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 worked with students who struggle with math or have been diagnosed with dyscalculia, ranging in age from elementary to adulthood. He 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, and high school levels, gaining experience in instructing content-based subjects such as English, History and Social Studies, Math, and science across 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. Classroom teaching and individual tutoring have acquainted Jordan with a range of student profiles, including those with autism, oppositional defiant disorder, ADHD, emotional disturbance, learning differences, and executive functioning disorders. In addition, he possesses proficiency in teaching test-taking and study skills strategies, particularly to students preparing for the Algebra, Living Environment, English, U.S. History and World History Regents examinations, the SAT, ACT, and ISEE. Familiar with the New York State Common Core Learning Standards, he excels in imparting reading comprehension, reading strategies, and writing skills. Jordan places significant emphasis on nurturing students’ independent academic abilities to facilitate their smooth 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.

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LEARNING SPECIALIST

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.

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 and a self-designed Architectural Drafting elective course. She also has experience teaching English Language Arts, Living Environment, Algebra 1, Geometry, and Trigonometry, as well as tutoring ages 11-18 in various subjects and skills, including organization, executive functioning skills, and mindfulness.

Brittany earned a Bachelor of Science in Interior Design from High Point University. She completed coursework toward her Master of Architecture degree at the University of Colorado-Denver before changing careers to education. She participated in the Teaching Fellows program and received her Master of Science 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 was the Science Department chair for the past three years and led 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.

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.

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.

Jeffrey has a master’s degree in mathematics education (5–9) from Brooklyn College. He also holds a bachelor of arts degree in computer information systems from the 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 1–8. Alongside his expertise in mathematics, he offers executive function and ADHD coaching, assisting students in enhancing their time management, organizational strategies, and overall academic skills. While building a relationship with his students, he supports their learning styles using various techniques customized to their needs. Jeffrey is also proficient in teaching students with various behavioral and learning disabilities, such as dyslexia, dysgraphia, dyscalculia, and attention deficit hyperactivity disorder, as well as educating students who are hearing impaired.

Throughout his 17-year career, Jeffrey has gained valuable experience working closely with elementary and middle school students, offering after-school support in both small-group settings and one-on-one interactions. His comprehensive approach encompasses executive function coaching to equip students with the necessary skills for academic success.

Jeffrey is a lifelong learner who loves helping students overcome their math fears and struggles. He firmly believes that every student can learn math with the right support system and approach. By meeting students where they are, providing multiple entry points to problem-solving, and utilizing a spiraling technique that incorporates previous and future grade-level concepts, Jeffrey ensures his students develop a robust understanding of mathematics. Outside of his professional endeavors, Jeffrey is passionate about traveling and experiencing diverse cultures, as well as enjoying 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 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, finance, and AP Statistics. Karina also tutors Exeter math. Her instructional approach proved highly effective, as both students achieved notable success in their math coursework.

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, the SHSAT, and the 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.

Additionally, Alissa assists adults with similar needs, drawing upon her expertise and experience to provide tailored support for individuals of all ages.

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. In addition to her expertise in biology, chemistry, and earth science, she excels in physics. 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 is knowledgeable in 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.

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) currently serving as a Math Learning Specialist for middle school students at the NYC Department of Education. She instructs in an Integrated Co-teaching (ICT) classroom for grades 6-8 and a Self-Contained (12:1:1) classroom for grades 6 & 7. Alongside her specialization in mathematics, Caitlin has expertise in teaching 6th-grade science. She recently completed the Algebra for All training, ensuring students are prepared for the Algebra regents in 8th grade. She holds a Bachelor’s degree in Special Education from the University of Arizona and an M.S. in Education with a specialization in Teaching English to Speakers of Other Languages (TESOL) from Queens College.

With a comprehensive background in addressing diverse learning needs, Caitlin has been instrumental as a math learning specialist, supporting students with challenges such as ADD/ADHD, Autism, Emotional Disturbance, Dyslexia, Speech-Language disorders, and limited English proficiency. As a committed tutor and educator, she focuses on strengthening math skills for elementary and middle school students while also guiding 8th and 9th graders through Algebra. Caitlin’s preparation techniques ensure students are equipped for NYS math exams, solidifying their foundational knowledge and skills.

Through her use of differentiated teaching methods drawn from various curricula, Caitlin is dedicated to ensuring positive learning outcomes for all her students. She firmly believes in recognizing the unique capabilities of each learner and is committed to guiding them toward achieving their academic goals.

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

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

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

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

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

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

Lilly is a learning specialist for children, teens, and adults. She has a Master of Science in Cognitive Neuroscience from the University of 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 has also worked with students of all ages with a variety of learning abilities and disorders, including learning disabilities such as ADHD, dyslexia, dyscalculia, dysgraphia, autism, and cerebral palsy.

Currently, Lilly tutors students of all ages from elementary through college (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 achieved success by attaining a 99th percentile score in the MCAT’s Chemistry/Physics/Organic Chemistry section, with an overall score ranking in the 94th percentile.

Lilly incorporates teaching executive functioning skills to promote learning. She tailors her lessons as needed by including movement-based activities for younger kids and 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.

Stephen H. holds a Postgraduate Diploma in Learning Support, Special Educational Needs, and a Postgraduate Diploma in Education from Trinity College, Dublin, Ireland. With over eight years of experience as a special educator in Dublin, Stephen has honed his skills in catering to the needs of students aged twelve to eighteen years. In addition to his expertise, Stephen specializes in executive function coaching, a role he has successfully fulfilled for years. He adeptly assists students with difficulties in working memory and processing speed while providing guidance in teaching reading comprehension strategies and implementing executive functioning strategies for academic and organizational success.

Upon relocating to New York City, Stephen seamlessly transitioned into providing comprehensive instruction across various subjects, including ELA, math (including Pre-Algebra and Algebra 1), writing, reading comprehension, and executive functioning skills. He excels at delivering ADHD coaching, empowering learners of all ages to develop essential skills for academic and personal success.

Stephen’s commitment to education extends beyond the classroom as he conducts home tutoring sessions for students facing various challenges, ensuring educational access and support. He collaborates closely with clinicians and psychologists to enhance students’ social-emotional development and well-being. His instructional approach is tailored to address a spectrum of learning differences, including reading disorders, autism spectrum disorder, language processing disorder, auditory processing disorder, dyslexia, writing disorders, and dysgraphia. Stephen leverages multi-sensory literacy programs such as Orton Gillingham, Wilson/Fundations, and other methodologies to effectively support students’ literacy growth.

Throughout his career, Stephen’s passion for music has enriched the learning experience for his students, catalyzing creativity and inspiration. He strives to create nurturing, strength-based learning environments that foster student independence and confidence, laying the groundwork for lifelong success across academic, social-emotional, and personal domains.

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.

Jordan is in his tenth year teaching High School Mathematics in public schools.  He holds a Bachelor’s degree in Mathematics from the University of North Carolina at Wilmington as well as a Master’s in Teaching from Eastern Mennonite University with a specialization in At-Risk Children.

He teaches primarily upper-level Math courses (Algebra 2, Trigonometry, Precalculus, Calculus) but has experience teaching all math courses offered at the High School (grades 9-12) level.  Jordan also offers test prep for SAT, ACT, and Advanced Placement Math courses.

When approaching a new subject with his students, Jordan prefers to take a foundational approach.  Starting with background knowledge and structuring lessons to build on that knowledge is extremely important in showing the relevancy and practicality of the topic.  Jordan understands that every student learns differently and he differentiates his approach based on what would best serve each student individually.

When he’s not teaching, some of Jordan’s favorite things include working in his garden, playing soccer, and traveling to new places.

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

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.

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.

Fotini then wanted to gain more experience with different grade levels and continue growing as an educator, so she decided to switch. She is now teaching at I.S. 201, The Madeline Brennan School, General Education, ICT, self-contained ELA, Health, Biology, and Drama for grades 6-8 for two years. As an ELA teacher, she has helped students from grades 6-12 on all levels with decoding, spelling, reading fluency, reading comprehension, and writing skills. She has prepared students for the ELA regents for high school students and ELA state exams for Junior high school students.

Additionally, Fotini has been given the opportunity to learn how to become an educator since she was eighteen years old. She has taught Dance from ages three to adult at various studios until 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 in dance, English, and special education based on 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 always reaches out 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 for their education and their social-emotional support.

Fotini also excels in Test Prep, specifically guiding students in SAT Math, English Language Arts, Measures of Academic Progress (MAP), Growth assessments spanning various subjects, New York State Regents Examinations tailored to specific subjects, and the General Educational Development (GED) test covering multiple subjects.

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. 

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. Notably, David helps both school-age and college students with their executive function (EF) skills, including those with special needs like Dyslexia, ADHD, Autism, and other learning disabilities. Success comes because David tailors his instruction to meet individual students’ needs. While he has experience teaching in full general education classrooms, his preferred approach is instructing small groups of special needs students and individuals one-to-one. David believes that building strong relationships based on mutual trust is essential for effective teaching.

David earned his bachelor’s degree in International Relations at the University of California, Davis. He obtained his general education teaching credential from Mills College in Oakland and furthered his education by earning a Master’s degree in Special Education from California State University, East Bay. He is proficient in various instructional methodologies, including 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. Additionally, he employs functional behavioral assessments and a range of other practices for teaching English language arts, math, and behavior.

In his approach to students with reading disabilities, David prioritizes establishing a strong phonics foundation through a multi-sensory approach. He then assists students in expanding their comprehension skills through reading, questioning, and dialogue, recognizing that each student’s needs are unique. To address these needs, he conducts informal assessments to pinpoint areas of focus. Moreover, David supports students in refining their writing abilities by emphasizing skills such as handwriting, spelling, sentence structure, editing, pre-writing planning, paragraph organization, story structure, essay formulation, grammar, and the development of complex ideas.

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.

Since 2003, Stephen has taught middle and high school social studies and film electives at the Brooklyn School for Collaborative Studies (BCS). 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. At BCS, Stephen has run “reading buddy” programs pairing middle school and Brooklyn New School elementary school students.

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 also works with the NYC Department of Education on the after-school Home Instruction Corps, providing in-person and virtual learning for individual students who have been granted home instruction due to physical and/or social-emotional injuries and conditions. During the unusual 2020–21 school year, Stephen taught student participants of Camp Power’s virtual tutoring program. For many years, from 1996 to 2012, Stephen worked as a supervisor, enrichment teacher, and counselor for Project Reach Youth’s after-school and summer academic and recreational programs. He is also a certified Red Cross first responder for physical and emotional trauma.

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 and grades. For math, he tutors through grade 6.

Stephen has been advising high school juniors and seniors on their college journey every day from October through May since 2008. His expertise covers a wide range of aspects, including admissions, FAFSA, and everything in between. He also supports students in shelters, those with autism and other learning challenges, and those uncertain about their college decisions. A notable aspect of Stephen’s bio is his commitment to helping students navigate critical questions, such as where to go to college and what to study.

Helping students with their executive function challenges requires a multi-sensory approach that respects the creative thinking of each student Stephen works with. 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. To build acuity in reading comprehension, deep reading is an essential piece of mind-building; it literally builds a library of ideas from books in your brain. From that library come other habits of mind, like knowing the pace of writing and reading. 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.

As a teacher and tutor, Stephen’s bedrock strategy has been, to begin with, the idea that every student is someone’s child, possessing special gifts worthy of care, great kindness, humor, and level-headed expectations to help them learn, grow, and make progress as students and fellow citizens. Stephen strives to know his learners well and engage or heighten their language level through instruction, discussion, and always praise. He spends his free time doing charity work and enjoying the city with his wife.

Stephen has been running his school’s SAT academy for over a dozen years! Additionally, he provides expert GED tutoring support for students aiming to attain their diploma.

Jill is an expert literacy specialist with more than 20 years of experience in education. She earned a Master of Science in Education Law from Nova Southeastern University and is currently pursuing a Ph.D. in Reading Education from Texas Woman’s University. Jill is certified in Bilingual Elementary Education (Pre-K–4), English Language Arts and Reading (4–8), Special Education (EC–12), and Principal (EC–12). She is also trained both in the MTA (Multisensory Teaching Approach) and Barton programs to provide ongoing support for clients with dyslexia and reading difficulties.

Jill serves students of all ages, from K–12 to college and adulthood. Her specialties include literacy evaluations, phonics instruction, reading comprehension, writing skills for elementary, teen, and adult students, dyslexia remediation, English as a Second Language, and math tutoring for students in K–5. Additionally, Jill offers test preparation services for tests such as ISEE, MAP, and SHSAT.

Jill works with adult clients remotely to improve decoding, vocabulary, reading fluency, comprehension, spelling, and writing skills. She utilizes research-based instructional strategies and the latest digital resources, visual tools, and technology such as Perusall, MindMeister, VideoAnt, and interactive whiteboards to ensure an engaging experience that maximizes results. Furthermore, in order to provide adults with customized services, Jill takes individual needs and personal preferences into account when tailoring her instruction to amplify clients’ strengths and address areas for improvement. For example, some clients prefer reading about current events, while others enjoy interacting with fiction and traditional literature. Jill also has clients who request assistance with presentation skills, business writing, using ChatGPT for productivity, and synthesizing and summarizing complex workplace information. For each client, Jill devises specific performance enhancement goals and instructions tailored to the individual’s unique requirements.

Throughout her career, Jill has worked with students across grade levels with diverse language and cultural backgrounds. She is passionate about teaching students how to become fluent readers and skilled writers. By integrating hands-on instructional strategies, interventions, and teaching methods, she scaffolds instruction so that students gain the foundational skills they need to build confidence in their abilities and become independent learners. Jill believes that learning should be fun and strives to motivate students to reach their greatest potential. Jill’s teaching style can be described as individualized, hands-on, and engaging.

Jill is also a certified elementary math instructor with experience helping children in kindergarten through fifth grade achieve a lifelong love of math. She creates a nurturing learning environment where students can thrive and develop confidence in their abilities. As a student-centered teacher, Jill believes that engaged learning promotes enthusiasm and a stronger sense of empowerment. She specializes in helping students develop good number sense and mastery of foundational and complex mathematical concepts. Her math lessons incorporate various teaching strategies and resources, such as hands-on interactive activities, digital math manipulatives, visual models, and real-world problem-solving. Jill is trained in a variety of programs, such as Everyday Mathematics, EnVision Mathematics, and Go Math.

Jill designs and customizes individualized instructional plans for each student, nurturing their critical thinking and problem-solving abilities to unlock their full potential and achieve successful outcomes. Parents and students love her instructional style and ease of making learning engaging and fun! Creating a supportive environment that celebrates each student’s strengths and empowers them to take ownership of their education is critical to her philosophy of teaching.

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 specializes in helping students with ADHD and executive functioning challenges, working with them to devise a custom organization system for their schoolwork (including digital files) and fine-tune their daily schedule to ensure 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 on 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).

Jurga is an early childhood special education teacher with over a decade of experience. She has a diverse background, having worked as a SEIT, an Early Intervention teacher, a reading specialist, and in various special education classroom settings. From kindergarten to middle school, Jurga has successfully supported students with literacy difficulties, as well as those with executive functioning challenges and ADHD.

Jurga has completed the Orton-Gillingham training, practicum, and certification through the Institute for Multi-Sensory Education (IMSE). She is well-versed in a variety of literacy and math curricula, including Wilson Fundations, Eureka Math, Go Math, and Teachers College’s reading and writing curriculum. Jurga’s expertise extends to supporting students with speech and language disabilities, autism, dyscalculia, and other learning disabilities.

Her adaptable teaching approach allows her to tailor activities to meet each student’s individual needs, progressing from foundational to advanced skills. Jurga is passionate about incorporating engaging literacy or math games into her sessions to make learning enjoyable and effective.

Rebecca is a licensed social worker with over 10 years of experience working with children, adolescents, and adults. 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 institutions like the New York State Psychiatric Institute, Manhattan Psychiatric Center, and the New York City public hospital system, focusing on trauma’s impact on emotional regulation, anxiety, depression, and PTSD.

Before her current role, Rebecca mentored Wellesley College students with learning differences, taught ESL courses, and served as a college counselor in the Boston Public Schools. She has a strong passion for helping students identify their strengths and excels in connecting with those from diverse cultural and linguistic backgrounds.

As a clinician, Rebecca takes a collaborative, open-minded approach to problem-solving and assessment. She has extensive experience supporting students (with and without learning differences) of all ages in areas such as writing, organization, planning, research, college coaching, executive function coaching, ADHD, and emotion regulation techniques. Rebecca recognizes the unique challenges posed by the Covid-19 crisis and remains committed to supporting students and parents. Outside of work, 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. With over 18 years of experience as a classroom teacher, special educator, reading specialist, and literacy expert, Sara brings a wealth of knowledge to her role. Her expertise extends from working with elementary-grade students to extensive experience in middle school and high school settings.

Sara has taught middle school and high school English, providing targeted reading intervention to at-risk students, and she excels in teaching reading, writing, study skills, and executive functioning. Additionally, she has expertise in addressing specific learning challenges such as ADHD/ADD, reading disorders, and writing disorders. Sara’s extensive training in Orton Gillingham, Wilson/Fundations, and other multi-sensory literacy programs equips her with the tools to support students effectively.

In addition to her teaching roles, Sara has also worked as a special education case manager and resource room teacher, demonstrating her commitment to helping students with learning differences and emotional disorders. She is a firm believer in differentiated instruction, recognizing diverse learning styles and preferences. Her motto is “one size does not fit all,” and she strives to create unique plans tailored to each student’s individual needs.

Sara’s approach to education emphasizes research-based strategies, and she has developed her own arsenal of techniques to empower students, address areas of weakness, and boost their confidence. She utilizes mnemonics, acronyms, templates, and sentence stems to facilitate reading and writing strategies. Sara’s ability to break down large tasks into smaller, manageable steps empowers students to feel more successful.

Furthermore, Sara assists students with organizational skills, helping them break down assignments and prioritize their work using a calendar. She also offers guidance on a variety of study methods for note-taking, exam preparation, and assignment completion, ensuring that each approach aligns with specific learning styles, subjects, and tasks.

Beyond her professional dedication, Sara is an avid fitness lover during her free time. She enjoys activities such as spin cycling and weight training, along with her passion for cooking, beach outings, golfing, and quality family time, particularly playing with her two daughters.

Carolyn, a New York native, taught at high schools in New York City & Westchester County for eight 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 in grades 6-12, college students, and adults. She taught 9th grade Global History, 10th grade World History, 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 targeted support in reading and writing.

Carolyn recently left the classroom to follow her passion for 1:1 coaching full-time, as she absolutely loves the positive impact that coaching has on her clients. In addition to academic and executive functioning coaching, she is also a women’s wellness coach. She is a certified nutritional therapist, reiki practitioner, yoga instructor, and personal trainer. Her love for wellness influences her style as a coach because she is able to share stress management strategies with her clients, as well as tricks for creating positive habits for getting better sleep, procrastinating less, and becoming more motivated. Carolyn truly enjoys witnessing the progress her clients make each week, as well as thinking of new ways to support their individual needs and preferences.

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 well-being 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. Prior to this, Leah spent the previous 5 years at Success Academy Charter Schools teaching math within general education classrooms, Integrated Co-Teaching classrooms (ICT), as well as 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 a variety of needs, such as ADD/ADHD, Dyslexia, Non Verbal Learning Disabilities, Executive Functioning, Dyscalculia, Intellectual Disability, Emotional Disturbance, Speech-Language Disorder, etc. Over the past few years, she has been working 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 students in elementary, middle, and high school, improving their math skills. She also has experience tutoring for the ACT/SAT and helping middle school students prepare for their NYS math exams. Leah has experience teaching/tutoring virtually and utilizes different platforms to help engage students in their learning.

Leah has differentiated material for a variety of 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 have the ability to learn and grow to their maximum potential.

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 with dual degrees in Political Science and Journalism. While initially inclined toward law school, she pivoted and pursued a Master’s in Secondary Inclusive Education from Columbia after attending a teaching program at Teachers College. Since 2012, Tracy has been an invaluable asset at Brooklyn Collaborative, where her expertise as a certified Special Education teacher shines. In the classroom, she adeptly assists middle school students, emphasizing critical thinking and problem-solving, especially in grades 6-8 math, grades 6-7 Social Studies, and grade 8 ELA.

Outside the traditional classroom setting, Tracy’s commitment to education extends to comprehensive tutoring services. She offers specialized guidance in ISEE Math and ELA across multiple levels, including SSAT and MAP Growth assessments, as well as expertise with SHSAT preparation. Her subject proficiency encompasses Pre-Algebra, Algebra 1, and Geometry, catering to students from elementary through high school. Additionally, Tracy provides executive functioning and ADHD coaching, ensuring students with diverse needs such as ADHD/ADD, Autism Spectrum Disorder, and dyscalculia receive tailored support.

Within Brooklyn Collaborative, Tracy assumes leadership as the 8th-grade crew team leader. Her professional development is evident through certifications in Restorative Practices, Peer Mediation, Life Space Crisis Intervention, Implicit Bias, and Critical Race Training. Her expertise further encompasses specialized approaches like STARI and a unique skill set in alleviating math anxieties.

Tracy’s dedication to inclusive education is evident in her proficiency in Mandarin and conversational Spanish, enhancing her ability to connect with a broader student demographic. Beyond her professional accolades, Tracy embraces an active lifestyle, exemplified by her recent foray into Muay Thai training.

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!

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 students 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 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 of 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.

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 student’s 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 student’s 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. Notably, Alex specializes in supporting students with ADHD, understanding their unique challenges in the realm of essay writing and academic expression.

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!

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.

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, including 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. Additionally, he is currently applying for and enrolling in an educational specialist program in advanced educational studies in special 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 to college students.

David loves living off-grid with his wife, Sydney, on their camp weekends. He enjoys fishing and riding his motorcycle.

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. Additionally, Stefan assists school-age and college students with their executive function (EF) skills, ensuring they achieve a deeper understanding and application of subjects. 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 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 conducted 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, he gained exceptional communication skills, which he utilizes to connect with any audience. His combination of arts and science expertise makes 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.”

Tutoring students from grades 5-12, Stefan 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. Additionally, Stefan is qualified to teach performance theory and both Shakespearean and contemporary acting.

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.

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 brings over 35 years of experience in teaching English and literacy across various educational settings. She holds a BA in English from Hunter College, an MS in English Education from Iona College, and a Professional Diploma in Reading Consultancy and Educational Leadership from Southern Connecticut State University. Her comprehensive academic background supports her specialization in SAT Verbal prep and English Language Arts for students from elementary to high school. Additionally, Holly is proficient in English Language Arts and has a working knowledge of Spanish, which she uses in her teaching from elementary school through college levels.

Holly’s expertise extends to supporting students with reading disorders and adults learning English. She is skilled in both handwriting and executive functioning coaching. Her career has involved working in public high schools and alternative schools, where she focused on individualized instruction and college essay preparation.

Currently, Holly is a middle school reading and literacy specialist. She creates tailored lessons and assists students in advancing their literacy skills. Additionally, Holly offers executive functioning support to students in both middle and high school, as well as adults, concentrating on organizational skills and time management. Her commitment to her students and her subject is evident in her approach, consistently aiding them in improving their reading, writing, and organizational abilities.

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 and his master’s degree in psychology from St. John’s University. He is currently enrolled in Pace University’s Clinical Psychology (Health Emphasis) Ph.D. program. With a profound understanding of the value of quality education and training, Cameron appreciates the significance of being well-prepared to assist in educational settings. His diverse professional experiences span a range of environments, including summer camps, classrooms, home environments, and tutoring centers.

Cameron has cultivated a unique proficiency in working with elementary school-age children, having engaged with them in schools, hospitals, and their homes. He exhibits a remarkable ability to swiftly establish rapport and trust, enabling him to assist these youngsters with homework, address their emotional and behavioral challenges, and guide them toward achieving critical developmental milestones.

In addition to his specialization with elementary school-age children, Cameron’s tenure at the college tutoring center during his undergraduate years was particularly impactful. There, he provided essential support to high school and college students grappling with challenges in writing, executive functioning, and social-emotional expression, employing scaffolding techniques to empower them academically.

Combining his psychological training with mentoring and tutoring experiences, Cameron has refined his interpersonal skills, fostering empathetic and collaborative interactions with students. His expertise encompasses supporting high-functioning children and adolescents in navigating specific learning difficulties or psychological adversities. Familiar with neuropsychological reports and individualized learning plans, Cameron offers invaluable insights for students with conditions such as ADHD, dysgraphia, and dyslexia. Currently, his clinical endeavors are dedicated to assisting teens and young adults confronting depression and anxiety.

Outside of his academic and clinical pursuits, Cameron channels his creativity as a vocalist and guitarist for his punk band. This artistic passion complements his academic achievements, enhancing skills in areas like English, particularly active reading, expressive writing, and reading comprehension. Additionally, Cameron enjoys exploring the culinary arts, finding fulfillment in cooking and baking, and sharing cherished moments with loved ones.

Rhia is a tutor and coach with extensive experience working with children, adolescents, school-age, and college students on 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 and with college students, 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 toward 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 is 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 and 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” and the Greatest of All Time. She’s 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 find a good match in the college admissions process. She focuses on helping students learn about themselves and their educational goals to make positive and appropriate college application choices.

Barbara has taught in independent schools and both public and private colleges. She taught History, Humanities, and Writing to middle and high school students as Contemporary Civilization in the West (part of the Core Curriculum) and America in the 1960s at Columbia University. Her expertise extends to teaching about the United States Constitution and The Arts in America during her graduate school experience, 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! Several 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.

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.

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 people of 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. In addition to her extensive experience, Janeese is literacy trained in Wilson/Fundations, enhancing her ability to support students in developing foundational reading and writing skills. Janeese scores on 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!

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 7–12.

Zachary is also literacy-trained in Lexia, equipping him with additional tools to help students improve their reading and writing skills. 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.

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 elementary, 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 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.

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.

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.

Derycka, with a master’s in Special Education from Grand Canyon University and pursuing a Ph.D. in Organizational Leadership with an emphasis on Special Education, holds New York State certifications in Childhood Education and Students with Disabilities. She is a literacy curriculum specialist, designing specialized instructional materials that enhance scholars’ ELA critical and inferential thinking skills. When working with adolescents, Derycka supports ELA and math skills, including facilitating reading comprehension and teaching strategies for understanding challenging texts. She also offers organizational guidance for more cohesive essay writing. In her 10-plus years of education and tutoring, Derycka has worked with elementary to high school students, offering support in reading, comprehension, and skills development to create stronger readers who can critically understand text at a deeper level. She collaborates with educators to provide the foundational math skills required for complex numerical concepts.

Derycka has diverse teaching and tutoring experience, having worked in various instructional capacities, such as a first-grade self-contained classroom, a kindergarten to second-grade integrated co-teaching classroom (ICT), and general education classrooms. She is a 2nd-grade ICT teacher at a New York City Charter School in the Bronx. She is well-versed in 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.

Additionally, Derycka has extensive literacy intervention experience, using programs like Orton-Gillingham, Read Works, Wilson, and Fundations. Furthermore, she integrates instructional technology programs such as Lexia, Dream Box, Epic, and I-Ready into her small group and individualized classroom instruction. Derycka excels at differentiating instruction to meet the unique learning needs of students with attentional and learning differences, including those with ADHD. She provides executive functioning and ADHD coaching, specializing in providing organizational support, improving focus, and enhancing academic performance.

She has presented workshops for parents on reading comprehension and literacy strategies that can be implemented at home. Derycka is committed to supporting students’ academic growth from elementary to high school.

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, where 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.

Daniel has worked with middle school literacy in multiple capacities. He has supported middle school humanities classes, both as an ICT teacher and by running state test prep classes. He has also consistently supported literacy in math classes by working with students on written error analysis and reflection activities.

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 is an accomplished educator, holding a Doctoral degree in Educational Leadership and Curriculum and Instruction from Nova Southeastern University. Complementing this, he possesses 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. His academic pursuits also led him to intensive studies at the University of Oxford.

Certified in New York State for Social Studies instruction spanning grades 7–12, Charles delivers a comprehensive Social Studies curriculum. Beyond this core specialization, he extends his instructional reach to encompass various classes under the Social Studies umbrella and offers expertise at the graduate level. His instructional acumen includes writing, project-based learning, Executive Functioning, and ADHD Coaching.

A versatile educator and coach, Charles offers targeted test preparation across multiple platforms, including GRE ELA, International Baccalaureate (IB) classes, Measures of Academic Progress (MAP) Growth assessments, and New York State Regents Examinations. His tutoring services cater to elementary and graduate students, ensuring content delivery tailored to individual learning styles and needs.

Beyond traditional academic settings, Charles is a committed advocate for holistic student development. He conducts meditation workshops and offers coaching services, emphasizing both Executive Functioning and ADHD coaching, available privately and publicly. His dedication to well-being and academic success is further evidenced by his national and international presentations and publications, contributing invaluable insights to the educational community.

Recognizing each student’s individuality, Charles prioritizes personalized instruction and coaching, available through online and in-person modalities. His multifaceted experiences and interests, including a passion for global travel, diverse cuisines, and cultural exploration, enrich his teaching methodologies, fostering a dynamic and inclusive learning environment.

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, middle school, and high 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, providing tailored assistance for each student’s unique needs. As her school’s Centrally Funded IEP teacher, she has much 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 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.

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.

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.

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.

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 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.

Dakota is in her final year as a Ph.D. student in clinical psychology at Queens College, City University of New York (CUNY), and is currently completing her clinical internship in neuropsychology at the Boston VA Healthcare System. With over eight years of experience working in various capacities with children, adolescents, and young adults, Dakota excels in essay writing support, helping students articulate their ideas effectively on paper.

In addition to her expertise in essay writing, Dakota specializes in executive functioning ADHD coaching. She addresses specific deficits related to attention, processing speed, and executive functioning among school-age and college students. Her interventions aim to improve academic performance and everyday life functioning. Dakota focuses on individualized plans that consider each student’s cognitive capacities, social-emotional functioning, and psychological needs within their unique school and home environments.

Dakota employs a blend of organizational, academic, and social-emotional interventions to assist students in developing personalized long-term strategies. Her goal is to equip them with tools that promote independence and self-confidence. Providing regular feedback to students and parents, Dakota creates a collaborative environment conducive to achieving academic and personal goals. Outside of her professional commitments, she enjoys spending time outdoors and reading.

Francesca is an experienced tutor who received a Bachelor’s in Mathematics from Duke University and a Ph.D. in statistics from Princeton University. During her five years as a Ph.D. student, she taught undergraduate students in statistics and applied math and also worked at a test prep center tutoring middle and high school students for the SAT, PSAT, and ACT, with a focus on the math sections. She continues to teach and work in academia, where teaching and pedagogy are at the center of her day-to-day activities and has mentored a lot of high school students in their summer projects and college applications. In terms of students, she has worked with a large range of ages, including middle school students, high school students, and undergraduate students. Francesca makes sure to tailor her approach depending on the student and uses innovative strategies to ensure the student is well-equipped for success, both in the classroom and outside. She is bilingual in English and Chinese and is also fluent in French. She can work with students who have language constraints.

While at Duke, she was an Admissions Ambassador and was on the executive board of Duke Tour Guides, speaking with prospective high school students and their families on a regular basis. She was also a fellow at Princeton, where her responsibility was to design and lead workshops to help students flourish during their undergraduate years and beyond. Outside of her academic activities, she is also an avid reader and a huge football (soccer) fan.

She is extremely passionate about helping students love mathematics. Through her own experience, she strongly believes that there is no such thing as a “math person”, It’s all about learning it in a way that works for you and where you feel supported. It’s important to improve test scores, but more importantly, realize that math doesn’t always have to be so terrible and can even be fun!

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.

Octavia is a recent graduate of Carleton College with a degree in English and a current candidate for a master’s degree in Dramaturgy at Columbia University. She’s a Brooklyn-based writer, tutor, community activist, and aspiring dramaturge. She specializes in helping elementary and middle school students with their writing and reading comprehension skills. Octavia facilitates art and theater-based lesson plans for students that accommodate learning differences and celebrate diverse backgrounds. Her work with children started as a freshman in high school, working as a homework help volunteer, founder of the Writing Circle at her alma mater, Girls Prep (for which she won the Yale Basset Community Engagement Award), and camp counselor.

Since then, she’s gone on to supervise an art club and lead a book club for third-graders at Bridgewater Elementary. In addition to tutoring, she’s done a myriad of community work in Northfield, including researching artistic learning practices for the Community Action Center to address the digital divide and running the Black Femmes Collective on campus, as well as working as a Gender and Sexuality Associate, facilitating original interactive workshops and curriculum on LGBTQIA+ topics for all undergraduate students in the residential halls and fellows in the Division of Student Life Offices. Professionally, she also works on children’s media and helps children find their voice in performance institutions. In NYC, she worked as a production intern for The Moth, the Educational Video Center, and the Apollo Theater (the latter for multiple years). She’s an alumnus of the Apollo Theater Academy Alumni and has assisted as a stagehand for many annual family shows, including Teen Takeover, Harlem Week, MLK Day, Kwanzaa: Regeneration Night, and Coca-Cola Winter Wonderland. She wrote the script for both MLK Day: Changemakers 2023 and “WOW: Teen Takeover Summit 2021.” She can most likely be found online shopping on her way to a mutual aid event.

Jessica has taught middle and high school students for nearly a decade, particularly as an SAT instructor. Due to her academic success, Jessica attended college on a Full Tuition Honors College Scholarship, graduated Summa Cum Laude (with the highest distinction), and earned a position in the Phi Beta Kappa Honor Society (top 1% GPA). While pursuing a post-graduate teaching degree at Teachers College, Columbia University, Jessica learned the most effective ways to personalize her lessons to each student and their learning styles and to incorporate evidence-based teaching practices.

As an SAT instructor, the combination of strategies and content that Jessica teaches has led to significant results. Jessica has paved the way for her students to earn upwards of 200 point increases on the exam. Because of this, Jessica’s students have attended colleges and universities across the United States, ranging from the Ivy League to local and community colleges, depending on their preferences. Jessica has taken the exam several times, scoring exclusively in the 99th percentile for the math and reading sections.

As a bilingual speech-language pathologist, Jessica is also uniquely qualified to work with elementary, middle, and high school students in the following areas: executive functioning (study skills, planning, organizing, prioritizing, time management, task initiation, task completion), pragmatic/social skills (initiating a conversation, maintaining a conversation, using appropriate body language, understanding non-literal language), literacy skills (i.e., phonics, phonological awareness, phonemic awareness, prefixes/suffixes), reading comprehension (vocabulary, predicting, inferring, sequencing, retelling, figurative language), and written language (brainstorming, organizing thoughts, using correct grammar, writing sentences, producing paragraphs, composing essays, proofreading, revising). Specifically, Jessica has been trained in the following reading programs: SPIRE Reading Intervention, Phonics for Reading by Anita Archer, Ph.D., Wilson Reading System Level 1, Equipped for Reading Success by David A. Kilpatrick, Ph.D., Haggerty Phonemic Awareness Curriculum, and Lively Letters and Sight Words You Can See.

Over the past decade, Jessica has taught in public schools, private schools, home therapy, private tutoring, and online across various platforms. Jessica believes learning is most successful when it is interactive, engaging, fun, and relevant to the student’s real life. Working with Jessica will create a team-based approach where the family, student, and educators are all involved in establishing the most specialized and effective learning approach for the student!

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.

Joshua (Josh) received a bachelor’s degree in history from SUNY Oneonta and his master’s in secondary and special education from Molloy College.

Josh has been a New York City public school teacher for 14 years, teaching in various classroom settings. He loves his job, the school community, and, most importantly, the students he works with. Josh has been in charge of multiple student clubs and has been involved as a member of several teacher committees in his school. Josh has worked on one as a tutor or in small groups for many years. He has helped his students succeed in all levels of reading, writing, math, social studies, science, and PSAT/SAT/ACT prep.

 
Josh has tutored children as young as 4th grade up to adulthood in preparation for college admission exams. Josh has experience working with students with learning difficulties such as ADHD, dysgraphia, Emotionally Disturbed, and Autism. Also, Josh is a husband, a father, and a camp supervisor of a day camp.

Melissa received a bachelor’s degree in Interdisciplinary Studies focusing on Mathematics, Psychology, and Earth Science. With over a decade of combined teaching and tutoring experience, she offers comprehensive support tailored to students’ needs. Melissa can offer reinforcement to struggling students, extra practice to continue student success, and material to help them prepare for new classroom material. In addition to SAT and ACT math prep, Melissa specializes in various standardized tests such as SAT Math, GRE Math, ISEE, SSAT, and New York State Regents Examinations. She is proficient in elementary, middle, and high school math subjects, covering Pre-Algebra, Algebra 1, Algebra 2, Geometry, and Trigonometry. Moreover, Melissa provides academic coaching, focusing on building students’ confidence and helping them overcome learning differences such as ADHD/ADD and Autism Spectrum Disorder.

Melissa believes in creating a balanced relationship with her students, one where they feel comfortable yet respectful. She specializes in executive function coaching, particularly for students with ADHD, assisting them in managing their time, organizing tasks, and developing effective study habits. Drawing from her own experience with math difficulties during elementary school, Melissa understands the challenges students face. She attributes her success to a teacher who recognized her strengths and helped her leverage them to overcome challenges in mastering certain skills. Melissa views herself more as a coach than a teacher, fostering a sense of camaraderie with her students, and achieving collective success through teamwork.

Chris Gallagher has been an educator and international exchange program coordinator for over 20 years. His teaching and tutoring experience is wide-ranging and diverse. With his native-level fluency in French, he has taught middle and high school courses from beginner through Advanced Placement (AP). Chris holds a double major from Holy Cross College and previously worked as an instructor of beginning and intermediate French and World History/Social Studies at an independent school. He is a published translator and poet and has taught Business English to adult professionals from around the world.

In addition to his studies at Holy Cross, Chris completed courses in French at Middlebury College (USA), the Institut de Touraine (France), and the Université de Strasbourg (France).

The teacher-student relationship can have a meaningful and profound impact on both sides. As educators, Chris believes we must be invested in the whole person of our learners. His teaching style is driven by passion and practicality. His goal is to bring knowledge and rigor to the classroom, paired with warmth and humor, and to share with students the gift of life-long learning.

Having worked for twenty years in New York’s international business community, Chris knows firsthand the practical and real-world applications of foreign languages and cultures in commerce, technology, and communication.

Chris is a Fulbright Teaching Fellow alumnus and has lived and worked in France for several years. He has received recognition as a Teacher of Commendation for winners of Le Grand Concours, the National French Contest.

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.

Kownine is a New York State-certified mathematics educator with over a decade of experience in the NYC public school system. He holds both bachelor’s and master’s degrees in mathematics from the City College of New York (CUNY). Throughout his tenure, Kownine has made a profound impact on countless students, employing his innate ability to elucidate intricate mathematical concepts with clarity and precision.

His pedagogical approach centers around creating dynamic and engaging learning environments where even the most challenging topics become accessible to all his students. Kownine’s expertise extends beyond traditional teaching methods; he incorporates innovative tools such as graphing calculators and Desmos to enrich student learning and deepen conceptual understanding. His extensive knowledge of Regents-based math courses, acquired through years of teaching and scoring the Regents, ensures that students are well-prepared for standardized assessments.

In addition to his teaching responsibilities, Kownine actively engages with his students beyond the classroom, fostering connections through activities like chess and video games after school. He is particularly adept at tutoring various subjects, including Algebra 1, Geometry, Algebra 2, and Pre-Calculus. Kownine’s proficiency also spans test preparation for exams such as the GRE Math, ISEE, SSAT, and New York State Regents Examinations, covering a broad spectrum of grade levels and mathematical competencies.

Moreover, Kownine is fluent in Bangla and equipped to support students with learning differences like ADHD/ADD and Dyscalculia. His dedication to student success and his commitment to excellence make him a valuable asset to Themba Tutors. Kownine is enthusiastic about collaborating with students and families to achieve academic milestones and foster a love for mathematics.

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.

Aidan graduated with a bachelor’s degree in History from Miami University, where his research focused on representations of Latin America in U.S. media. He also studied Arts Management and Spanish and was a semifinalist for the Fulbright Scholarship in Argentina. As a tutor, Aidan has experience coaching students in math, writing, Spanish, and other subjects; his extensive collegiate research and writing background make him particularly skilled at providing feedback and guidance on essays and other written assignments.

In addition to his expertise in history and Spanish, Aidan specializes in humanities-based subjects, including ELA and global/US history. His proficiency extends to coaching students through various math subjects, from elementary school to high school levels, including Pre-Algebra, Algebra 1, Algebra 2, Geometry, Trigonometry, and Statistics.

Moreover, Aidan’s commitment to holistic student support is evident in his additional services. He has worked extensively with high school and college students, assisting them in managing academic stressors, honing study skills, and navigating the complexities of college applications. Aidan’s personal journey of overcoming learning challenges fuels his passion for supporting students with ADD and other differences, empowering them to leverage their unique learning styles effectively.

Beyond academia, Aidan remains active in the arts community as a member of the NYC Gay Men’s Chorus and a freelance producer of theater in the city, embodying a dedication to community engagement and leadership.

Aidan also offers additional services through Themba that extend beyond traditional tutoring roles. With a background in music and experience in general assistance and childcare, Aidan brings a multifaceted approach to supporting students in their academic and personal development journeys.

Alyssa brings a wealth of experience to the table. With a diverse educational background, she holds an undergraduate degree in psychology from New York University, a master’s degree in special education from Johns Hopkins University, and is currently pursuing her Ph.D. in school psychology at Fordham University. Her credentials also include certification in special education, coupled with specialized training in assessment and the IB PYP framework.

Alyssa’s professional journey spans over six years in various public and private school roles, working with students of all ages, ranging from pre-kindergarten to high school seniors. Her career is defined by her unwavering commitment to students with disabilities, covering a spectrum of needs, including autism, specific learning disabilities, ADHD, intellectual disabilities, executive dysfunction, and emotional and behavioral disorders. Beyond traditional classroom responsibilities, she has provided invaluable guidance to students, serving as a college application essay advisor during her tenure as a writing resource instructor at the high school level.

Additionally, Alyssa’s instructional prowess extends to the realm of psychology. Her passion for the subject is evident in her educational background, having studied psychology as an undergraduate at NYU. She has also shared her knowledge as an educator, teaching introductory psychology courses at the high school level. Currently, Alyssa is on the academic journey toward earning her PhD in psychology. Her commitment to education is not limited to the United States, as she has acquired international teaching experience through her work in Japan and the United Arab Emirates.

Alyssa’s educational philosophy revolves around the belief that every student can excel with the right support. She fosters independence and self-advocacy among her students, ensuring they are well-prepared for the challenges of learning and personal growth.

Susan earned her undergraduate degree in Sociology with minors in Mathematics and Gender Studies from Loyola University, Maryland. Her Masters degree from New York University is in Math Education. She has permanent state certification in New York in 7th–12th grade math and in New Jersey in K–12th grade math. Having taught math to middle schoolers for over 25 years, Susan got her start at a New York City DOE school. Then, she moved on to the suburbs and taught at Sleepy Hollow Middle School in Westchester in mainstream, honors/accelerated, remedial, special education, and ELL classrooms for 11 years. A move to Princeton, NJ, brought Susan to the private school world, where she spent five years at an all-girls independent Sacred Heart school teaching 5th–10th graders mainstream and honors math. Susan now teaches at a 2e school and is honing her skills at working with students who are gifted and neurodiverse.

She has a bag of tricks that work on students who are afraid of math, those who do not feel challenged by typical math, and those whose needs have nothing to do with math but more to do with EF (executive functioning), anxiety, ADD/ADHD, ASD, PDA (pathological demand avoidance), etc. Susan’s first and foremost strategy for working with kids is to build trust and rapport. Once trust is established, students feel free to make mistakes, problem-solve, and use their own instincts to figure out unfamiliar topics. Students become more confident and take responsibility for their own learning. Susan also has experience with undergrad and graduate level statistics for research methods class (social sciences) and can help an adult prep for the GRE math section, college math prereqs (Algebra), college algebra, trigonometry, precalculus, and statistics for non-math majors.

Most importantly, Susan has two kids of her own, between the ages of 10 and 14, who challenge her every day. Being a parent makes her a better teacher, and being a teacher makes her a better parent. She brings kindness and compassion to both. In her free time, Susan likes to travel, read novels, complete the NY Times Crossword, and play tabletop games like Catan, Set, and others.

Dr. David is a certified New York City mathematics educator for grades 7-12. He earned his Bachelor of Arts in Chemistry, Mathematics, and Statistics from CUNY Hunter College, his Master of Arts in Mathematics Education from New York University, his Master of Philosophy and Doctor of Philosophy in Urban Education from the CUNY Graduate Center, and his Master of Educational Leadership from Teachers College, Columbia University. David has 22 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, PSAT/SAT, and IB Math. Dr. David has experience working with children and adults with ADHD and fostering growth in executive function, self-regulation, and cognitive skills.

In his role as an executive functioning coach, David supports students in their development of essential skills for academic and social success. He emphasizes the importance of tailoring cognitive skills such as organization, time management, planning, and self-regulation to each student’s unique needs. His approach involves conducting assessments, including other relevant tests conducted within a year of the start date, to identify a student’s strengths and weaknesses in executive functioning skills. During the initial two sessions, he collaborates closely with the student to establish specific, measurable, and achievable goals.

Key elements of his coaching include addressing problem-solving and study skills, emotional regulation, empowerment, and advocacy to foster self-reliance and confidence in students. Throughout the coaching process, David diligently monitors and reports on student progress, maintaining ongoing collaboration with parents to ensure a comprehensive approach to support.

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 tailoring lessons and providing support to meet 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 the 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.

Noelle has over 20 years of experience teaching English and literacy in both elementary and secondary education settings. She has a Bachelor’s degree in Early Childhood Education from Saint Joseph’s College, as well as a master’s in secondary English from Dowling College. She has acquired over 75 credits in professional development, ranging in literacy, character/socio-emotional, and English Language Arts education.

Throughout her career, Noelle has co-taught with special education teachers in ICT programs to promote optimal learning environments for all types of learners. She is unique in her approach to engaging students, as she actively supports mindfulness and grounding learning strategies to help struggling students de-escalate in times of overstimulation and stress. Noelle enjoys working with young learners as they embark on learning how to read while also guiding her older students, who need support through synthesis and critical thinking in order to assess highly complicated secondary and post-graduate literature.

Noelle has worked primarily in the middle school setting; however, she’s no stranger to grades K–12 and beyond. Both an educator and tutor for many years, she’s adapted to the latest trends in education, especially as they relate to the ever-evolving advances in technology. Particularly, Noelle is skilled in facilitating the drafting and editing of college entrance essays. She has taught for several years with academically and emotionally struggling students throughout her tenure, paying particular attention to students’ individualized education programs. Noelle is an avid reader who believes literacy is the key to success in all disciplines, not just English. She advocates for time in nature outside of the traditional classroom walls, encourages time away from the temptations of social media, and believes balance can be achieved through both the strengths and areas of struggle for each child. A lover of words, Noelle is a firm believer in the fundamentals of grammar and has strong vocabulary skills. Throughout her career, she’s assisted students through the often daunting transition from elementary to secondary school, understanding the ever-increasing demands as children come of age. As a mother to four children herself, she is keenly aware of what it takes to maintain the often hectic lifestyles of our current day. Noelle is a huge advocate for individual learning assessments, with a primary focus on students’ various intelligences (literacy, logic, kinesthetics, etc.). In order for students to truly engage and take ownership of their unique perspectives, Noelle encourages both parents and students to avoid the pitfalls of “blending in.” Rather, she prefers students to fully own their learning styles and interests so that they may become the best versions of themselves while being active participants in society. Noelle has significant experience in preparation for state, Regents, and college test prep, helping to reduce test anxiety that often arises.

In her free time, Noelle enjoys the practice of yoga and Reiki as a level two practitioner. She loves Sundays for rest in prayer, meditation, or nature and is always up for a family gathering, watching football, and sharing “Sunday sauce.” Her greatest endeavor has been cultivating a love of learning for students of all ages.

Arthur holds a Bachelor’s degree in History from the State University of New York at Plattsburgh, a Master’s in Education from Lehman College, and an Advanced Certification in Special Education. Currently, he passionately serves as a Global and U.S. History Regents High School Teacher at the Greenburgh Graham School in Hastings on Hudson, specializing in students with disabilities.

With expertise extending to math subjects, Arthur provides adept tutoring in Pre-Algebra and Algebra 1. Notably, he offers all levels of math tutoring before students learn pre-algebra. He also excels at preparing students for assessments, such as the SSAT: Elementary-Level ELA, New York State Regents Examinations, and the General Educational Development (GED) test, covering multiple subjects.
Having a decade of experience tutoring private school students in grades 4–12 in Manhattan and Westchester, Arthur is dedicated to fostering academic growth. He has also excelled as a middle school Literacy and ELA teacher, utilizing Columbia University’s Teachers College curriculum for reading and writing.

In his teaching approach, Arthur prioritizes scaffolding and bespoke instructional support, ensuring alignment with individual student needs. His instructional methodology underscores practical skills acquisition, encompassing test-taking acumen and essay composition prowess. Arthur possesses specialized skills as both an ADHD and Executive Functioning Coach, offering tailored guidance to students requiring support in these areas. By incorporating illustrative examples, he adeptly steers his students toward marked improvement and elevated examination outcomes. His tailored approach resonates profoundly with students encountering academic hurdles, showcasing his adeptness in curating essential tools for holistic student success.

Beyond his professional endeavors, Arthur’s zest for life extends to his passions. Having visited 30 countries and counting, he embraces the thrill of traveling. He also finds joy in attending sporting events, both locally and globally, and regularly immerses himself in the rich history showcased in New York’s museums. Additionally, Arthur cherishes spending quality time with friends.

In summary, Arthur’s multifaceted background, dedication to student success, and vibrant interests, including offering all levels of math tutoring before students learn pre-algebra, make him a dynamic and engaging educator.

Rebecca holds a Bachelor’s Degree in English Writing from the University of Pittsburgh and a Master’s Degree in Social Work from Columbia University. She currently works as a Licensed Master Social Worker at a private transitional special education school in Manhattan, where she specializes in one-on-one academic and social-emotional learning.

Rebecca’s work centers around helping students develop writing and reading skills, build executive function skills, improve overall management and organization, and navigate the college process (including with the assistance of college application completion and college essay writing). Each student’s needs will be different, and Rebecca believes in the importance of an individualized, flexible approach. Regular check-ins to assess goals and develop appropriate learning plans are key to student success.

Rebecca has worked with a wide range of ages, specifically middle school, high school, transitional (pre-college and workforce), and college. Rebecca also has experience working with students who have a wide variety of specific needs, including but not limited to ADHD, ASD, Dyslexia and other reading disorders, Oppositional Defiant Disorder, and Twice Exceptional.

In her free time, Rebecca enjoys a wide variety of hobbies, including reading, journaling, watching movies, knitting, and plant and animal care.

Currently, Dr. Elaine leverages her rich background in education and clinical psychology to provide tailored support to children, teenagers, and adult learners grappling with challenges like ADHD, Sensory Processing Disorder, Executive Functioning, and learning disabilities. These difficulties often manifest in struggles with specific academic subjects or broader academic disciplines. Dr. Elaine employs targeted strategies to bolster intentional reading for comprehension, as well as enhancing skills in writing, revising, and editing.

Furthermore, Dr. Elaine places a significant emphasis on assisting both school-age and college students in honing their executive function (EF) skills. This involves cultivating self-regulation abilities, aiding individuals in maintaining attention, shifting tasks, planning effectively, and organizational skills development. She emphasizes the importance of self-awareness, helping students recognize their strengths and areas needing improvement.

Addressing concerns related to ADHD, Dr. Elaine focuses on pivotal aspects such as impulse control, managing hyperfocus, and structuring routines. She tailors her approach by considering individual factors like age, integrating engaging activities for children while aligning strategies with daily responsibilities for adults, whether it’s financial management or task organization.

Dr. Elaine’s methodology leans heavily on problem-solving techniques, equipping individuals with essential skills such as setting priorities, establishing boundaries, and implementing self-monitoring mechanisms. She is committed to leveraging evidence-based practices, ensuring that individuals develop sustainable skills that enhance productivity and foster independence. Witnessing the transformative journey of individuals as they transition from relying on external supports to harnessing their innate self-regulation capabilities brings Dr. Elaine immense satisfaction.

Molly holds a Bachelor’s degree in Social Sciences from the University of Caldwell and Master’s degrees in Social Studies and Special Education from Monmouth University. Currently pursuing her third Master’s degree as a Learning Disability Teaching Consultant, Molly is deeply invested in enhancing her expertise to better serve her students.

Molly underscores the significance of fostering meaningful connections to bolster student achievements. Her approach centers on understanding students’ unique starting points and aiding them in reaching their maximum potential. With expertise in executive functioning and ADHD coaching, Molly offers personalized guidance to students across various age groups, from elementary school to college and beyond, supporting them in overcoming obstacles and succeeding academically.

Furthermore, Molly’s expertise extends to supporting students with a range of learning differences, such as reading disorders, ASD, language processing disorder, auditory processing disorder, dyslexia, writing disorders, dysgraphia, twice-exceptional, dyscalculia, and non-verbal learning disorders. Trained in multi-sensory literacy programs like Orton Gillingham and Wilson/Fundations, she ensures that each student receives tailored instruction to meet their unique needs.

In addition to her coaching services, Molly offers comprehensive support in various subject areas, including English Language Arts (ELA), psychology, and handwriting. She also specializes in test preparation for exams such as the Specialized High School Admissions Test and the SSAT.

Molly remains committed to empowering students to reach their fullest potential and actively volunteers with civil rights programs and the state Holocaust commission.

This revised bio focuses on Molly’s coaching services and expertise while providing a concise overview of her qualifications and commitment to student success.

Caitlin earned a Bachelor of Arts in Biological Science and a Bachelor of Arts in Women’s and Gender Studies from the University of Missouri Honors College. As a Fulbright-García Robles Scholar in Mexico City, Mexico, she serves as a university-level assistant English teacher. Caitlin is passionate about meeting students where they are and facilitating a supportive and inclusive learning environment.

As an experienced instructor, Caitlin has mentored high school and college students in mathematics, sciences, writing, college preparation, and Spanish. She specializes in tutoring Exeter math, along with other mathematics subjects such as Pre-Algebra, Algebra 1, Algebra 2, Geometry, Pre-Calculus, and Statistics. Her dedication extends to assisting students with organizational, social, and study skills. During her college years, Caitlin mentored a diverse group of learners aged 6–20, showcasing her versatility. She also possesses experience working with students with learning and/or physical disabilities and chronic illnesses.

After completing her college journey in 2021, Caitlin committed her skills to tutoring students in physics, further contributing to her comprehensive background in mathematics and physics education.

In addition to her tutoring roles, Caitlin taught abroad in Seville, Spain, where she instructed middle school science, mathematics, and ESL. Her teaching experience encompasses High School Biology, AP Biology, Chemistry, Physics, and Earth Science. She also provides guidance in Chemistry and Biology at the college level. For Middle School sciences, Caitlin offers specialized instruction tailored to the needs of learners.

In the domain of English Language Arts (ELA), Caitlin offers comprehensive support in reading, writing, and comprehension skills. She also provides tutoring in Spanish at levels including Middle School, High School, College, and Adult. Her commitment to addressing various learning differences is evident, as she has expertise in supporting students with ADHD/ADD, Reading Disorders, Language Processing Disorder, Auditory Processing Disorder, and Dyslexia.

Looking ahead to fall 2024, Caitlin aspires to continue her academic pursuits through a Ph.D. in sociology, with the ultimate goal of becoming a professor. Beyond her teaching and mentoring commitments, Caitlin enjoys running, baking, and practicing ceramics. She remains enthusiastic about supporting students in their academic journeys toward success, both inside and outside of the classroom.

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!

With a strong academic background and over seven years of tutoring experience, Alexandra is a highly qualified educator dedicated to facilitating academic success. Alexandra graduated from the University of Minnesota with a Bachelor of Science in Applied Economics and holds a master’s certification in coastal ecology from the University of Florida. Committed to ongoing professional development, Alexandra now works in private equity, combining practical expertise with a passion for education.

Specializing in diverse subjects, Alexandra offers comprehensive tutoring services in ELA, including SAT Verbal, English Language Arts (reading, writing, and comprehension), and Languages Other Than English. Alexandra excels in various test preparation methodologies, caters to different language proficiency exams, and is adept at tutoring math, International Baccalaureate (IB) classes, high school sciences, and college-level science courses, with a specific focus on college statistics and applied statistics.

With extensive experience working with students aged 7-18, Alexandra addresses diverse needs, from writing skills to editing and synthesizing academic literature. Teaching in both public and private sectors, Alexandra covers content and abilities from elementary school through college, including adult learners. Her expertise spans elementary, middle school, and high school levels, ensuring a tailored approach for each student. Alexandra is dedicated to inclusive education, specializing in executive functioning coaching, study skills, creative writing, history/social studies, and college application essay support.

Experienced in working with learners who have ADHD/ADD, Autism Spectrum Disorder, Dysgraphia, Dyslexia, Dyscalculia, and Executive Functioning Disorders, Alexandra employs a personalized pedagogical philosophy emphasizing strategies and diligence. Passionate about sustainability, Alexandra brings a holistic approach to education. Beyond tutoring, Alexandra enjoys reading and weightlifting.

Whether fostering foundational skills or guiding advanced coursework, Alexandra is committed to helping students achieve academic goals. With a proven track record of success and a comprehensive understanding of diverse learning differences, Alexandra provides individualized support to empower students at every educational stage.

Kayla brings a wealth of experience and expertise to her role as an executive function coach at Themba. With a Master of Science in Teaching and Learning for Adolescents with Disabilities, Kayla is a licensed special education teacher specializing in providing explicit instruction for students with various disabilities, including ADHD and sensory issues. With 8 years of experience, Kayla is dedicated to supporting students with ADHD, helping them transition into post-secondary education while addressing high school scenarios annually.

In addition to her teaching background, Kayla offers executive function coaching and ADHD coaching to students with diverse learning needs, ensuring that each student receives personalized support to succeed academically and emotionally.

During her tenure as a special educator for New York City Public Schools, Kayla served as the Special Education Liaison for an entire school, overseeing the well-being and academic progress of over 80 students. Her responsibilities included reviewing student plans, administering tests, handling accommodation requests, devising behavior plans, supervising interns, and advocating for her students’ needs both within and beyond the school environment.

Kayla firmly believes that every student has the potential to thrive with the right support. Her teaching philosophy prioritizes inclusivity, ensuring students are emotionally prepared to engage and learn actively.

In her tutoring practice, Kayla has honed her skills across various subjects. She excels in Test Prep, guiding students in SAT Math, English Language Arts (including reading, writing, and comprehension), Measures of Academic Progress (MAP), New York State Regents Examinations, and the General Educational Development (GED) test. Her mathematical expertise spans Pre-Algebra, Algebra 1, Algebra 2, Geometry, and Statistics. Additionally, Kayla offers tutoring in Spanish for learners of all ages and specializes in assisting students with Reading Disorders and Language Processing Disorders.

Fallon has been dedicated to the education and well-being of students since 2007, serving as a School Counselor at the NYC Board of Education. Throughout her tenure, she has worked with children and adolescents from kindergarten through high school, offering invaluable support and equipping them with essential tools for success.

Outside of her primary role, Fallon extends her expertise to Themba Tutors as an executive function coach. Here, she specializes in empowering young learners to hone their organizational skills, improve time management, and sharpen their focus. Through a structured approach, Fallon provides tailored plans that focus on executive function essentials such as study skills, working memory, task initiation, prioritization, and organization.

Fallon’s expertise in executive functioning skills centers on essential areas, including time management, organizational skills, goal setting, and prioritization. In addition to these foundational elements, Fallon skillfully incorporates holistic methods such as mindfulness exercises, relaxation techniques, and coping strategies. These supplementary techniques help students effectively manage stress, enhance focus, and develop self-control, all while maintaining a primary emphasis on strengthening their executive functioning abilities.

Beyond her professional endeavors, Fallon is often described as patient and calm. She finds joy in practicing yoga, bike riding, listening to music, and indulging in nature, especially beach visits. Her passion extends to cooking and gardening. Above all, Fallon finds fulfillment in guiding students to become more efficient learners, instilling in them the confidence and skills needed to achieve their academic and personal goals.

Cara has her Bachelor of Arts in Elementary Education and Master of Science in Early Childhood Special Education from Fordham University. She is in the process of receiving certification in Orton Gillingham for students with Reading Difficulties Levels 1-4, which will be completed in May of 2024. She has been a special education teacher for over 15 years in private schools for elementary and middle school students with learning disabilities. Additionally, she has tutored a wide spectrum of learners aged 7-15 in Reading, Math, and Language Arts.

Cara believes that one of her strengths has been highlighted through her ability to meet the social-emotional needs of her students within the context of a challenging academic classroom. Many of the students that she has worked with have language-based learning disabilities and, as a result, have a difficult time expressing their emotions. Through a variety of lessons and discussions, she has taught students to recognize and regulate their emotions so they can develop a greater social awareness and use language to problem-solve and express themselves.

Cara’s classroom experience, especially in special education, has taught her to be comfortable in an environment that is not only fast-paced but also ever-changing. Additionally, she believes education is individualized and that strength-based learning is key to developing useful strategies and confidence for students of every ability. She has made it a point to stay current on the most current pedagogy and teaching methods and use custom lesson planning to differentiate activities and goals to meet each student’s individual needs and abilities.

Christopher is an experienced tutor who received his Bachelor’s degree in Sociology and his Master’s degree in Special Education and Literacy from The State University of New York at Albany. Christopher is a New York State-certified Special Education Teacher, General Education Teacher, and Literacy Specialist. He has taught in New York City Public Schools for the past twelve years in many capacities, including schoolwide Literacy Specialist, Special Education teacher, and movement Teacher. He has taught and tutored students of all ages. Within the field of Special Education, Christopher continues to develop and design specialized instruction and facilitate professional development seminars to support the professional growth of fellow New York City educators.

Christopher has over a decade of experience in preparing students for the New York State standardized English Language Arts exams in Grades 3–8 (of which he also has years of experience administering and grading), the New York State English Language Arts Regents exams, and the New York State Mathematics exam in Grades 3–8. He also has vast knowledge and experience with the New York State Alternative Assessment (NYSAA) and the Gifted and Talented exams. Christopher is well-versed in numerous highly acclaimed literacy programs, including the Wilson Reading System (WRS), Foundations, SMILE, and the current curriculum used throughout New York City.

Christopher has extensive experience teaching students with anxiety, executive functioning disorders, Autism Spectrum Disorder, Asperger’s, ADHD, emotional disturbance, depression, processing disorders, dyslexia, dysgraphia, dyscalculia, and other learning challenges. He prides himself on making every learning experience exciting and meaningful. He believes in building and maintaining strong, trusting rapport with his students and their families and is committed to working closely together to obtain success.

According to Christopher, there is no one-size-fits-all learning method. Whether one learns best through visual, auditory, kinesthetic, or tactile-based supports, Christopher is prepared to meet every student’s individualized needs. Christopher employs an asset-based, social-emotional, and growth-mindset approach to learning that incorporates each student’s strengths and interests. He works diligently with his students to create purposeful goals with the tools and resources to obtain them. He models and promotes patience, self-regulation, confidence-building, and executive functioning skills such as time management and organization. With Christopher’s instructional support, students feel excited to take ownership of their learning, are willing to take positive academic risks, and build self-efficacy and self-esteem along the way! Christopher enjoys writing, playing music, and coaching for the Special Olympics in his spare time.

Nicole graduated from the University of Michigan in 2020 with a psychology major and a social work minor. Currently, Nicole is a second-year School Psychology Ph.D. student at Fordham University. With a strong foundation in psychology and social work, she brings a unique perspective to her work as a dedicated school psychology student.

Nicole has extensive experience working with individuals of all ages dealing with ADHD, employing effective executive functioning strategies. She has experience helping students with ADHD, social pragmatic communication disorder, dysgraphia, and anxiety. She excels at providing tailored executive functioning strategies, study skills, homework assistance, and implementing behavioral management strategies. Nicole has worked with children through Mount Sinai Hospital, assisting them in understanding and managing their ADHD diagnosis.

Her contributions extend to neuropsychological testing at Fordham University, where she performed assessments and offered valuable resources and strategies post-assessment. Passionate about writing and reading, Nicole leverages her skills to assist students at all levels, from kindergarten to college, with any writing assignment throughout the writing process. She has consulted with prospective undergraduate and graduate students, offering guidance on formulating and editing essays.

While Nicole does not specialize in a math-focused field, she is proficient in tutoring elementary to middle school math, including Pre-Algebra, Algebra 1, and Algebra 2. In English Language Arts (ELA), Nicole supports elementary, middle, and high school students. Beyond academics, Nicole’s multifaceted expertise includes test preparation, psychology, and executive functioning coaching. Her love for reading and comprehension skills extends to helping individuals of all ages enhance their literary abilities.

In her diverse tutoring capacities, Nicole has worked with multiple students, providing comprehensive support across various subjects. Her commitment to education is complemented by her interests, including reading, watching movies, and spending quality time with friends. Additionally, Nicole is a proud cat owner and enjoys snuggling with her feline companion.

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, Wilson, 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.

Stacey has worked with all ages, including toddlers, preschoolers, and SETSS with elementary school students, providing reading intervention to students in grades 5-8, co-teaching all subjects through grade 8 and grades 10 and 11, and teaching English and Living Environment to 10th graders. 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, and 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.

A passionate and dedicated educator with a robust academic background, holding a Bachelor’s degree in Communications and Psychology from Indiana University, a Master’s in Special Education, and a second Master’s in Educational Leadership from Hunter College in New York City, Michelle brings 14 years of experience in the New York City public school system, specializing in high school-level education as a distinguished special educator. She has played a crucial role in the special education department, advocating for students, families, and teachers to ensure optimal instruction and services. As a model teacher, Michelle guides staff in developing individualized curriculum and Universal Design for Learning (UDL) instruction.

With over a decade of private tutoring experience, Michelle excels at providing tailored support for reading, math, executive functioning, and Regents exam preparation. Her approach is finely tuned to meet the unique needs of middle school and high school students, focusing on establishing strong foundations in reading and math.

Michelle’s expertise extends to effective organizational strategies, enhanced reading comprehension skills, proficiency in executive functioning, writing expansion, test-taking skills, and math support for middle school students. At the high school level, she demonstrates particular proficiency in Regents preparation, especially in Algebra 1 and ELA, along with comprehensive support in math, reading, and study skills.

In addition, Michelle offers proficiency in various test preparation areas, encompassing Regents exams (Algebra and ELA), ISEE, SSAT, English Language Arts (reading, writing, and comprehension), Measures of Academic Progress (MAP) Growth Assessments, and New York State Regents Examinations (subject-specific tests).

Her mastery spans a range of math subjects, including algebra, pre-algebra, and elementary school Math. Michelle’s expertise in literature and language arts covers reading, middle school, high school English Language and Arts (ELA), and very basic Spanish. Additionally, Michelle provides support with executive functioning coaching and ADHD coaching for college students, helping them navigate academic challenges and develop effective strategies for success.

Beyond education, Michelle enjoys spending quality time with her family, experimenting with new recipes, indulging in music, exploring travel opportunities, and maintaining a healthy lifestyle through yoga and Pilates.

Fiona graduated with honors from Occidental College with a major in kinesiology and is currently working as a certified medical assistant to gain clinical experience before furthering her education in PA (physician assistant) school. Passionate about education, Fiona possesses extensive tutoring experience that spans from elementary to high school levels while also being well-equipped to tutor college students and young adults. Her expertise extends to supporting individuals with special needs, ensuring an inclusive and tailored learning environment. As a camp counselor for children with special needs, Fiona has refined her skills in connecting with diverse learning styles, enabling her to effectively address each student’s specific requirements. Committed to fostering academic growth and life skills, Fiona stands ready to empower students to navigate life’s challenges with confidence and resilience.

Molly’s dedication to education spans over a decade, marked by a robust academic background. Graduating from SUNY Geneseo with a Bachelor’s degree in Secondary Education Mathematics and a minor in Spanish, she furthered her expertise with a Master’s degree in Teaching English as a Second Language from Touro University. Recently, Molly completed a Bilingual Education Extension certificate from St. John’s University, enhancing her pedagogical toolkit.

NYS certified in Mathematics for grades 7-12, Molly has been a cornerstone of New York City’s public school system for nine years, focusing on middle school Math instruction. With a breadth of experience teaching 6th and 7th Grade Math, as well as Regent’s level Algebra 1, she extends her impact through tutoring, guiding students from 5th Grade Math up to Regent’s level Geometry and Algebra 2/Trig. Her extensive exposure to diverse grade levels equips her with profound insights into student progression and the requisites for academic success.

In addition to her core teaching responsibilities, Molly adeptly supports students with executive functioning skills, state test preparation, and high school applications. While not formally certified in special education, her inclusive approach shines through her work with neurodiverse students, including those with Autism, ADD/ADHD, OCD, emotional challenges, and speech and language impairments.

Molly’s teaching philosophy revolves around fostering connections between students’ interests and the curriculum, adapting her methods to cater to diverse learning needs. Her lessons are designed to be engaging, challenging, and hands-on, nurturing critical thinking and problem-solving skills while emphasizing the importance of organized work and vocabulary application.

Outside the classroom, Molly’s passions extend to athletics, where she coaches her school’s soccer, cross country, and swimming teams, drawing from her collegiate track experience. Committed to social justice, she recently completed a year-long program with the Metropolitan Museum of Art, enriching her students’ critical thinking and global awareness through art education. With expertise spanning test preparation, Math, Writing, Reading, and Foreign Languages, Molly offers comprehensive support to her students, ensuring holistic academic development and personal growth.

Louie is a highly qualified individual, boasting a bachelor’s degree in electrical engineering from the New York Institute of Technology and a master’s degree in manufacturing engineering from the NYU Polytechnic School of Engineering. His professional journey includes serving as the Director of the IMTI trade school in Waterbury, CT, showcasing a wealth of experience spanning over 20 years across diverse industries such as utilities, automotive, telecommunications, electronics, technology, manufacturing, and workforce development.

At the helm of IMTI, Louie has spearheaded the development and implementation of apprenticeship training programs tailored for career-oriented students. These programs emphasize in-demand skills in IT, renewable energy (including solar and wind), manufacturing, healthcare, and environmental management, ensuring students are not only prepared academically but are also well-equipped for their future roles, whether they’re headed for college or straight into their careers. Moreover, Louie’s initiatives in offering OSHA training, including 10-hour and 30-hour certification, alongside career coaching and exploration, workforce readiness training, resume, interview, and job search assistance, have significantly enhanced the career planning services at IMTI.

Certified as a master trainer and electrical instructor by the NCCER (National Center for Construction Education and Research), Louie’s expertise extends to various educational levels, from 8th grade and high school to university and postgraduate studies. His exceptional communication skills have enabled him to tutor and mentor students, offering guidance in course and test preparation. Beyond academia, Louie has provided insights to entrepreneurs in areas ranging from mathematics and engineering to technology, real estate, business, and management.

Louie has held a New York State real estate license and successfully represented a few brokerage firms. Since that time, he has mentored and coached several aspiring agents to pass their own state exams, some for the first time after many previous unsuccessful attempts.

In the realm of renewable energy, Louie serves as a consultant, training numerous individuals in the solar industry and developing training programs for businesses he has owned and managed. Whether teaching in person, in the classroom, online, internationally, or locally, Louie’s passion and energy shine through, transforming seemingly mundane subjects into exciting learning experiences. Students are drawn to his animated and enthusiastic teaching style, complemented by his sense of humor and warmth, which fosters a safe and comfortable learning environment.

Louie champions the value of apprenticeship programs as a non-traditional pathway to skilled trades. He emphasizes that these programs allow students to earn while they learn, performing real work on actual projects, thus offering hands-on experience. This approach helps students avoid the financial burden of college loans, as they work and earn a paycheck during their training, with pay increasing as their skills and experience grow.

Louie believes in making education enjoyable, incorporating real-life examples, and breaking down complex ideas into digestible chunks. Fluent in Spanish and knowledgeable in Chinese, he holds certifications in OSHA 10, 30, HAZMAT, solar photovoltaic, solar Thermal, and NCCR Master Training. Recognized for his extensive knowledge and expertise, Louie was invited to serve on the Stamford Advisory Board for Advanced Manufacturing.

Beyond his professional pursuits, Louie is a 24-time marathon runner and an accomplished dancer. He enjoys developing products using 3-D print technology, has a passion for travel, has worked abroad, and has lived in Hong Kong. Louie was born and raised in NYC.

Omolade is a dynamic and committed educational leader with an extensive background in both instructional and leadership roles. She holds a Bachelor of Arts degree from SUNY Stony Brook, a Master of Science in Teaching from Pace University, and a Post-Master’s Certificate in Educational Leadership from SUNY Stony Brook. She is certified in New York State as a Special Education and Generalist teacher, working with students in grades 5 – 9. Additionally, she is certified in High School Social Studies in New Jersey and holds a TEFL certification.

Omolade has worked in both public and private schools, teaching students of all ages and abilities. Specializing in Math, she served as a Learning Specialist Coordinator/Math Learning Specialist at KIPP NJ, where she pioneered math assessment accommodations in standardized test prep for students with disabilities. Her teaching experience also includes Biology at Maple Leaf Educational Systems in China and serving as an Assistant Principal of Special Education at Harlem Village Academies and Uncommon Schools in New York City.

Omolade’s pedagogical philosophy is student-centered, and she believes in tailoring instruction to meet the unique needs of each learner. She is experienced in working with students who have a variety of learning differences, including dyslexia, dysgraphia, dyscalculia, ADHD, ADD, and executive functioning disorders.

With her comprehensive skill set, she offers specialized tutoring in various standardized tests, including SAT Math and Verbal, as well as the Specialized High Schools Admissions Test (SHSAT), SSAT (Elementary-Level Math, Middle-Level Math, Upper-Level Math, Elementary-Level ELA, Middle-Level ELA, Upper-Level ELA), ACT (English, Math, Science, Reading, Writing), English Language Arts (includes reading, writing, and comprehension), Test Assessing Secondary Completion (formerly known as GED in some states), Measures of Academic Progress (MAP) Growth assessments (covering various subjects), and New York State Regents Examinations (subject-specific tests).

In addition to her proficiency in Math and standardized test prep, Omolade is skilled in Pre-Algebra, Algebra 1, High School Biology, Biology, and Earth Sciences. She also offers support in Study Skills, Creative Writing, History/Social Studies, College Application Essays, and Graduate School/Ph.D. Admission, Application, and Consultation.

Committed to creating a supportive learning environment where students feel safe to take risks and learn from their mistakes, Omolade enjoys developing innovative programming, mentoring and coaching teachers, and providing in-class support. Outside of teaching, she finds joy in traveling and writing poetry.

Lexie (she/her) received a bachelor’s degree in Biology and Psychology from The University of Maryland, College Park. She is in her final year as a Ph.D. student in counseling psychology at The University of Texas at Austin. She is completing her clinical psychology internship at a hospital in Brooklyn and will graduate with her Ph.D. in counseling psychology in June 2024. Her research interests focus on measuring and improving the healthcare experiences of the LGBTQ+ community. As an instructor and mentor, Lexie is passionate about adapting the work to address each student’s learning style and tutoring needs. With over six years of working in various capacities with adolescents and young adults, Lexie excels in improving students’ academic performance and general functioning by tailoring interventions according to students’ cognitive capacities, social-emotional functioning, and psychological needs within their unique school and home environments.

Lexie has been a teaching assistant and lecturer for psychology courses throughout graduate school and is now an adjunct professor teaching psychology at the undergraduate level. Her work with Themba mostly focuses on improving students’ executive functioning and organizational, social, and study skills with learners ages 10 through adulthood. Lexie also has particular interest and experience in working with LGBTQ+ students, students with anxiety, and students on the autism spectrum.

Lexie has particular experience in working with individuals with Level 1 ASD in therapy, neuropsychological testing, and research contexts. She uses her knowledge of the neuropsychological profile of individuals with ASD, in particular, to adapt her mentoring to the needs of students with high-functioning ASD. Interventions for individuals with ASD typically involve a combination of strategies such as creating visual schedules, organizing structured activities, incorporating sensory accommodations, and providing predictability and reductions in anxiety through clear and explicit instruction. Additionally, interventions sometimes involve the development of social skills through structured activities, role-playing scenarios, and explicit teaching of social cues, enabling students to navigate peer interactions more effectively. Finally, Lexie collaborates closely with parents to ensure consistency across environments and reinforce skills learned during tutoring sessions. Through these targeted interventions, Lexie strives to empower students with high-functioning ASD to thrive academically and socially in the school setting.

Outside of work, Lexie enjoys being outside, exploring museums, spending time with friends and family, and trying new restaurants.

Kristie specializes in online tutoring. While earning her Bachelor’s degree at UCLA, she focused on Ancient History and studied Latin and Greek to 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. to become an educator and share her love of knowledge with the next generation.

She can read in seven languages and offers Latin, Ancient Greek, and Italian lessons. 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 learns from her students, in turn!

teaching strategies draw on the lessons that she still remembers from the teachers and professors who inspired her when she was young.

Her teachers’ zeal for teaching and encouragement 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 contextualize ancient ideas and concepts within today’s world.

Hailing from Chicago, Illinois, Jacquese is a dedicated NYS-certified educator committed to student success in and out of the classroom. He received his bachelor’s degree in English with a minor in music from Morehouse College in Atlanta, GA, and his master’s degree from Relay Graduate School of Education (NYC Campus). Additionally, he recently received his Advanced Certificate in Literacy Specialization from Pace University.

During his undergrad years, he served as an English tutor in the academic resource center, supporting students in writing academic essays and providing effective feedback. Assisting others in their personal success and endeavors comes naturally to him, as he considers all different learners in an academic space.

In the summer of 2023, Jacquese had the opportunity to teach high school students about different sources of energy through various designs and projects for After School Matters in Chicago. By applying a multidisciplinary approach (i.e., STEM), students were able to design a model of a circuit that can be controlled through a technological application. These are just some of the many teaching opportunities Jacquese has experienced across different content areas.

Jacquese offers comprehensive tutoring services in English Language Arts, including reading, writing, and comprehension, as well as expertise in Measures of Academic Progress (MAP) Growth assessments covering various subjects. His proficiency extends to tutoring middle school and high school math, specifically in Pre-Algebra. Furthermore, his teaching repertoire encompasses Physics and Earth Science across all educational levels, from elementary school to adult learners.

Jacquese brings a wealth of experience in supporting students with study skills, creative writing, and college application essays. Moreover, he provides ADHD/ADD and EF coaching and assistance with reading disorders.

It’s noteworthy that Jacquese holds a minor in Music from his undergraduate studies, with a concentration in Vocal Performance. This musical background enriches his teaching style, fostering creativity and holistic development in his students.

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.

Martha is a seasoned educator with a wealth of experience spanning 16 years in successfully teaching both neurotypical and neurodiverse children. Her teaching philosophy centers around addressing individual needs, creating a positive learning environment, and empowering students to recognize their influence on the world around them.

With a passion for fostering holistic development, she has honed her expertise in supporting students’ executive function skills. Martha understands the critical role these skills play in academic success and personal growth, particularly during the formative years in upper elementary in preparation for middle school and high school. Through innovative teaching strategies and personalized interventions, she empowers her students to enhance their abilities in planning, organization, time management, and self-regulation. Martha’s commitment to nurturing these essential cognitive skills ensures that her students develop the resilience and adaptability necessary for lifelong learning.

Equipped with a Bachelor’s degree in Elementary Education and a minor in Mathematics from Northeastern Illinois University, Martha has built a strong foundation for effective teaching. Committed to inclusive education, she pursued and achieved a Master’s in Special Education from the University of Michigan – Dearborn, along with a Certificate in Special Education from DePaul University. As a licensed teacher in Illinois, Martha continues to stay at the forefront of educational practices.

Martha has undergone specialized training in Orton Gillingham IMSE, covering both Comprehensive and Morphology modules. Her commitment to meeting diverse learning needs is further demonstrated by her training in Multisensory Math.

Currently, Martha is making a significant impact in the private sector, teaching 5th-grade math and social studies. She dedicates specific attention to honing the executive functioning skills of twice-exceptional students. Martha is deeply involved in supporting students across a spectrum of needs, including math, reading fluency and comprehension, phonological awareness, phonics, vocabulary, writing, attention, dyslexia, dysgraphia, dyscalculia, ASD, ADHD, ADD, EF, as well as behavioral and emotional disorders. Her approach is characterized by a comprehensive understanding of each student, fostering an environment where they can flourish academically and personally.

Brian, an M.S., is an N.Y. State licensed Special Education teacher who has been working at a variety of progressive public schools in Brooklyn and Manhattan since 2008. He has extensive experience supporting students with learning disabilities, executive functioning issues, emotional challenges, ADHD, speech or language impairments, Autism Spectrum Disorder, and undiagnosed challenges. He has taught a range of subjects, including Literacy, Math, Science, Social Studies, Phonics, Field Studies (all around NYC!), and Restorative Justice for grades 6-12 in various classroom settings (Self-Contained, Integrated Co-Teaching, and small group interventions). Brian earned a B.S. in Psychology from Boston University and an M.S. in Education from LIU Brooklyn.

As an educator and tutor, Brian is most drawn to students for whom classroom success has been elusive. His work is informed by his personal experiences with ADHD, executive functioning, and therapy. He believes that genuine learning happens when individuals make meaning of the world around them, dependent on emotional safety, positive relationships, curiosity, exploration, collaboration, reflection, joy, self-awareness, and self-confidence. Brian has a wide variety of passions and interests that currently include rock climbing, skateboarding, basketball, raising chickens, woodworking, vegetarian cooking, Minecraft, camping, reading (text and audiobooks!), and watching anime with his son.

Goutham is a highly skilled educator and data scientist specializing in computer science, data science, and innovative teaching methods. He holds a Bachelor’s degree in Mathematics and Computer Science, a Minor in Philosophy from the University of California, San Diego, and a Master’s degree in Data Science for Public Policy from Georgetown University.

Goutham offers tutoring in various subjects to help students excel in their academic pursuits. He covers a broad spectrum of mathematics, including Calculus, Geometry, Trigonometry, Linear Algebra, Algebra, Differential Calculus, Combinatorics, and Precalculus. For those venturing into the world of computer science, Goutham provides guidance in Intro to Python, Java, or C, along with Dynamic Programming, Data Structures, and Algorithms. Additionally, he delves into the realm of Data Science, offering instruction in Machine Learning, Artificial Intelligence, Data visualization, Data Analysis, and Predictive Modeling. Goutham also extends his tutoring services to encompass Creative Writing and aids students in standardized test preparation for exams such as the SAT, ACT, GRE, and GMAT. Goutham strives to empower learners across diverse subjects and academic levels with his expertise and dedication.

As the founder of a podcast, Goutham facilitates dynamic discussions with educational experts and policymakers, enriching his teaching philosophy and embracing innovative methodologies that resonate with students. Through his podcast and global educators’ book club, he continuously seeks cutting-edge strategies to enhance his tutoring approach, ensuring students receive relevant and effective instruction.

Goutham’s commitment to educational excellence extends worldwide, collaborating with schools and organizations to implement data-driven educational initiatives. He passionately empowers students to navigate the complexities of data science and computer science, guiding them in developing impactful projects that fuel intellectual curiosity and problem-solving skills.

Goutham shares insights and collaborates with thought leaders in education and technology, enriching his pedagogical approach with diverse perspectives and cutting-edge innovations. His dedication to fostering inclusive and empowering learning environments reflects his belief in inspiring students to reach their full potential.

In addition to his professional pursuits, Goutham engages deeply with his community through hosting book clubs, creating educational murals, and participating in recreational activities. His holistic approach to education and community engagement underscores his belief in the transformative power of learning and its profound impact on future generations.

Melissa graduated from Florida International University, earning a Bachelor’s degree with a major in Psychology and a minor in Applied Behavioral Analysis. She furthered her education by obtaining a Master’s in Special Education from the University of Miami. Currently, Melissa is pursuing her PhD in School Psychology at Fordham University.

Throughout her career, Melissa has demonstrated a deep commitment to education. She began by teaching preschool-aged children with various abilities and disabilities for several years. Subsequently, she served as a special education teacher, behavioral interventionist, and reading coach for grades K-8 in Florida before relocating to New York. Melissa’s expertise includes being a reading coach and special education teacher for middle schoolers, where she honed her skills in fostering literacy development and supporting students with diverse learning needs. She has also worked as a tutor, homeschool teacher, enrichment coach, and ABA interventionist in various settings, including homes, schools, and clinics. Her passion lies in teaching and inspiring children through enjoyable and interactive activities. Melissa has extensive experience working with children with learning disabilities and excels in catering to diverse abilities. She is adept at designing specialized curricula tailored to individual students, ensuring they reach their full potential and achieve grade-level proficiency.

Melissa is proficient in providing Test Prep services for exams such as ISEE (Lower Level – grades 5-6), ISEE (Middle Level – grades 7-8), SSAT (Elementary-Level Math), SSAT (Middle-Level Math), SSAT (Elementary-Level ELA), SSAT (Middle-Level ELA), ACT (English), ACT (Reading), and ACT (Writing). She is also skilled in teaching Math subjects from Elementary to Middle School. Furthermore, Melissa offers support in Writing, Reading, and English Language Arts (ELA) for students of all levels, from Elementary School to College and Adult learners.

Additionally, Melissa provides expertise in Psychology, particularly High School and College level Psychology. She is also fluent in Spanish and offers tutoring services in this language for students from Elementary School through High School and College. Melissa specializes in Study Skills, Creative Writing, History/Social Studies, and College Application Essays Support. She also assists students with ADHD/ADD, Reading Disorders, Autism Spectrum Disorder, Language Processing Disorder, Auditory Processing Disorder, Dyslexia, Writing Disorders, Dysgraphia, Twice Exceptional, Math Disorders, Dyscalculia, and Non-verbal Learning Disorder, ensuring comprehensive support for students with diverse learning needs.

Alana holds a bachelor’s degree in Psychology from Dartmouth College, completed a post-baccalaureate pre-med program at Columbia University, and earned a master’s in Social Work from Fordham University. As a licensed social worker, she has extensive experience working with adolescents in academic and therapeutic settings, particularly those from non-traditional academic backgrounds in community programs.

In classroom settings, she teaches critical life skills and writing to youth, emphasizing English Language Arts (ELA), including reading, writing, and comprehension. She focuses on executive function development and academic coaching, offering specialized math, writing, reading, literature, and handwriting support. Alana tailors educational plans to strengthen critical areas such as prioritization, time management, organizational skills, and goal setting. She emphasizes educational advocacy and empowerment with her students to foster their investment in learning. Additionally, she assists in pre-algebra, algebra 1, geometry, elementary and middle school subjects, study skills, and college application essay support.

Alana has extensive experience homeschooling preschool and elementary school-aged children, leading to their acceptance into top private school programs in Brooklyn. She firmly believes in honoring the unique needs of students and ensuring all children can excel with appropriate support.

She offers virtual and in-person sessions to accommodate student preferences, with regular check-ins to support academic goals.

Emily received a bachelor’s degree in Public Relations with a minor in Economics and Athletic Coaching from SUNY Oswego. She then became a NYC Teaching Fellows candidate where she moved on to receive a Master’s degree in Education from Pace University. She is an NYS-licensed Special Education teacher in all grades in her third year of teaching. She is now pursuing a second Master’s degree at Stony Brook University in Education Leadership. Emily currently serves as a special education teacher at a Manhattan high school where she works primarily in math and science classrooms, as well as an emotional wellness class. As an instructor, Emily works hard to create a safe environment for her students, often offering pull-out sessions and small group learning opportunities. She also has experience tutoring students at the elementary, middle school, and high school levels, ranging from math, science, social studies, English, Regents prep, emotional health, and wellness to executive functioning skills.

In addition to her teaching background, Emily brings valuable skills in working with diverse learning needs:

With regards to ADHD/ADD, Emily excels in creating tools to help students focus, employing fidget tools, and scaffolding work to create shorter tasks. She has a knack for finding the best fit for specific students, providing breaks through sessions, offering positive reinforcement, and catering to the likes and dislikes of individual students.

In addressing Autism spectrum disorder, Emily focuses on limiting sensory overload, practicing clear communication, and integrating student interests into content and social and life skills development.

For students with writing disorders/dysgraphia, Emily takes the time to work through reading and writing challenges. She uses modifications and scaffolds, such as different colored lines, to guide students in placing letters correctly when writing.

In terms of executive functioning, Emily is adept at creating customized plans to meet students’ needs. For example, she might create a wake-up schedule for a student outlining the duties to be completed before leaving for school, ensuring they can arrive punctually.

Emily’s enthusiasm for traveling, learning about diverse cultures, and exploring new places complements her dedication to her students’ holistic development.