As a coach, Janeese supports teachers in all subject areas, such as math, reading, and writing. Janeese has also created and adapted her own curriculum. Equity is very important to Janeese; she believes that students perform better when the curriculum acknowledges and connects with students’ identities. Janeese scores the Common Core New York State Math and ELA exams.  Scoring New York State exams helps Janeese find common misconceptions and use them to guide her pedagogy. Janeese believes that helping students build their conceptual understanding increases their confidence as learners. Janeese uses the science of the brain to execute multiple reading and writing strategies.

In 2019, Janeese was awarded Community Board Three’s Teacher of the Year. Janeese taught in various classroom styles. This includes self-contained and integrated co-teaching classrooms. She currently services students with emotional disorders, speech and language disorders, dyslexia, executive functioning disorders, ADHD, oppositional defiant disorder, and students with autism. Janeese believes inquiry-based learning can directly serve students’ executive functioning abilities. Janeese also has a solid history of achievement in providing students with executive functioning and self-regulation skills. Janeese supports students with their working memory, mental flexibility, and self-control.

Janeese incorporates various multisensory techniques to deepen students’ conceptual understanding. She also helps students with organization, time management, and impulse control. Janeese provides one-on-one instruction and uses explicit modeling to guide her practice in all academic areas. Janeese enjoys fostering a love of writing by using creative writing techniques based on a student’s interests. She also helps students with mathematics by creating real-world problems that align with the common core standards. Using real-world problems allows students to align their problem-solving skills with their everyday lives and provides a deeper understanding.  Janeese uses the guided practice model to ensure students are working towards autonomy. She enjoys using visual aids and creating simple checklists that students can use at home and in school. Janeese also uses her Social Development Intervention training to ensure students learn how to work with their peers.

To ensure all learners succeed, Janeese adapts and adjusts her instruction to individual learning styles. Janeese is an expert at using multimedia platforms and innovative tools to create a context for deeper understanding. Janeese enjoys creating individualized lessons and setting goals for each of her students. She enjoys showing students different ways to assess their thinking. She believes every child is unique and deserves a caring, inspiring, and engaging atmosphere to grow emotionally, intellectually, and socially. She believes positive elementary education is essential to creating successful lifelong learners.

Kara, a Certified Elementary, Special Education Teacher and Dyslexia Practitioner, has been working in the public school setting for the past 6 years. She graduated with her Master of Science in Education with a specialty in learning and behavior disorders from CUNY Hunter College.

Kara is certified in the Wilson Reading Program, which specifically works to target language-based learning disabilities like dyslexia. She is also trained in several other multisensory reading and writing programs. Kara is currently a special education teacher in Westchester County, working with students with learning disabilities, executive functioning difficulties, ADHD, and autism. Kara also helps students with test preparation for local and state exams.

When she is not teaching or tutoring, Kara enjoys spending time with her husband and 1-year-old daughter, Avery. Kara also enjoys exercising and loves working with the Girls on the Run running program!

John has years of experience tutoring beginning in undergrad at Yeshiva University where he received his B.A. in Mathematics & Physics (and a minor in Arts!) He continued on to a Master’s from Columbia University in STEM Education and finished his second Master’s in Applied Math also at Columbia University. Throughout this time he has been teaching in a variety of roles, from Elementary School to the University level, specializing in Mathematics at all levels. Additionally, he enjoys helping students develop their skills in coding and engineering.

Math: Arithmetic, Algebra 1 & 2, Geometry, Precalculus, (AP) Calculus, Multivariable Calculus, Linear Algebra, Probability, Differential Equations. Physics: Earth Science, (AP) Physics.

As a teacher, connecting to his students in a meaningful way is one of the most powerful experiences; he believes them to be truly impactful and far-reaching. He has found success making content like math feel fun for even the most anxious or specialized needs student. John takes a humanistic approach to learning, one that recognizes each person as a whole, who comes to learning with their own unique context. These aspects are not only key in learning new material but also in finding meaning and purpose in those same topics within their own lives. His goal is to get to know his student and, beyond that, empower them to get to know themselves and their style in learning as they work on each problem.He wants to help them rediscover the material in a new light, in a way that better connects to the student's life, world, and interests. He myself grew up with a whirlwind of influences, languages and cultures and enjoys a diverse range of interests; his most recent passion is bouldering! He hopes to uncover your student’s potential and bring them a new love of learning.

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 in k–5 grades. She strongly understands the needs of students with ADD, ADHD, and students with 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 allows them to 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, which 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 (she 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!

Leigh earned a master’s degree in special education from Loyola Marymount University in 2012. She is certified to teach students with special needs in New York State. She has ten years of middle and high school humanities teaching experience. She began teaching high school with the program Teach For America in 2010 in Los Angeles. She has taught middle school in Brooklyn and Manhattan since. The subjects and areas of focus she has taught include English (reading, writing), history, Fountas & Pinnell literacy instruction, Orton-Gillingham phonics program, executive functioning, and study skills.

Leigh’s students have consistently shown growth in English reading and writing skills and on statewide standardized tests. Her passions as an educator include supporting those traditionally considered “challenging,” using culturally relevant instructional materials, and showing all students they are capable of excellence. She is highly qualified to work with students who have a learning disability, have learning or attention disorders, fall on the autism spectrum, have emotional disturbances, and who have executive functioning disorders. She believes there is no one-size-fits-all method for supporting students with learning struggles, but with time and attention, a dedicated educator can help any child as they learn and grow.

Leigh loves living in Brooklyn, where she has been for over a decade. She enjoys spending time at beaches, cooking, sewing, embroidering, and spending time with friends.

Dylan is a veteran special education teacher with over 17 years of experience. He holds a Master’s Degree in the Science of Education from Long Island University in Brooklyn with a specialization in Educating Adolescent Students with Disabilities; a Bachelor’s Degree in Graphic Design from the State University at Buffalo; and currently, he is enrolled in the College of Saint Rose of Albany studying School Leadership and Administration.

As a teacher and educational mentor, he inspires students to challenge themselves and to become self-sufficient scholars who capitalize on curiosity and leverage resources to solve complex problems and hone core scholastic skills and techniques. He also inspires students to exercise their voices and opinions and learn rhetoric and persuasion techniques for self-advocacy and productive and successful debate.

Dylan has vast experience educating a variety of students, from high-performing scholars to those with disabilities from autism, ADHD, dyslexia, ED, depression, dysgraphia, tourettes, speech impediments, mental retardation, non-verbal, and more. He has formally taught grades 6 through 12 in ELA, History – US and World, ESL, Algebra, Biology, Earth Science, the Visual Arts, Music, and Introductory Spanish. He has also worked for over 13 years with the NYC Office of Assessment and is well-versed in test-taking strategies, approaches, and techniques for succeeding on High Stakes tests. Additionally, he has worked in community groups to teach young people about health, community service, career coaching, communication, and the law and safeguarding personal rights. Finally, Dylan is also a father of 4, providing him the experience of working with younger children in an elementary capacity. Dylan has worked as a tutor outside of the school building in the subjects of Algebra, Biology, Earth Science, US and World histories, reading and writing, and Spanish and English languages for students aged 7 through 18 as well as adults.

Dylan believes in rigor paired with compassion. He believes in patience coupled with drive. He believes in setting high standards while simultaneously elevating students to reach those standards. Dylan has been highly acclaimed by his past students and has helped countless young people graduate, succeed, gain admission to specialized schools, as well as go on to higher education, and secure gainful employment. Thank you for your consideration.

Zachary is a certified special education teacher with over six years of teaching experience in a New York City District 75 high school that serves students ages 14 to 21. He earned his bachelor’s degree in Global History from John Jay College with a concentration in Pre-Modern to Modern World and a Master’s degree from Brooklyn College in Special Education with a concentration in Moderate to Severe Disabilities in grades 7–12. During Zachary’s tenure as a teacher, he has been rated a highly effective teacher by his school’s administration.

Zachary has expertise in developing and managing instruction for adolescents with varying cognitive abilities, which include autism, intellectual disabilities, speech and language disorders, emotional disabilities, sensory impairments, significant cognitive delays, and multiple disabilities. His primary goal is to support students’ development. Zachary began his teaching career in 2016, teaching ELA and math to students with learning differences ranging from ADHD to intellectual disabilities in grades 9–12.

Zachary specializes in completing inquiries, writing individualized educational plans (IEPs), Behavioral Intervention Plans (BIP), Functional Behavioral Analysis (FBA), and planning for transitional job placement for young adults. He also has an extensive background in business management and event planning. In addition to Zachary’s work in the classroom, he serves on the P373K curriculum committee, where he co-designs curriculum and implements systems for new students.

Zachary has founded a nonprofit bicycle tour that raises funds to provide students in District 75 with adaptive bicycles and bicycles within the district. Through extensive instructional planning, innovation in student interaction, and thoughtfulness, Zachary has developed strong relationships with students. In his free time, he enjoys developing new ice cream recipes, vlogging, biking, and listening to music.

During his tenure at the Brooklyn Transition Center, Zachary has been responsible for transition planning for 60 students per year. He helps them gain access to OPWDD by setting up their psychological, psychosocial, and medical evaluations. He also connects them to various job placement agencies, supermarkets, ice cream parlors, and, most recently, the Barclays Center. He has experience effectively planning for students with special needs to receive job placement or day rehabilitation services without wall placement.

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. As a Pre K-Grade 6 mathematics, science and classroom teacher for many years, she has applied her knowledge to tutor students up to Grade 9. 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, their conceptual math understanding, and their capacity to problem solve multi-step tasks. She has worked with students with emotional issues, speech and language disorders, dyslexia, executive functioning issues, ADHD, and oppositional defiant disorder, as well as with 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 context for deeper understanding. Ivy believes that all children have a capacity to learn and construct understanding by thinking critically through varied approaches and experiences.

Kristen has a master’s degree in Actuarial Science from Columbia University where she focused on advanced statistical applications for insurance companies, as well as dual bachelor’s degrees from the University of Florida in Mathematics and Spanish as a graduate of the Honors College. She has her ACAS designation (Associate of the Casualty Actuary Society) requiring 7 high-level statistics and financial exams. Kristen currently serves as Assistant Vice President of Management Liability at Ascot Group holding previous roles as Director of Pricing and Casualty Actuary at AIG.

Prior to her corporate experience she was a member of Teach For America where she taught high school math in Florida focusing on at-risk students. She was part of a UF sponsored “turnaround model program” in which Andrew Jackson High went from an F school ranking as the lowest school in Florida to a B-rated school during her tenure. 83% of her students passed the state math retake exam required to graduate high school with 75% making significant learning gains. She was awarded the Amgen Fellow Scholarship Award for the top 100 STEM (Science Technology Engineering & Math) teachers nationwide. After teaching she served as the math curriculum coordinator at the TFA training institute to instruct first year teachers in mathematics. She has experience teaching and tutoring in middle-high school math including Algebra I/II, Geometry, Pre-Calculus, and SAT/ACT Preparation.

Kristen believes that math can be fun for any student once they feel the joy of success and confidence in mastering concepts they once struggled with. Her focus is on building strong problem-solving habits, organized work and increasing a student’s level of Bloom’s Taxonomy understanding.

Since leaving the classroom she has continued to mentor and tutor students in high school, college and those starting their professional carriers through a variety of organizations and board member positions such as Ascot Women & Allies, AIG Young Professionals, International Association of Black Actuaries, Seeds of Fortune, All Start Code technology Nonprofit and Columbia University Lean In mentor. Kristen is passionate about Diversity & Inclusion efforts in the insurance industry as well as international travel with visits to over 30+ countries. She is an avid runner and reader in her spare time.

Melissa received a master’s degree in education for students with disabilities from Brooklyn College and is currently studying for a master’s degree in social work at Hunter College. As a public educator, Melissa levels instructional activities and materials based on the ability of diverse groups ages 5–25. She has tutored students in grades 3–8 to prepare for standardized tests in ELA and Math. She prepared high school students for the English and Math Regents, the PSAT, and the SAT exam. She trained students to write resumes and role-played job interviews with adults transitioning out of high school and college.

Melissa develops executive functioning skills with students and shows them how to break down information based on their specific learning styles. She studied writing in her bachelor’s program and trained in everyday arts for special education to develop storytelling techniques that help students relate to and remember new information. She uses visual cues to help students improve their reading comprehension, writing, and math skills. Melissa has experience working with a wide range of learners, including students with ADHD, autism, intellectual disability, dyslexia, learning disability, speech impairment, visual impairment, hearing impairment, and traumatic brain injury.

Melissa uses a strengths-based approach for students to build confidence because when students see what they can do, they feel more comfortable trying new and emerging skills. Due to her training in social work, she uses emotional regulation strategies so students focus on one task at a time. With practice, students take these important skills into high-stress scenarios like standardized tests, class presentations, and job interviews. Melissa is patient and calm. She believes in the power of mindfulness and loves reading, drawing, and dancing.

Shonna received her Ph.D. in clinical psychology from Yeshiva University with specialization in neuropsychology. Currently, she is completing her post-doctoral fellowship in neuropsychology at Lenox Hill Hospital. She has extensive training in evaluating and providing individually tailored recommendations for individuals with ADHD and learning disabilities (reading, writing, and non-verbal learning disorders). She also has experience treating anxiety and depression and can help manage psychiatric presentations surrounding learning difficulties (such as test anxiety). She has experience working with children ages 6-18 and adults. 

Shonna’s approach involves seeing each individual as a whole, taking into account an individual’s unique strengths and weaknesses in order to provide the best support. This is used to formulate strategies for reading and writing support, and executive functioning support. Within executive functioning, commonly targeted areas include time management, motivation, organizational strategies, and task completion. She is passionate about helping individuals feel confident in their abilities in order to succeed.

Derycka has a master’s in Special Education from Grand Canyon University and is pursuing a Ph.D. in Organizational Leadership with an emphasis on Special Education. She has New York State certifications in Childhood Education and Students with Disabilities in Grades 1-6. Derycka is also a literacy curriculum specialist, where she designs, organizes, and develops specialized instructional materials. Her administrative work enhances scholars’ ELA critical and inferential thinking skills. When working with adolescents,  she supports ELA and math skills. This includes facilitating reading comprehension by teaching students how to verbalize and visualize when reading hard-to-understand text. For writing, she offers organizational strategies to help students produce more cohesive essays. Derycka has taught and tutored for nine years in various instructional capacities, including a first-grade self-contained classroom, a kindergarten to second-grade integrated co-teaching classroom (ICT), and general education classrooms. Currently, Derycka is a 2nd grade ICT teacher at a New York City Charter School in the Bronx.

Derycka has taught students using many literacy and mathematics programs, including the Teacher’s College Reading and Writing Project, Bridges Mathematics, Ready Gen, Go Math, and the Engage NY ELA and Math modules. She has extensive literacy experience using Orton-Gillingham, Read Works, Wilson and Fundations for supplemental ELA intervention. Additionally, she has experience integrating instructional technology programs such as Lexia, Dream Box, Epic, and I-Ready into her small group and individualized classroom instruction. When working with students with attentional and learning differences, she models how to differentiate instruction based on the child’s learning needs. She has presented workshops for parents on reading comprehension and literacy strategies. Parents can implement these strategies at home. Derycka is committed and will continue to support students and their academic growth.

Shana is a New York State licensed Special Education Teacher and Teacher of Speech Improvement. Shana received her Bachelor of Science in Communication Disorders and her Master of Arts Degree in Special Education from Queens College, New York. Shana’s extensive training includes Orton- Gillingham, Preventing Academic Failure (PAF), Wilson Fundations, Lexia Core5 Reading, Heggerty Phonemic Awareness, Responsive Classroom, Picture Exchange Communication System (PECS), and Applied Behavior Analysis (ABA). She uses her expertise to help her students improve their academic levels, language skills, including pragmatic/social language, literacy, and executive functioning skills. Shana believes that the key to successful learning is to find the modality that best fits each learner, and she is committed to creating those experiences to encourage life-long learners.
Shana is an educator with a strong focus on teaching math, reading, and writing skills, currently with high school students. For reading comprehension, she incorporates a variety of strategies, including activating prior knowledge, chunking text, making inferences and predictions, visualizing, and eliminating incorrect answers while using various graphic organizers as visual prompts. Shana teaches an understanding of figurative language and grade-level vocabulary. For math, she has her students explore concepts and make connections using the CRA (Concrete Representational Abstract) approach. Shana has tutored Grade 1-9 students in math as well as for the ninth-grade math regent. She has an extraordinary and successful track record with the many middle-school and high-school-aged students she has worked with on their academic and organizational skills. Her teaching methods are creative and differentiated so that all students, regardless of their academic levels, are engaged and challenged appropriately. Many parents of former students have reached out to Shana to thank her for their child’s academic success and ensuing confidence.

Lauren graduated from the University of Rhode Island with a BS in Secondary Education and a BA in Biological Sciences. She holds a master’s degree from the University of Cincinnati in Curriculum and Instruction with a concentration in STEM Education. Lauren is NYS certified in biological sciences, grades 7–12. She has been teaching middle school science and regents biology for 8 years. Her experience varies from the NYC public school system to Westchester County. Throughout her years of experience, Lauren has worked with various diverse learners and has extensive experience with learning styles and disabilities.
Lauren aims to facilitate a love of science in her students. Her goals for students are to develop their abilities as scientific readers, writers, inventors, thinkers, and speakers. She covers topics in exciting ways to facilitate connections between the real world and scientific content. This philosophy helps students build lifelong understanding and skills that will prepare them for high school and beyond. Lauren enjoys cooking, biking, hiking, and anything outdoors in her free time!

Daniel received his bachelor’s degree in Political Science and French at Northwestern University in 2015. He received his master’s degree in Elementary Education (Grades 1-6) and his certification in Students with Disabilities (Grades 1-6) from the Hunter College School of Education in 2017 and 2018. In between degrees, Daniel spent a year teaching English at Lycée Alexis Monteil in Rodez, France. There, he supported high school and pre-university students to prepare for future careers where English conversational skills will be critical.
Daniel started his teaching career at East Harlem Scholars Academies, where he trained in their yearlong Teacher Residency Program. After graduating, he moved to their middle school, where he spent five years as an ICT teacher in math classrooms ranging from grades 6-8. During this time, Daniel also supported reading, writing, and science instruction, test prep (including for the SHSAT), and executive functioning skills. For the past two years, Daniel has transitioned to a new role as a 6th-grade math teacher at School of the Future, a public middle/high school in Manhattan.
In the classroom, Daniel looks for ways to make math accessible to all types of learners through visual and auditory supports, targeted discussions, and math manipulatives. He also looks for ways to show their knowledge, including drawings, writing, and audio recording. Through these tools, Daniel looks to provide students with problem-solving and critical-thinking skills that will support them across subjects and even outside of school. Along with his teaching duties, Daniel also coaches soccer, baseball, and fencing after school (he even started fencing programs at two separate schools!). Daniel enjoys playing the piano and reading mystery or fantasy novels in his spare time.

Christopher earned his master’s degree in Childhood Education and Special Education from Manhattanville College and is currently a Special Education Teacher at the New York City Department of Education. As a Special Education Teacher, he provides specially designed instruction to meet the needs of his students in integrated co-teaching and special class settings. Christopher’s teaching model incorporates authentic learning, where students discover their understanding of a topic by exploring, collaborating, and connecting their academics to real-life scenarios that provide direct demonstrations of knowledge and skills. Other teaching models include explicit instruction, where modeling, scaffolding, chunking, and independent practice occur.

Christopher has experience teaching elementary, middle, and high school students. He has taught English/Language Arts, Math, Social Studies, Science, and remedial writing classes. Christopher currently teaches in a 4th-grade ICT classroom, supporting students in ELA, where he utilizes Leveled Literacy Intervention and multiple reading strategy groups for students that are reading below grade level; enVision Math, where he utilizes differentiated small group instruction based on student IEP goals and i-Ready data; and Writing, where he utilizes the Hochman Method and R.A.C.E.S. method. Additionally, Christopher had served as an Academic Intervention Service Teacher, where he provided instruction to students who were at risk of not meeting the New York State Common Core Learning Standards in Mathematics. Furthermore, Christopher continues to teach the social and emotional learning curriculum to help students have better self-esteem and learn management techniques for appropriate behavior. Christopher has worked with students with disabilities as a Direct Service Professional and Behavioral Therapist, where he provided applied behavior analysis and verbal behavior-based therapy.

Christopher assists middle- and high-school students with organizational skills. He has assisted students to color-code their digital or physical schedules with times attached, create an in-home daily schedule, manage labeled folders by subject, and listing and order the most important priorities that need to be completed. The outcome has been effective and has led to successful organizational skills in his students.

Phill received a bachelor’s degree in Literature, an MST in Teaching, and an MA in Comparative Literature.  He is a high school teacher at a public school in Brooklyn, where he has worked for 14 years; he is primarily an IEP teacher but has also taught as a Gen Ed teacher. He currently teaches courses in 9th, 10th, and 11th grade ELA. Additionally, he has experience teaching US History and Critical Analysis in Modern Cinema.  Phill has been a mentor teacher for graduate students at Columbia University’s Teacher’s College for the last 11 years and has taught courses there in both lesson and unit development.

As an instructor and mentor, he motivates students by building strong relationships and meeting them where they are. In order for them to honor their own ideas and develop their own perspectives he stresses the use of asking questions and making inferences so their interests and curiosities are seen as valuable and valid. Phill has mentored students in adapting their organizational and study habits to enable smoother transitions from high school to college, organizing their writing to reflect the depth of their thinking, Regents test prep, and providing scaffolds and differentiation so that students can become more independent workers. Phill has mentored and tutored a wide spectrum of learners ages 12 to 20 to impart students with problem-solving skills and work strategies that prepare them for the classroom and beyond.

Charles graduated from Nova Southeastern University with a Doctoral degree in Educational Leadership and curriculum and instruction. He has an Associate’s degree in General Studies, a Bachelor of Arts in History with a Humanities and Fine Arts Minor, and a Master of Arts in Education. He has attended the University of Oxford for intensive graduate studies. He has a New York State Certification 7–12 in Social Studies. He teaches Social Studies and every class under that umbrella. He also teaches at the graduate level. Writing and project-based learning are also his specialties. He leads workshops in meditation and teaches both privately and publicly. He has spoken and presented both nationally and internationally. He is also published nationally and internationally. He teaches and tutors all grade levels, from graduate to adult. Students have their individuality, and he tailors content to their learning style. He is available online and in person. Charles has a wide array of interests and life experiences. He loves to travel and has been worldwide, enjoying food and culture.

Christina received her master’s in special education from Brooklyn College and has been a special education teacher and literacy interventionist for 10 years in the New York City Department of Education. She has been trained in reading and writing intervention programs, such as REWARDS, Great Leaps, CSR, and SRSD. She currently teaches at and is the Centrally Funded IEP intervention teacher at Brooklyn Collaborative Studies, where she offers literacy intervention and Special Education Support Services. Christina specializes in literacy instruction (reading fluency, decoding, and comprehension skills) and supporting writing skills, including facilitating literacy in humanities and history/social studies.
Christina supports and develops literacy and executive functioning skills for upper elementary and middle school-aged students. Her goal is to help her students develop independent and critical thinking skills. Christina offers students support with organization, executive functioning, and daily planning. As her school’s Centrally Funded IEP teacher, she has a great deal of experience working with various students with learning and attentional challenges. As a former student with disabilities, Christina experienced firsthand what it was like to struggle with executive functioning and self-regulation. Her personal experiences taught her how to connect with and help motivate students with their academic and organizational struggles. Christina loves to draw, collect vintage and antique goods, garden, and do yoga in her spare time.

Brad holds an MS in Special Education from Touro University and a BA in History with a minor in Economics from Gettysburg College. He has experience working in the classroom as well as providing 1:1 and small group instruction for students with special needs. Brad began his career as a middle school teacher at a charter school, where he taught history and reading intervention. His efforts as a reading intervention teacher contributed to at least 98% of his students reading at grade level for four years in a row. He now works as a history teacher at a 2E school in Manhattan, where he has designed three individualized and standards-based history curricula with differentiated supports for 2E learners. Brad has designed and taught courses in Global History, American History, Micro and Macroeconomics, personal and corporate finance, and current events. He has extensive experience with executive functioning coaching. Brad is also adept at coaching high school and college-level academic writing; he had two academic papers published online during his time at Gettysburg College and completed an independent research project on concentration camp liberation in World War II.

Brad specializes in delivering differentiated and engaging support to his students. He believes that every child is brilliant in their own unique way and that it is the responsibility of an educator to identify these strengths and give support and instruction that leverage each student’s talents. His teaching approach centers around identifying student learning strengths and leveraging those strengths to fill in understanding gaps. He also believes that quality learning cannot happen until the student feels safe, trusted, and supported by the educator, and he strives to build positive relationships with all the students he works with. Brad has experience working with students who require a variety of supports, including those for ADD/ADHD, ASD, Asperger’s, and language processing disorders. Outside of work, Brad enjoys coaching youth football in Brooklyn, trying new recipes in his kitchen, playing basketball, and reading nonfiction.

Yuyi received a B.A. in Psychology and minors in Art History and English summa cum laude from Duke University. She also holds a full Stack Software Engineering certification from the Flatiron School. Currently, Yuyi is pursuing an MBA at NYU Stern School of Business. Before business school, Yuyi worked for over five years as a strategist and operator within the consumer and technology industries.

Having worked with students and young adults in various educational settings, she sees tutoring as a way to give back to the community and society, to create a small ripple that helps raise a tide where all boats can sail. Yuyi has a varied set of experiences, which gives her the knowledge to create a tailored approach toward the tutoring experience, and she is equipped to tutor across a diverse range of content. She started tutoring in high school and continued to volunteer through college. While at Duke, she was a volunteer for America Reads/America Counts, tutored in afternoon programs for an Educational Psychology class, and taught middle school students at a school in Zhuhai, China. Yuyi also worked part-time at the Duke Undergraduate Office of Admissions for several semesters, where she learned about the administrative side of higher education. She is currently working as a Graduate Fellow in the Stern Undergraduate Office of Academic Advising, where she learns about the challenges and opportunities undergraduate students face.

Throughout her professional and personal life, Yuyi has witnessed the transformative role that the growth mindset can play in the lives of individuals (including herself). She understands that everyone interprets the world uniquely and is passionate about helping students develop their confidence through actionable plans and methods best suited to their needs. Outside of tutoring and school, Yuyi sings in a community choir, runs in Central Park, volunteers as a Wish Granter for the Make-A-Wish Foundation, and visits art museums.

Julia graduated from the State University of New York at Fredonia with a Bachelor of Science in Childhood and Special Education. She then received her M.S.Ed. in Literacy Education from Nazareth College.  She’s certified to teach 3rd-12th grade math. Julia has over eight years of experience working with students with ASD, ADHD, processing delays, and learning disabilities.  During this time, she has taught in a general education setting, special education settings, and as a literacy specialist.  Throughout her years of teaching, she has utilized a multitude of programs including: Dimensions, GoMath, Math Expressions, and IXL. She also has experience tutoring and prepping multiple students aged 12-15 (including students with disabilities) for their ISEE exams.

During her individual math sessions, she first assesses the student’s abilities using an initial assessment.  She then chooses a curriculum that best suits the needs of the student and utilizes a multi-sensory approach to learning.  Her lessons include the use of manipulatives and hands-on learning techniques in order to engage the student and help them acquire new mathematical skills. Over time, Julia will continue to check in with the progress each student has made using formative and summative assessments.

Julia’s personal teaching philosophy is rooted in creating an environment where students feel comfortable celebrating their successes, challenging themselves, and becoming life-long learners.  She believes that all students have unique learning styles, and through individualized instruction that supports different learning styles, they can reach their full potential.

Beyond the classroom, she enjoys hiking, rock climbing, exploring new neighborhoods in NYC, and reading.  She also has experience tutoring and preparing multiple students aged 12–15 (including students with disabilities) for their ISEE exams.

Pedro graduated from the College of Mount Saint Vincent with a Bachelor of Arts in Mathematics. Then he attended St. John’s University, where he graduated with a Master of Science in Education. He is professionally certified to teach mathematics in grades 7–12. Pedro has six years of experience teaching students with learning differences in NYC public schools. He currently teaches at a public school in Manhattan, where he teaches 11th and 12th grade International Baccalaureate (IB) math. All the sections he teaches are co-taught with a special education teacher to meet all students where they’re academically in a more individualized way. He differentiates all his lessons to allow all students to have guided notes, scaffolds, and helping tools so they can learn how to use those resources successfully and independently with confidence over time. Pedro also has experience working with students in self-contained and NEST classrooms. He has also completed the Algebra for All training initiative and micro-credential with the City College of New York. In addition, he has completed Hunter College’s ASD NEST Certification program. Most recently, Pedro was a teacher-researcher with NYU Tandon School of Engineering and Columbia Engineering, creating remote labs with COSMOS for various grade levels within the field of wireless technology. Pedro also has a passion for teaching higher-level or college statistics, algebra, functions or calculus, geometry, and trigonometry. He has also scored the NYS middle school math state exams and led teachers as a content trainer for grading the Geometry Regents. His favorite part about teaching is being able to inspire all students to look at the various STEM careers the world will need to keep society functioning. Outside of teaching, you will find Pedro swimming laps in a pool or at the beach, coaching the girls’ Varsity volleyball team at his school, and trying new restaurants that this great city has to offer.

Megan is an expert special educator who has been teaching in New York City public schools for fourteen years. She currently teaches ICT 7th grade Humanities in Brooklyn but has taught various subjects and special education modalities from grades 5-9. She has extensive background supporting students with intellectual disabilities, learning disabilities (dysgraphia, dyslexia, and dyscalculia), other health impairments (such as autism, ADHD, EF), and behavioral challenges as well as undiagnosed reading, writing, math, organization, and executive functioning struggles. As an inclusion teacher, she is also comfortable supporting students without any specific learning struggles as they pursue academic enrichment, higher grades, or test preparation.

In addition to her work with young people, Megan has served extensively as a part-time instructor within the Special Education departments at Hunter College and City College. There, she teaches instructional methods and practical teacher preparation courses in reading, writing, math, and executive functioning. She has worked with a diverse range of adult learners, including those who are still learning English and who identify as neurodiverse.

Megan believes deeply that everyone can be a good student and brings a positive attitude, passion for learning, and nurturing attitude to her work. She builds strong relationships with students, their families, and fellow educators to develop a community of support that can consistently push individuals toward building confidence, independence, and transferable academic skills. She uses student interests, tailored goal-setting, and research-based methodologies to develop action plans and curricula that support each student with whom she works.

Outside of education, Megan is an avid reader, bicyclist, baker, and traveler. She is the mother of a precocious two-year-old and loves camping in the wilds of New York and North Carolina, her home state. She completed undergraduate studies with a focus on International Studies and Documentary Arts at Duke University. She also holds two Masters’ Degrees: one in Special Education from Hunter College and one in Educational Theory and Policy from the CUNY Graduate Center.

She earned a BA in Communications at SUNY Albany and an MS in Adolescent Education from Mercy College, graduating with a 3.8. In addition, Stacey has completed a variety of trainings and certifications, including Emotional Intelligence from Cornell College, Learning and Development from Teachers College, Columbia University, and Restorative Practices from the International Institute of Restorative Practices.

Stacey has been an educator for over 15 years, teaching and leading throughout NYC schools and surrounding areas. She has New York State teaching certifications for birth–2nd, 5–9, and 7–12. She specializes in executive functioning, diverse learning styles, and behavioral interventions. Stacey has extensive experience preparing students for various standardized tests, including the ELA and Math NY State Exams, the Regents Living Environment, Earth Science, ELA, US, and Global Studies.

She has worked with students with learning disabilities, such as dyslexia, language processing, cognitive delays, executive functioning difficulties, reading and math disabilities, ADHD, and autism, as well as with students with mental health and emotional issues. She works with each student to determine their individual areas of growth and creates an intervention plan that incorporates a variety of instructional strategies, techniques, tools, and resources.

Lillian has been teaching for twelve years, teaching both 5th and 6th grade ICT for students with mild to moderate disabilities in a 2nd–3rd-grade self-contained classroom for students with moderate disabilities, and currently, math and reading intervention for general education students. She is currently the special education liaison and leads IEP teacher at a public elementary school in Manhattan. She holds a BA from Tufts University in Peace and Justice Studies and a dual MA from New York University in Child Education and Special Education. Lillian is available to tutor for grades K–7.

Lillian believes that all students have the capacity to learn, and it is the job of educators to use research-based methods partnered with compassion, understanding, and games. She supports students with reading, writing, and math skills, as well as executive functioning strategies. By getting to know students on a personal level, Lillian is able to connect the material to the individual learner and find the best methods to strengthen areas of need. When tutoring in math, Lillian focuses on building number sense and fluency with number talks and games while simultaneously strengthening conceptual understanding using math manipulatives and tools. For literacy, Lillian focuses on building strong phonics and phonological awareness through multisensory approaches to grow students’ decoding and encoding abilities. Self-perception is often a significant piece of learning challenges, so she also focuses on building student self-confidence and advocacy.

Lillian has experience working with students with many different types of learning challenges, including specific learning disabilities, ADHD/ADD, executive functioning needs, ASD, dyscalculia, and other learning issues. She has proficiency with Fundations, TC Reading and Writing Workshop, Heggerty, SPIRE, and other literacy programs. For math, she participated in the Algebra for All NYC initiative and has proficiency with the EngageNY and Metamorphosis strategies.

In her free time, Lillian enjoys reading, going to concerts, watching prestige TV, and gardening. She is originally from Maine and now lives in northern Brooklyn.

Monica received her Bachelor’s degree in Adolescent Education: Earth Science at SUNY Cortland and her Master’s in Special Education at SUNY Empire. Monica currently teaches 8th-grade general education science, prepping her motivated learners for the NYS Science Exam. Monica has become the leader of her science department, which requires her to develop curricula, labs, and exams based on the Next Generation Science Standards. Monica designs these lessons to connect science to real-world situations for her diversified learners. Monica mentors young teachers on how to modify, differentiate and create classes for all types of learners. Prior to teaching middle school, Monica taught abroad in Israel as an English teacher and worked for Eastern Suffolk BOCES as a special education teacher. This experience expanded her scope of teaching skills and her abilities to be flexible, individualize, and accept and appreciate all types of cultures, beliefs, and learning styles.

Monica looks to empower all her students to become lifelong learners through clearly defined goals while affirming each student’s individual potential with devotion and enthusiasm. Monica’s determination and motivation to foster and grow learning experiences are displayed in the success of her students. As a middle school educator, Monica works with a wide variety of abilities. Monica must develop lesson plans to meet IEP needs and different reading levels within the classroom. Included in these lessons must be engaging activities to adhere to all students, including behavioral students.

Besides being a dedicated educator, Monica contributes her time to being a soccer coach. In addition to her professional experience, she was captain of the women’s Israeli soccer team and played soccer at the college level. She enjoys cooking, staying fit, and making time for her family and friends.

Pailo was born and raised in Guadalajara, Mexico, where he received a bachelor’s degree in Business Administration from Iteso University. At the Université de Sciences Humaines de Strasburg received the Certificat Pratique de Langue Française. He continued his French studies at the Alliance Française de Paris, where he was awarded the Certificat Élementaire de Française Pratique. He is a working actor and a painter. He taught computer skills at Centro de Integración Down, a K–12 school for kids with Down Syndrome, and created personalized material to aid each kid in their learning process.

For four years, he volunteered at Streetworks, a drop-in center for homeless teenagers, teaching them harm reduction techniques, yoga, and making them feel like they were being heard and seen. At The Trevor Project, an organization focused on suicide prevention efforts focused on LGBTQ+ youth, he volunteered for five years. He lead and assisted in rescues, helped create safety protocols for the callers, suggested ways to connect with other youth so they wouldn’t feel alone, and worked with them to plan objective goals to help them achieve a safe, healthy, and happy life. On behalf of The MTV Staying Alive Foundation, traveled to Uganda, Tanzania, Malawi, and South Africa to visit programs created by young people to encourage HIV prevention and destigmatization and explore ways to make their programs more effective.

Through a holistic approach to coaching, mentoring, and tutoring, Pailo assists students ages 6–14 in developing time management and organizational skills to help them complete school tasks and projects. He works in collaboration with the student and classroom teacher to pinpoint challenges on which to focus and creates customized teaching materials aligned with the student’s interests to make learning more impactful, thus resulting in greater comprehension and retention.

He is an engaging and patient Spanish tutor and teacher. He integrates the curriculum with subjects of personal interest to the student and uses fun activities for conversation practice. By emphasizing real-life scenarios, he allows students to complete tasks in Spanish. With the student’s input, appropriate reading material is chosen that will improve their reading comprehension.

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.

Shannon is a New York State certified teacher and holds Professional level certificates in both Childhood Education and Students with Disabilities. Shannon attended Elon University, where she obtained her bachelor’s degree in Elementary Education and earned her master’s degree in Special Education at the University of Massachusetts at Boston. Shannon has over 10 years of teaching experience, both in the Boston Public School system and in New York City Public Schools. She has served as both general education and special education teacher.
As a special education teacher, Shannon is well-versed in reading, writing, and implementing students’ Individualized Education Programs (IEPs). She is skilled at assessing her students and knows how to meet them at their current ability level by modifying material and providing appropriate accommodations. Shannon then carefully scaffolds the instruction so that each student ultimately reaches his or her learning goals.
Having taught in the primary grades (K–2nd) for the majority of her career, Shannon has developed a passion for teaching reading. She focuses her instruction on both phonics and decoding skills as well as comprehension. Shannon is trained in Wilson Fundations and has experience teaching Sounds in Motion, Project Read, Teacher’s College Reading, and Pearson’s Reading Street. She uses the Fountas and Pinnell level reading program to gauge students’ ability levels and has experience using the TRC and DIBELS reading assessments. Shannon is able to pull from her experiences with a variety of programs to differentiate instruction. She focuses on phonological awareness, letter and sound identification, sight word reading, and reading fluency. Shannon also works on comprehension by building background knowledge and developing vocabulary. She guides students to formulate questions and to make predictions and inferences about the text as a way of monitoring their own understanding.
Shannon has experience teaching writing in a variety of genres (personal stories, expository nonfiction, poetry) using the Lucy Calkins’ Writing Workshop model. She works with students to enhance their voice and style while also working to improve their grammar and writing stamina. Shannon is trained in the TERC Investigations’ math program. Shannon appreciates the program’s emphasis on students exploring and engaging with mathematics to construct their own solution strategies. She encourages students to explain their reasoning in order to deepen their understanding of math concepts. Through the use of manipulatives, drawings, and visualizations, Shannon helps students make abstract math problems more concrete. She brings story problems to life by connecting them to real life and breaking multi-step problems into manageable components.
Shannon is excited to help students learn through fun and engaging lessons and wants students to feel proud of themselves.

Courtney holds a Bachelor’s degree in Physical Education and Sport Management and a Master’s in School Counseling from Liberty University. She is an experienced educator and counselor with over seven years of experience working in high schools in New York City public schools. As a New York State certified Professional School Counselor K–12, Courtney uses her knowledge and skills to effectively deliver counseling programs to students, focusing on their academic, career, and social and emotional development. As an impactful mentor and teacher, Courtney has worked with students from all backgrounds and skill levels.

She motivates her students to believe in themselves and helps them build their confidence while providing high support. Courtney leads her students to define the best pathways to successfully achieving their dreams. Courtney is an effective communicator, is very technologically savvy, and can provide hybrid or online instruction in addition to in-person instruction.

Courtney is experienced with students with disabilities, specifically learning disabilities, emotional disorders, ADHD/ADD, and autism. She has worked with students who were unsuccessful and falling behind in high school due to academic and behavioral needs, effectively mentoring them until they received their high school diplomas. She has also worked with recent high school graduates, ages 18–25, supporting them during their transition to college and careers. Courtney has experience with the college process, including college applications, college essays, and resumes. Courtney’s relationship-building strength allows her to connect with her students quickly and build on a strong foundation. She is skilled at writing, reading, teaching, study, and organizational skills.

Courtney is a Professional School Counselor at the NYC Department of Education and is passionate about working with students in their educational journey. Other interests include soccer, traveling, boating, and citi-biking around the city. Courtney aims to provide students with the skills to communicate and advocate for themselves in the school community and prepare them to thrive in the adult world.

Dr. Joel is passionate about science and hopes to inspire every child. He earned degrees in marine biology (B.Sc., University of North Carolina at Wilmington), zoology and physiology (M.Sc., Louisiana State University), and fisheries science (Ph.D., University of Florida), as well as a Teaching License in Science (grades 5–12; Indiana Department of Education). He spent 12 years educating pre-medical and environmental students at Gustavus Adolphus College. He has 4 years of middle and high school teaching experience with private international schools with mostly ESL and ELL students. Dr. Joel has helped students prepare for AP exams and worked extensively with students challenged by dyslexia, dysgraphia, ADD/ADHD, and anxiety. His main teaching goals are to show that learning is more fun and powerful than mere facts and that science shows that we are all citizens of a beautiful, complex world. Dr. Joel’s classes include general science, biology, zoology, botany, chemistry, environmental science, forensic science, physics, Asian religions, and world history. He is passionate about music (rap, Afropop, EDM, Classical), painting, pirates, and Asian cultures.

Will Katzman is pursuing his Ph.D. in clinical psychology at Long Island University, Brooklyn, where he also received his master’s. Will graduated with a bachelor’s degree in psychology from the University of Michigan, where he received high distinction and honors. Will has extensive clinical and research training focused on developmental models of therapeutic intervention. He has a particular interest in caregiver-child relationships and has explored how healthy relationships are essential for children’s development. His dissertation research focuses on how fathers can provide optimal attunement to their children’s emotional expressions. His research has been published in peer-reviewed outlets such as the Journal of Loss and Trauma and the Journal of Trauma and Dissociation. When not conducting research, Will has provided psychotherapy for children, adolescents, and young adults who have experienced early adverse experiences. He relies on therapeutic interventions designed to promote emotional insight and executive functioning.

Will is currently a tutor and academic coach who uses his clinical psychology and general academic training to support youth and their families. He provides children ages 4–12 with strategies, activities, and skills to support their executive functioning and provides instruction to parents to further support their children’s organization, thinking, and emotional development. Will conducts 1:1 tutoring with elementary and middle school students in reading, writing, math, and more general executive functioning skills. Will helps adolescents and young adults with executive functioning skills and professional development, whether through resume building or career searches. Overall, Will works to create trusting relationships with the students and families that he works with, and he structures sessions to best support their goals.

Julia graduated from Colgate University with a Bachelor of Arts in Educational Studies. She then joined the Teach For America Corps, where she taught grades kindergarten- fourth grade, while obtaining her Dual M.S.Ed in General and Special Education for grades 1-6. Julia has 4 years experience teaching whole group and small group instruction. During this time, she has taught SEL, writing, math, science and guided literacy in both the General and Special Education setting. She has experience with reading programs like Amplify, CKLA, iReady, NWEA, STEP tool and F&P. In math, she has used tools like Zearn, iReady, NWEA to analyze and target instruction to student needs.

In her most current role, she is a Learning Specialist in which she solely focuses on students with Individual Education Plans (IEPs), for students with processing disorders, learning disabilities and Speech/Language delays. She uses consistent data tracking to tailor instructional plans that will achieve a student’s IEP and personal goals. Julia progress monitors all of her students frequently to understand what concepts they can grasp and which they need more at bats.

Julia believes in enhancing student’s strengths to  target their weaknesses. She knows all learners learn differently, regardless if there is a classification or not. Because of this, she believes students need multiple ways of learning to make concepts stick. This begins with the reteaching of foundational skills that are personalized to the student. To introduce new standards and topics, Julia uses: manipulatives to enhance tactile learning, visuals with graph paper and colored pencils to draw out word problems, audio tools like rhythm and music to access problems through auditory processing, diagrams and colored pencils, and games using real life scenarios to encourage authentic engagement and understanding of math and reading concepts.

In her free time, Julia loves seeing theater in NYC, reading, trying new restaurants, and photography.

Derek has a master’s in Professional Studies and a Professional Diploma in Educational Leadership from Manhattanville College in Purchase, NY. He has the following New York State certifications: Childhood Education and Students with Disabilities Grades 1-6; Early Childhood Education and Students with Disabilities Birth-Grade 2; and as a School Building and School District Leader. He has taught grades 3-5 for 10 years as a Self-Contained, Integrated Co-Teaching, and General Education classroom teacher and is now an Assistant Director of Special Education.

Derek has taught students using a multitude of literacy and mathematics programs, including the Teacher’s College Reading and Writing Project, Ready Gen, Lit Life, Go Math, enVision Math, and the Engage NY ELA and Math modules. He has extensive literacy experience using Core Knowledge Language Arts, Orton-Gillingham, Reading A-Z, Read Works, Wilson, and Fundations, as well as Edmark for supplemental ELA intervention. Additionally, he has experience with integrated instructional technology programs such as Lexia, I-Ready, and Achieve 3,000 in his daily small group and individualized classroom instruction.

Derek has extensive experience working with students with ADHD and executive functioning difficulties. Derek develops systems for students with these challenges and now supports teachers with strategies as well. He targets the area of deficit, sets goals, and monitors progress when approaching a student’s needs.  Derek has created interactive notebooks for reading, writing, and math where students successfully organized their content using vocabulary, facts, and various mnemonic devices. Additionally, students have organizational systems for homework, such as backpack checklists to ensure they have the appropriate materials for school and self-monitoring checklists for content area subjects. Derek also uses effective strategies for students who struggle with writing, as he uses numerous outlines, note-taking strategies, and graphic organizers to ensure writing success.

Derek was also a curriculum specialist and instructor for an enrichment tutoring company, where he designed, organized, and developed specialized instructional materials for K–8 grade students. His administrative work enhanced students’ ELA and math critical thinking skills and improved their state test results. Derek is committed to supporting students and their academic growth. Derek is a devoted educator who supports parents, teachers, and students on a daily basis.

Dean Guarnaschelli has over 28 years of full-time teaching experience in the NYS public school system. As a K–12 teacher, helping students make connections between what they may already know and new, often abstract material continues to be a priority. Professor Guarnaschelli is fluent in three languages and proficient in five. This background is not only conducive to teaching German, his first area of expertise but also history and social studies.

At the college level, he brings an international perspective to topics so that the idea of all histories and events being intertwined becomes the way students can see how human behavior presents itself over time and in locations. Dean holds a Ph.D. in modern world history, a Master’s degree in language education, and a Bachelors’s in anthropology. His teaching certifications include German, ELL, and social studies, and he was a College Board reader twice for the AP German language exam. In addition to his academic credentials and educational material development, the experience of teaching remains the highest reward.

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.

Esther is a certified teacher with a Childhood Education/Special Education dual certification. She has a Masters in STEM studies and has her School Building/District Leadership certification. She has been teaching math at the middle school level in the NYC public school systems since 2014 where she has been teaching a multitude of populations including Special Education, English Language Learners, and enriched students. Her goal is to meet and support all students to help them reach their highest potential as a student and individual. Esther utilizes data to drive instruction for her students to identify areas of needs and growth. 

Esther has experience in giving one-to-one support through tutoring for various goals such as study skills and testing taking strategies for standardized exams. 

Outside of school, Esther loves to give back to her community in Toy Drives and Thanksgiving Drives. She also enjoys being active. She has run the NYC and Boston Marathon.

Melissa received a bachelor’s degree in Interdisciplinary Studies focusing on Mathematics and Psychology. Having five years of experience teaching in a classroom and 10 plus years of tutoring experience, Melissa can offer reinforcement to struggling students, extra practice to continue your student’s success, and material to help your student be prepared for whatever new material they will cover in class. In addition, she offers SAT and ACT math prep.
Melissa believes the most helpful thing is for a student to be aware of the skills they struggle with while also being aware of what they have mastered. She believes this is key in building on skills they are comfortable with to build enough confidence to work on concepts they may be timid to tackle, making those concepts less daunting and, in turn, successful. She struggled with math in elementary school, so she knows what it means to have math learning difficulties. Melissa’s success was attributed to a teacher who recognized her strengths and helped her leverage those abilities to overcome her challenges in mastering certain skills.

Melissa has prior experience working with students with diverse learning disabilities, ranging from severe ADHD to autism. She finds it helpful when working with any student, with or without learning disabilities, to create a balanced relationship, one in which the student is comfortable but respectful.
She believes building a balanced, comfortable, yet respectful relationship with students is crucial to teaching them effectively. Melissa grew up playing lacrosse and ice hockey and views herself more as a coach than a teacher. She considers her students her team, and by fostering a sense of camaraderie between her and her students, they have achieved collective success.

Erin is a New York State-licensed Earth and Space Science teacher for grades 7–12. She 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, with no exceptions. She believes you must meet a child’s social and emotional needs, as well as their instructional needs, to help them 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 for becoming 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.

Chloe is a doctoral student in the School Psychology program at Fordham University Graduate School of Education. She received a B.A. from Occidental College with Honors in Psychology and a minor in sociology. She is passionate about educating and working with students of all abilities and skill levels. Her experiences in the classroom opened her eyes to differences among children and their varying needs. Chloe has experience tutoring subjects and developmental areas such as reading comprehension, writing skills, executive functioning skills, social studies, and psychology. She believes in personalizing, assessing, and refining each lesson to meet student needs and growth. Chloe focuses on differentiated instruction to ensure that all students feel successful in the classroom. She enjoys putting a creative touch on lessons and uses many hands-on activities to motivate students.

She has worked with students of all ages and with young adults. She has extensive experience working one-on-one with elementary, high school, and college students. With young adults, Chloe also has supported students in college and graduate school essay writing and the college and graduate school admission process. She enjoys helping young adults find their voice and navigate an exciting (but sometimes very stressful!) period of life. She strongly focuses on executive functioning and ensuring children develop critical thinking, adaptability, and leadership skills. She utilizes various techniques such as project planning, guided practice, visual or audio representations of material, and organizational strategies to support these skills.

Chloe has experience working with individuals of all ages with attention-deficit/hyperactivity disorder, depression, executive functioning difficulties, processing disorders, and learning difficulties. She also has extensive experience working with students with anxiety. She understands how anxiety can be one of the most frustrating and debilitating challenges students face. Chloe enjoys using a variety of creative strategies to help students learn to cope with their anxiety and reach their full potential.

She likes to apply her knowledge of school psychology and education to help students become better equipped to achieve their academic goals and challenges. She strongly believes that all students can be successful if given the right resources and teaching strategies. Chloe finds one of the greatest rewards of teaching is helping students discover just how smart they are!

When Chloe is not tutoring or studying, you can find her on a walk in Central Park, hanging out with her Maltipoo Charlie, or taking a yoga class.

Chloe is experienced in helping high school students and assisting them with their college applications. She has helped students develop college lists, competitive essays, personal statements, and resumes. She has recently gained expertise in assisting college graduates with their Master’s program applications. Despite some of her students being diagnosed with ADHD and anxiety, they were accepted with scholarships to their first-choice institutions.

Chloe also worked in her college’s admissions office during her undergraduate studies. She works as an alum interviewer for prospective students, providing her with valuable insight into what colleges look for in a successful applicant.

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.

Dr. David is a certified New York City mathematics educator for grades 7-12. He earned his Bachelor of Arts in Mathematics and Statistics from CUNY Hunter College, Master of Arts in Mathematics Education from New York University, Master of Philosophy and Doctor of Philosophy in Urban Education from CUNY Graduate Center, and Master of Educational Leadership from Teachers College, Columbia University. David has 20 years of experience as an instructor at Midwood High School in Brooklyn, teaching Financial Literacy, Common Core Algebra I, Common Core Geometry, Common Core Algebra II, Precalculus, Calculus, and AP Calculus. He provides one-on-one tutoring and small-group instruction for New York State Mathematics Tests (grades 3-8), all math regents exams, SSAT, SHSAT, and PSAT/SAT. He also has experience with the IB Math high school curriculum and exam.

David served as an adjunct lecturer in Mathematics at Kingsborough Community College and as a student mentor. As a secondary school educator and college-level instructor, he has leveraged his experience to provide support in mathematics, college counseling, and mentorship. David facilitates learning by tailor-fitting lessons and support to the needs of students. He fosters student development by helping them discover and grow their math identities and self-efficacies. He is passionate about his work with many national and local initiatives that provide young people with success in mathematics and natural sciences. David is currently a Math Master Teacher in the Math for America Program and the NYCDOE District 22 liaison for the White House’s My Brother’s Keeper Initiative with the Office of the Superintendent and participating school communities.

Additionally, David has coached Boys and Girls Varsity Lacrosse and Varsity Track at Midwood High School and Frederick Douglas Academy. His students have won 6 City Championships in Lacrosse and represented NYC in the Empire State Games. David ended his 10-year semi-pro lacrosse career as an attackman in 2016.

Jessie received her bachelor’s degree in Special Education and Child Development from Vanderbilt University. She completed her Master of Education in Educational Psychology from Loyola University in Chicago and is a current doctoral candidate in School Psychology at Fordham University. Jessie has five years of experience working as a special education teacher in New York City and Chicago. Jessie has extensive experience working with executive functioning strategies for all ages. Jessie has worked with children from pre-kindergarten through high school on organizing materials, study space and planners, time management and prioritization for long and short-term assignments, task initiation, study skills/habits, and planning.

Jessie tutors English and Language Arts working on pre-reading abilities, such as phonemic awareness and phonetic skills, through reading comprehension and detailed analysis. In writing, Jessie tutors writing at all stages and ages, from kindergarten through 12th grade. This includes brainstorming, writing, and editing. Additionally, Jessie tutors math skills from the earliest level of one-to-one correspondence through Algebra.

In addition to academics, Jessie has a background working with students with Autism Spectrum Disorder, ADHD, various learning disabilities, anxiety, intellectual disabilities, multiple disabilities, and speech and language disorders, including working with non-verbal students. She has also worked with neurotypical students. Jessie believes the best way to learn is through an engaging and enjoyable environment. When she is not working, Jessie loves walking around the city, doing the NYT crossword, and playing with her mini pomeranian.

Rolando Villajos is originally from Spain and has lived in the US since 2004. He has over 18 years of teaching experience and experience coordinating Spanish language programs in New York. He has worked for the Education Office of Spain, implementing language lessons for Spanish heritage students. After two years in this role, Rolando worked for the United Nations International School for eleven years. During that time, he taught at the elementary, middle, and high school levels. He was the Middle School Coordinator, founder and leader of the Spanish Exchange Program, presenter of technology workshops, organizer of Language Festivals, editor of the Modern Language Department newsletter, and a member of the Curriculum Committee.

In 2019, Rolando worked at the elementary level at Trinity School, teaching Spanish and collaborating with the curriculum. During 2019–2021, Rolando worked with the Primary Years Programme (PYP) at Pine Street School, an educational program managed by the International Baccalaureate (IB) for students aged 3–12, and taught Spanish at Lawrence Woodmere Academy. Since August 2021, Rolando has taught Spanish at the elementary level. He is also the developer of the Spanish curriculum at St. Luke’s School in West Village, Manhattan.

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.

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

Evan has over 20 years of experience as a math educator for students of all ages. He received his Bachelor’s
degree in mathematics from Bucknell University and earned his Master of Science in Leadership in Math.
education from the Bank Street College of Education. Evan began his career at the Poly Prep School in
Brooklyn, where he taught Algebra I, Geometry, Algebra II, and Pre-Calculus. He then became
Department Chair at Democracy Prep Charter High School, where over 98% of his students were
successful on the NYS Regents exams, and over 70% earned above a 3 on the AP Calculus exam. Evan
also has extensive experience preparing students for standardized entrance exams, including SHSAT,
ACT, and SAT. In 2013, Evan was selected for the Master Teacher Fellowship through the Math for
America organization. In 2014, he received the Gold Standard in Teaching Award from the Excellent
Schools Network. Currently, Evan is the Regional Math Director for the KIPP school district, where he
leads curriculum development and provides math education coaching and professional development to
teachers and school leaders. He is also an adjunct graduate professor of mathematics at Bank Street
College of Education.
Evan approaches math instruction through exploration. Students learn by doing, with purposeful
scaffolding, to become more confident problem solvers and make meaning of the math that they are
learning. He is a mathematical content expert and can deftly support someone in any math task by
unpacking what they know already and then helping to guide what they can try next. Evan is also a
skilled coach who works adaptively with other students and adults. One of his greatest strengths is
active listening and truly seeking to understand what someone else is expressing, then meeting them
where they are. He embodies a growth mindset in every endeavor and works to pull out strengths from
each individual person as their tutor.
When taking a break from education, Evan is an avid fan of New York sports teams (he especially loves
basketball, baseball, and football). He enjoys attending sporting events with his family and has been to
half of the major league baseball stadiums in the country so far; his goal is to attend a game at all 32!

Nicole earned her Masters of Science from Touro College in Early Childhood Special Education (Dual Certification), (May 2007) and holds a Bachelors of Arts in Psychology from Hunter College. Additionally, Nicole completed a Post Graduate certificate program in Applied behavior Analysis from Florida Institute of Technology. Nicole is currently preparing to sit for the BCBA national exam to become a Licensed Behavior Analysis. Nicole’s most current training and certification comes from the ADD Coach Academy (ADDCA), where received training to become an ADHD and Executive Functioning Coach to children and adults.

Nicole’s strengths lie within a myriad of experiences as a Teacher (Classroom, SETSS, SEIT), Supervisor, Behavior Specialist, Consultant, Parent Trainer and ADHD Coach. In these various positions, Nicole has provided remediation to children birth to young adults within the public and private sector. This includes students with reading, writing and math disabilities, Autism Spectrum, ADHD,  Executive Functioning Disorders, as well as, those with significant behavior challenges and speech and language delays. One of Nicole’s most impressive skills is the ability to individualize school curriculums to meet the needs and challenges of the clients with whom she works with. Nicole uses a multisensory approach to meet the needs of each learner she works with by integrating approaches such as Orton Gillingham, Hochman Method of writing, and behavioral methods through Applied behavior Analysis to address maladaptive behaviors and increase positive behaviors. Her best approach to facilitating her students is to create a safe space where they can thrive and build trust in each other.
Nicole’s unique ability and training as an ADHD strengths based and executive functioning coach has equipped her to become a more effective learning specialist, as well as a more compassionate individual.