Team Members

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. She has extensive knowledge of OPWDD, care coordination, and transition services for students with neurodivergent profiles. 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.

Jake holds a Master of Science in General and Special Education from Bank Street College of Education. With over 15 years of experience, Jake is a learning specialist dedicated to supporting students across all age groups, with a focus on upper middle school, high school, college, and adult learners. Based in New York, his private practice integrates deep teaching experience with current educational research and evidence-based strategies.

Jake provides comprehensive academic and test prep support, including standardized exams such as the SAT, ACT, and high school entrance exams. He specializes in English Language Arts (ELA), where he helps students strengthen reading comprehension, writing, and critical thinking skills required for success on these tests. His test prep instruction also includes time management strategies, essay planning, and executive functioning coaching tailored to high-stakes exam settings.

In addition to test prep, Jake offers high-level literacy instruction and executive functioning support. He is trained in multi-sensory literacy approaches and has extensive experience supporting students with learning differences, including dyslexia, ADD, reading and writing disorders, autism spectrum disorder, and language processing disorders. His reading interventions focus on decoding, fluency, and comprehension, and are tailored to meet each student’s unique learning profile.

Jake also provides subject-specific tutoring in psychology (high school and college), history/social studies, and supports students with college and graduate school application essays, including Ph.D. admissions writing and consultation.

His instruction is enriched by his undergraduate background in history, which brings cultural and literary context into his teaching. Jake collaborates closely with families, schools, and therapists to ensure a holistic support system for each student.

Known for his student-centered and strengths-based approach, Jake is results-oriented and committed to fostering student independence. His deep expertise in literacy, executive functioning, and test prep makes him a trusted partner for students navigating academic challenges and pursuing their educational goals.

Mackie earned his Master’s Degree in Special Education from Pace University, where he currently serves as a graduate-level Professor of Education. He also 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. Mackie is a certified special education teacher (grades 7-12) and currently teaches secondary education at Brooklyn Transition Center, where he teaches English Language Arts (ELA) in both departmentalized classes and self-contained settings. Mackie also serves as the curriculum writer for the school’s literacy program, driven by his passion for making literacy accessible to all students. Additionally, he facilitates workshops for the NYS Council for Exceptional Children.

Mackie has experience working with adolescents with a range of disabilities, including Autism Spectrum Disorder, ADHD/ADD, oppositional defiant disorder, emotional disturbance, other behavioral challenges, and speech and language impairments. He tutors students who need support in writing skills, reading comprehension, ELA, and US History and Global History for grades 9-12. He also provides test preparation for the New York State Regents Examinations in English and US History, as well as other subject-specific tests. He works with middle school, high school, college, and adult learners in English Language Arts, writing, reading, and executive functioning coaching, tailoring sessions to each student’s unique needs. Mackie also offers study skills support and creative writing instruction to help students develop a love for learning and writing.

As an executive function coach, Mackie helps students of all ages organize their thoughts and physical environments to maximize their effectiveness. He equips them with tools to take large tasks and break them down into smaller, more manageable steps, fostering independence and confidence. In addition to executive function coaching, Mackie provides social skills coaching, helping students strengthen their communication, collaboration, and self-advocacy skills to build positive peer relationships.

As a teacher and tutor, Mackie 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 and social skills. 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 Disability Studies from the University of Delaware in 2010. She went on to complete her Master’s in Language Pathology at Hunter College in 2012, and she received her Juris Doctor degree from New York Law School in 2020, intending to pursue Education Law in the future.

During tutoring sessions, Michelle helps students develop skills in a variety of subjects, including reading, math, and writing. She also provides ADHD coaching to support students in managing their learning challenges.

Regarding reading skills, Michelle specializes in working with students who have dyslexia, offering targeted support in phonemic awareness, phonics, decoding, vocabulary, and reading comprehension. Her evidence-based approach ensures that students with dyslexia receive the tools they need to build confidence and succeed. Michelle’s sessions are student-centered, incorporating activities that align with each student’s interests to keep sessions engaging and enjoyable.

In math, Michelle has experience working with first- through third-grade curricula. She employs tangible manipulatives and visual aids to help students understand foundational concepts, ensuring these early skills form a strong basis for tackling more advanced equations later.

Michelle has also provided writing support to students from first grade through 12th grade, focusing on planning and organizational strategies. She uses a process-based approach to help students craft persuasive, narrative, informative, and research-based essays while fostering independence and creativity. Her writing sessions focus on the core stages of the writing process including prewriting, drafting, revising, editing, and publishing. Michelle has found that a process-based approach is beneficial because it focuses on writing as a skill that develops over time through practice, reflection, and revision. Students receive ongoing guidance and feedback from Michelle during sessions, and Michelle encourages students to make decisions about their work and take ownership of the writing process. Lastly, Michelle places great emphasis on revision, treating it not just as fixing specific, isolated errors, but also rethinking and reworking ideas as needed.

In addition to literacy and writing support, Michelle specializes in executive functioning (EF) coaching for teens and college students. Michelle’s EF work focuses on helping students develop the essential cognitive and organizational skills needed to manage their academic responsibilities and navigate daily life. Support focuses on areas such as time management, planning and prioritization, organization, task initiation and completion, sustained attention, self-monitoring, and goal setting.

Michelle’s approach is collaborative, compassionate, and strengths-based. She strives to meet students where they are, helping them not only overcome academic challenges but also develop a deeper understanding of how they learn best.

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, holding a Master’s Degree from St. John’s University and a Bachelor’s Degree in English (7-12 Literature Studies) from The City College of New York.

She has taught students in grades 6-12, covering 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 classes, with a focus on various learning differences, including Autism Spectrum Disorder (ASD), ADHD, dysgraphia, and executive functioning challenges. She also has experience with non-verbal students through Applied Behavior Analysis (ABA).

In addition to daytime teaching, Samara provides one-to-one academic support to homeschooled students across all grade levels, including elementary, middle, and high school students, as well as young adults and college students. She is a trained and experienced Registered Behavior Technician and is currently working towards her second Master’s Degree in Applied Behavior Analysis. Samara believes that creating happy and safe learning spaces is crucial for children’s social and emotional growth.

Samara also offers executive functioning and ADHD coaching to elementary students, adolescents, young adults, and adults, helping them meet their individual needs and achieve their personal and academic goals.

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.

Victoria 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, test-taking strategies, and executive function coaching. She also provides 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.

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.

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 learning 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, executive functioning issues, 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. She also provides preparation for the Earth Science Regents. 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, including pre-algebra, algebra 1, geometry, and trigonometry. She teaches test-taking strategies and prepares students for NYS exams at the middle and high school levels, as well as the SHSAT, SSAT, and SAT.

Alissa is knowledgeable in global history and US history. She also teaches Spanish at the middle and high school levels, helping students with grammar, vocabulary, reading comprehension, and conversation skills. 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.

Maria, M.S. Ed., Ed. M. is currently a learning specialist at an independent school in New York City. She received her B.A. in Sociology from Mount Holyoke College. Following college, Maria joined the New York City Teaching Fellowship, becoming a certified teacher while earning her Master’s degree in Bilingual, Childhood, and Special Education. She further pursued a Master’s in Language and Literacy from Harvard to enhance her literacy education skills.

With over a decade in the field, Maria has worked as a researcher, learning specialist, private tutor, and educational consultant. Her career includes involvement in research projects and presentations on trauma-informed teaching, bilingualism, and dyslexia. She is a practitioner of structured literacy, providing multisensory tutoring across various subjects. Maria tutors middle and high school students in ELA (3-Adult), Science (3-12), Math (3-9), History (3-Adult), Spanish (K-Adult), and French (K-12).

Maria has a proven track record in preparing students for 3rd to 8th-grade state tests and ISEE, SSAT, and SHSAT exams. As a learning specialist, her primary goal is to assess each student’s strengths and weaknesses to develop tailored educational plans. She enjoys working with students of all ages and has a keen focus on test preparation and diverse learners, including those with executive functioning and ADHD challenges.

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 ten 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.

Lilly is a learning specialist for children, teens, and adults. She holds 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.

Her fluency in French enhances her ability to connect with Francophone students, enriching their learning experience with cultural insight and linguistic support. Additionally, she is a native Spanish speaker and also tutors in French and Italian.

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. She also tutors General Chemistry for college students, drawing on her strong academic background and MCAT success—scoring in the 99th percentile in the Chemistry/Physics/Organic Chemistry section and ranking in the 94th percentile overall.

In addition to her expertise in various academic subjects, Lilly offers specialized test preparation services. She assists students in various test tracks, including SAT Math, SAT Verbal, ISEE, SSAT, ACT (Math, Science), English Language Arts, Test Assessing Secondary Completion (formerly known as GED in some states), Languages Other Than English (test preparation for various language proficiency exams), and the General Educational Development (GED) test, among others.

She also provides tutoring for MCAT, AP Science, Math, and History. Her math expertise includes Pre-Algebra, Algebra 1, Algebra 2, Geometry, Trigonometry, Pre-Calculus, Calculus, and Statistics, up to and including Calculus 2. For science, she covers Anatomy & Physiology, AP Biology, AP Chemistry, AP Environmental Science, AP Physics, AP Psychology, Astronomy, Biology, Chemistry, Earth Science, Environmental Science, Forensic Science, Genetics, Marine Biology, and Physical Science at both middle school and college levels.

Lilly offers tutoring in Psychology at the high school and college levels. She also provides writing, reading, literature, and English Language Arts (ELA) support for students from elementary school through adulthood.

She is trained and certified in Orton-Gillingham and Wilson/Fundations and has experience working with students with ADD, reading disorders, autism spectrum disorder, language processing disorder, auditory processing disorder, dyslexia, writing disorders, dysgraphia, math disorders, and dyscalculia.

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.

She also provides additional services such as study skills coaching, creative writing support, history/social studies tutoring, college application essay assistance, and graduate school/Ph.D. admission consultation, including medical school applications.

Ethan, is a Harvard PhD student studying systems and synthetic biology as well as an elite private tutor. Ethan graduated (summa cum laude) from The College of William & Mary with a B.S. in Applied Mathematics and Mathematical Biology and has helped countless students improve their grades and standardized test scores.

Ethan works with middle school, high school and undergraduate students in a number of areas including standardized test prep (SAT, ACT, SSAT, ISEE, GRE, AP tests) and high school and college level STEM subjects (Mathematics, Biology, Chemistry, Computer Science, etc).

In addition to helping countless students improve their test scores and grades, Ethan is also an accomplished research scientist with multiple peer reviewed publications in the fields of synthetic biology and bioengineering.

Currently Ethan is a Ph.D. student in the Systems, Synthetic and Quantitative Biology program at Harvard University whose research focuses on methods development and synthetic biology tool design. He scored 165V/167Q on the GRE and was accepted to Ph.D. programs at Princeton, Stanford and others. During his undergraduate, Ethan led William & Mary’s International Genetically Engineered Machines (iGEM) team to numerous awards and a world 2nd place finish. His unique scientific skills and background makes him the perfect fit for students struggling in their STEM subjects, undergraduates applying to graduate programs, students looking for custom enrichment courses and prospective scientists looking for help with a science fair project or finding a lab. Outside of his scientific career Ethan has worked as a consultant in the private credit markets. In his spare time Ethan enjoys running, aquascaping and watching the Eagles on Sundays.

Shakiera is a certified special education teacher and executive functioning coach with over 7 years of experience supporting students of all learning profiles, including those with ADHD, reading disorders, language processing disorders, and executive functioning challenges. She specializes in test preparation (ELA—reading, writing, and comprehension), literature, handwriting, ADHD coaching, and study skills.

With a background in adolescent special education (M.A., Pace University) and a strong foundation in psychology (B.A., Forensics concentration), Shakiera helps students strengthen their critical thinking, organization, time management, and academic confidence. She works with high-achieving and neurodiverse learners, tailoring her approach to help them maximize their potential in school and beyond.

Shakiera’s expertise extends to literacy development, writing skills, reading comprehension, and executive functioning strategies. She provides structured, goal-driven sessions that help students improve focus, manage assignments, and develop self-regulation techniques essential for academic success.

In addition to her one-on-one work with students, Shakiera has extensive experience coaching teachers in best instructional practices, classroom engagement, and curriculum development. She understands how to motivate learners by leveraging their strengths and interests, ensuring lessons are accessible, structured, and engaging.

Her dedication to student success goes beyond academics—she fosters independence, resilience, and the study skills necessary for long-term achievement. Whether working with students preparing for standardized tests or supporting those with learning differences, Shakiera’s thoughtful, personalized approach makes her an invaluable resource for families seeking specialized academic coaching.

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.

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 public, charter, and private school settings, and particularly enjoys working with students with diverse learning profiles one-on-one and in small group settings.

James teaches organization and executive functioning, reading, writing, and research skills (especially for social studies and English courses), along with test prep for SAT Verbal, GRE ELA, ACT English, Reading, and Writing. He also supports students in writing, reading, English Language Arts (ELA), psychology (high school level), study skills, and college application essays. James works with middle school, high school, and college students, as well as adults. He also provides executive functioning coaching and ADHD coaching. His experience includes supporting learners with ADD, reading disorders, dyslexia, writing disorders, dysgraphia, auditory processing disorder, and language processing disorder.

James is anchored in a philosophy that centers the student’s strengths and ability to grow through an iterative process. He 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.

Qituwra holds a Bachelor’s degree in Psychology and a Master’s degree in Special Education from Pace University and is currently pursuing a Master’s degree in Educational Leadership at Stony Brook University. With six years of experience teaching in New York City public schools, she works with students from elementary through college, specializing in executive function coaching, writing support, and SHSAT preparation.

Her career began in 2016, teaching ELA and Math to high school students with learning differences, including ADHD. During this time, Qituwra developed a strong expertise in executive function coaching, helping students improve self-regulation, task completion, and goal-setting skills. Since 2018, she has been teaching ELA at William Alexander Middle School 51 in Park Slope, Brooklyn, working with students in both self-contained and ICT settings. She uses effective strategies to prepare students for specialized high school exams, SHSAT, and state assessments, emphasizing skills like breaking down complex material, stress management, and enhancing working memory through visualization.

Qituwra’s approach integrates multi-sensory, inquiry-based learning activities that resonate with students’ interests, fostering strong problem-solving and comprehension skills. Her background in HR enriches her executive function coaching, enabling her to teach students critical skills such as time management, study techniques, and academic organization. She collaborates with parents to create supportive learning environments and helps students develop personalized systems for managing their schoolwork and schedules.

In addition to her teaching role, Qituwra serves on the William Alexander Middle School Leadership Team, supporting curriculum design and academic program implementation, and co-chairs the school’s Diversity, Equity & Inclusion committee.

Outside of work, Qituwra enjoys reading, listening to podcasts, and interior design.

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.

Alex is a licensed occupational therapist with experience working with young adults with ADHD and ASD, and is confident in administering assessments and exploring job-related opportunities.

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 specializes in building social skills in children, teens, and young adults, particularly those with ADHD and ASD. His approach emphasizes real-world social scenarios, such as navigating conversations, interpreting social cues, managing group dynamics, and developing emotional intelligence. Drawing from his occupational therapy background and counseling experience, Alex helps clients build self-awareness and confidence in social settings—skills that are crucial for both academic and professional success. Whether it’s initiating friendships, maintaining peer relationships, or handling conflicts appropriately, Alex provides practical tools and guided practice to ensure students can apply these skills independently.

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.

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.

David worked as a California elementary school special education teacher for four years before focusing on supporting individual students to succeed in school in New York. His approach caters to students of all ages, from elementary to teenagers, with a particular emphasis on executive function (EF) skills. David assists students with special needs like Dyslexia, ADHD, Autism Spectrum Disorder, Language Processing Disorder, Auditory Processing Disorder, Writing Disorders, Dysgraphia, Reading Disorders, Math Disorders, Dyscalculia, Non-verbal Learning Disorder (NVLD), and 2E (twice-exceptional) students. Success comes because David tailors his instruction to meet individual students’ needs. His preferred teaching method involves working with small groups of special needs students or individuals one-on-one, building strong relationships based on mutual trust for effective teaching.

David also provides comprehensive support for students with math learning issues. He assists students across various levels, including Elementary School Math, Middle School Math, and High School Math, covering Pre-Algebra, Algebra 1, Algebra 2, and Geometry. His approach is tailored to help students overcome difficulties in understanding and mastering mathematical concepts.

In addition to his expertise in special education and math support, David offers specialized test preparation services. He assists students in various test tracks, including SAT Math, SAT Verbal, GRE Math, GRE ELA, Specialized High Schools Admissions Test, ISEE, SSAT, ACT (English, Reading, Writing), Test Assessing Secondary Completion, Measures of Academic Progress (MAP) Growth assessments, and the General Educational Development (GED) test.

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 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 various 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 focus areas. Moreover, David supports students in refining their writing abilities by emphasizing handwriting, spelling, sentence structure, editing, pre-writing planning, paragraph organization, story structure, essay formulation, grammar, and developing 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). In addition to teaching, he serves as an advisory teacher for a “crew” of high school students, guiding them through their four-year journey of social-emotional learning, scholarly development, college counseling, and active engagement in college applications. Stephen has also run “reading buddy” programs, pairing middle school students with elementary school students from Brooklyn New School.

Stephen has extensive experience working with students of varying abilities, including those with IEPs, in both general education and Collaborative Team Teaching (CTT) classes. He also collaborates with the NYC Department of Education’s Home Instruction Corps, providing one-on-one instruction to students with physical and/or social-emotional challenges. During the 2020–21 school year, Stephen supported students through Camp Power’s virtual tutoring program. Previously, from 1996 to 2012, he worked with Project Reach Youth as a supervisor, enrichment teacher, and counselor in after-school and summer 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 across all ages and grades, and he tutors math through grade 6. In addition to this broad expertise, Stephen offers specialized instruction in International Baccalaureate (IB) History and AP History and Literature, helping students navigate the complexities of these demanding programs. He also provides instruction in Earth Science Regents preparation.

Since 2008, Stephen has been advising high school juniors and seniors daily from October to May on their college journey, providing guidance on admissions, FAFSA, and other critical decisions. His expertise extends to supporting students in shelters, students with autism and other learning challenges, and those who are uncertain about their college decisions. He also offers expert support with college essays.

Stephen employs multi-sensory techniques to assist students and adults with dyslexia and reading challenges, using visual cues, mind-mapping, and repetitive reading strategies to build fluency and a love of learning. He emphasizes organizational skills and reading comprehension, helping students transform images into words and structured paragraphs. His approach involves deep reading and comprehension exercises, ensuring students develop the skills needed for academic success.

As a teacher and tutor, Stephen believes that every student has special gifts worthy of care, kindness, and humor. He tailors his instruction to meet individual needs, bringing joy and fluency to his students’ learning experiences. Stephen is also the long-time coordinator of his school’s SAT academy and provides expert GED tutoring support. In his free time, Stephen enjoys doing charity work and exploring the city with his wife.

Dusty is a teacher and artist with a Master’s Degree in Special Education in the Urban Setting from Long Island University (Grades 7–12). He has taught in NYC public high schools for nearly a decade and previously studied fashion, graphic design, photography, and fine art as an undergraduate. Before transitioning into education, Dusty spent eight years in the fashion industry.

Dusty specializes in executive functioning skill development and improving students’ written and verbal expression across elementary, middle school, and high school levels. He has extensive experience supporting students with ADHD and executive functioning challenges, working closely with them to develop customized organization systems for schoolwork (including digital files) and manage daily schedules that promote a healthy school-life balance. Once these foundational skills are in place, Dusty finds students are well-prepared for deeper learning. He focuses on goal-setting and time management, helping students exceed their own expectations while learning real-world skills that support any path they choose after graduation.

Dusty has also guided high school students through the college and career planning process, helping them brainstorm career options, compile lists of potential colleges, and craft impactful entrance essays and personal statements. His step-by-step approach to application submission ensures students feel supported throughout the journey.

In addition to his work with high school students, Dusty assists adults with learning differences and those on the spectrum in achieving fulfilling job placements and sustained employment. His support often includes helping clients strengthen their executive function (EF) skills—such as time management, organization, and task initiation—alongside creating vision boards, conducting vocational assessments, and developing their strengths. Dusty also provides guidance with job applications and interviews, workplace best practices, and strategies for maintaining gainful employment.

For written and verbal expression, Dusty uses personal inventory and interview techniques to help students confidently articulate their experiences and skills, preparing them for conversations, job interviews, and personal essays. His one-on-one approach to brainstorming, outlining, and writing equips students with the skills to excel beyond traditional writing instruction and craft meaningful personal narratives.

Dusty is also a history enthusiast and has taught all levels of Social Studies, including Global and U.S. History and Government/Economics. He employs project-based learning in his classes and has helped students produce impressive projects and presentations. He also has extensive experience tutoring for Regents exams in both Global and U.S. History.

Outside of education, Dusty is deeply involved in NYC’s arts community, where he has written, directed, costumed, and produced numerous theatrical and cinematic works. His projects have been featured at venues like The Guggenheim, St. Ann’s Warehouse, Joe’s Pub, and the Sundance Film Festival. Dusty’s connections with the arts enrich his teaching and tutoring, allowing him to bring a creative, multidimensional approach to his educational work.

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, dyslexia, 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.

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.

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.

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

Leah is a New York State licensed special education teacher (grades 1-6) who teaches at a special education private transition school in Manhattan. Prior to this, Leah spent five 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 holds 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, and Speech-Language Disorder, among others. Over the past few years, she has been working closely with students to improve executive functioning skills such as organization, planning, time management, goal setting, flexibility, metacognition, and decision-making skills. Throughout her career, Leah has tutored students in elementary, middle, and high school, helping them improve their math skills. She also has extensive experience in tutoring for standardized tests, including the SAT Math, ACT Math, Specialized High Schools Admissions Test, ISEE (Lower and Middle Levels) Math, SSAT (Middle and Upper Levels) Math, and New York State Regents Examinations.

Leah supports students in math subjects such as Pre-Algebra, Algebra 1, and Algebra 2, differentiating material for a variety of learners to help them grow from where they are. She helps students leverage their strengths to overcome their weaknesses and develop into critical thinkers as mathematicians. Students come out of her sessions feeling more confident in their planning, organization, and management skills.

Leah understands that every student learns in their own unique way and believes that 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.

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!

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, Geometry, and Algebra Regents preparation, 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.

João has over 12 years of experience in education, with a strong focus on executive functioning (EF) coaching, math, and test preparation. His journey in education began while studying Electrical and Computer Science Engineering at Tecnico Lisboa, Universidade Lisboa, where his passion for teaching developed. João’s experience spans from working as a 1:1 tutor to teaching in group settings for middle school, high school, and college students.

A key aspect of João’s approach is his expertise in Executive Functioning Coaching, where he works closely with students to improve their organizational skills, time management, focus, and study habits. He specializes in helping students with ADHD, dyslexia, Autism Spectrum Disorder, Language Processing Disorder, Dysgraphia, Math Disorders, Dyscalculia, Non-verbal Learning Disorder (NVLD), and other learning differences succeed academically by providing personalized strategies to manage their workload and develop essential life skills. João is also skilled in ADHD Coaching, working with students to overcome challenges associated with attention, organization, and task initiation.

Throughout his career, João has worked with students of various academic levels, from middle school to college, and has a strong foundation in subjects such as Math (Pre-Algebra, Algebra 1, Algebra 2, Geometry, Trigonometry, Pre-Calculus, Calculus, College Statistics), and Test Prep (SAT Math, GRE Math, ISEE, ACT, and Regents Examinations). He also has a solid background in Science and STEM subjects, including Physics, Chemistry, Biology, Environmental Science, and Linear Algebra. His deep understanding of math and science, combined with his EF coaching skills, allows him to provide holistic support to students facing academic challenges.

João’s Design Thinking courses further enhance his ability to tailor lessons and strategies to meet the unique needs of each student, especially those with learning disabilities. His approach emphasizes the importance of both the conceptual understanding of academic material and the social-emotional components that impact student success.

Currently, João works as the Content Teacher for Math and Science at a school for children with learning disabilities. He is also an SAT and SHSAT prep instructor and has taught/coached courses in subjects like Statistics, Calculus, Differential Equations, and AP Statistics. João’s ability to work with students of all abilities, coupled with his dedication to improving executive functioning skills, makes him an ideal choice for students looking to excel academically and develop critical life skills.

Alex received her Ph.D. in Clinical Psychology from LIU Brooklyn. Currently, she is completing her postdoctoral fellowship in pediatric neuropsychology at Boston Children’s Hospital where she provides comprehensive neuropsychological assessments for children with complex medical and neurological conditions. Her work focuses on understanding each child’s unique cognitive, emotional, and academic profile within their medical, familial, and cultural context to support real-world functioning and development across all environments.

Alex brings this systems-based, individualized lens to her tutoring. She specializes in written expression, helping students organize and articulate their ideas clearly, and in coaching executive functioning skills such as time management and task initiation. She has worked one-on-one with children, adolescents, and young adults, including those with ADHD and learning differences. Across all ages, Alex has observed that EF challenges often reflect emotional barriers such as stress, anxiety, or self-doubt, rather than lack of ability. Her approach is collaborative, process-oriented, strengths-based, and student-centered. In creating this foundation, she aims to ensure a safe, pressure-free space where students can build confidence, think critically, and express themselves effectively. She also works with students and professionals on personal statements, resumes, and interview preparation.

In her free time, Alex enjoys playing tennis and taking her 8 year old rescue English Bulldog on many adventures!

Dana is a New York State licensed Speech-Language Pathologist, Learning Specialist, and Executive Function Coach. 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!

David has been a teacher in New York for 7 years. He now supports students in 7th grade as a special educator in Westchester, a learning specialist, and an 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 (2E) ADHD, OCD, speech and language impairments, emotional disturbances, and autism.

David has taught students ranging from 2nd grade to graduate school. He has taught at private and public schools, focusing on SEL and using the whole learner to gain confidence in the classroom.

David also supports students with math learning issues. He assists students across various levels, including Elementary School Math, Middle School Math, and High School Math, covering subjects such as Pre-Algebra, Algebra 1, Algebra 2, Geometry, Pre-Calculus, IB Math, as well as College Statistics. His approach is tailored to help students overcome their specific challenges in understanding and mastering mathematical concepts

David is adept at providing customized test preparation assistance to students aiming for success in standardized exams. His proficiency extends across a spectrum of assessments, encompassing SAT Math, GRE Math, ISEE, SSAT, ACT (Math, Science), Measures of Academic Progress (MAP) Growth assessments, and the General Educational Development (GED) test, among other notable evaluations.

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, Honors Chemistry in high school, General Chemistry 1 and 2 at the college level, and psychology to college students.

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

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. She also offers social skills coaching.

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.

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 middle school, high school, and college, concentrating on organizational skills, time management, and study strategies. Her commitment to her students and her subject is evident in her approach, consistently aiding them in improving their reading, writing, and organizational abilities.

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 and AP Psychology.

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 also offers social skills coaching to support clients in navigating interpersonal dynamics in academic, social, and professional contexts. She helps clients build stronger communication habits, develop conflict resolution strategies, and improve their ability to interpret social cues, sustain meaningful relationships, and participate in group settings with greater confidence and self-awareness.

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. He is now the longest-tenured math teacher at MS88 and currently leads the team of 6th-grade math teachers. His teaching expertise includes Pre-Algebra, Algebra 1, and other middle school math subjects.

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.

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. He also has experience tutoring AP Psychology, helping students understand complex psychological concepts and apply them effectively in coursework and exams.

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.

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 3rd 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.

Janeese is a licensed Special Educator with over a decade of experience working with people of all ages, teaching numerous subjects, and serving 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 and assisted with GED preparation. In New York, she worked with several middle schools, helping students with attentional and learning challenges with their organizational skills and curriculum.

Janeese has over 10 years of experience teaching multi-sensory math, using hands-on, visual, and movement-based strategies to support diverse learners. Her approach fosters deep understanding and confidence, making math accessible and engaging for students of all backgrounds.

Currently, Janeese is 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 also offers specialized tutoring in test preparation, including SAT Math, SAT Verbal, Specialized High Schools Admissions Test (SHSAT), ISEE (Lower, Middle, and Upper Level) Math, ISEE (Lower and Middle Level) English Language Arts (ELA), New York State Regents Examinations (subject-specific tests), and the Test for Admission into Catholic High Schools (TACHS). She supports students in English Language Arts, including reading, writing, and comprehension, and provides guidance in all academic areas, aligning her teaching with individual needs and curriculum standards.

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’s 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.

Janeese also supports students in math subjects such as Pre-Algebra, Algebra 1, Algebra 2, and Geometry. She incorporates various multisensory techniques to deepen students’ conceptual understanding and helps them 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.

In 2019, Janeese was awarded Community Board Three’s Teacher of the Year. Janeese taught in various classroom styles, including 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.

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.

Phill holds a master’s degree in Comparative Literature, a Master of Science in Teaching (MST), and a bachelor’s degree in Literature. He has been a high school teacher at a public school in Brooklyn for 14 years, primarily serving as an IEP teacher and teaching general education. Phill currently instructs 9th, 10th, and 11th grade ELA, with additional experience teaching US History and Critical Analysis in Modern Cinema. For the past 11 years, he has been a mentor teacher for graduate students at Columbia University’s Teacher’s College, teaching courses in lesson and unit development.

Phill also provides coaching support for elementary, high school, and adult students, focusing on executive function, organization, and study habits. He assists with transitioning from high school to college, organizing writing to reflect depth of thinking, and providing scaffolds and differentiation to promote independent work. He also tutors middle school math. Additionally, Phill is experienced in supporting students with ADHD/ADD, reading disorders, Autism Spectrum Disorder, and dysgraphia.

As an instructor and mentor, he motivates students by building strong relationships and meeting them where they are. 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.

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 classrooms ranging from grades 6-8. During this time, Daniel also supported reading, writing, social studies, math support, 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 provides 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.

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 and 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, teaching 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. 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. He provides students with executive function coaching support and ADHD coaching from elementary to adults, including college-level support.

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 an educator’s responsibility 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 twice exceptional, ASD, Asperger’s, and language processing disorders. Additionally, he can assist with college writing, essays, and other academic writing needs, as well as SHSAT, English Language Arts (including reading, writing, and comprehension), and AP exams. Outside of work, Brad enjoys coaching youth football in Brooklyn, trying new recipes in his kitchen, playing basketball, and reading nonfiction.

Julia holds a Bachelor of Science in Childhood and Special Education from the State University of New York at Fredonia and an M.S.Ed. in Literacy Education from Nazareth College. She is certified to teach elementary through high school (3rd–12th grade) math and has over eight years of experience working with students with ASD, ADHD, processing delays, and learning disabilities. Julia has taught in general education, special education, and as a literacy specialist, and she brings expertise in executive functioning coaching and writing support to her work with students. Her tutoring toolkit includes a range of programs such as Dimensions, GoMath, Math Expressions, and IXL. Julia also specializes in preparing students aged 12–15 (including those with disabilities) for the ISEE exams.

In her individual math and executive functioning sessions, Julia begins with an initial assessment to gauge each student’s abilities, then selects a curriculum tailored to their needs. She employs a multi-sensory approach to enhance learning, using manipulatives and hands-on techniques to engage students and support the development of organization, time management, and goal-setting skills. For writing, she guides students in crafting structured outlines and building strong written expression skills. Julia continuously monitors student progress with formative and summative assessments to ensure they are meeting their academic goals.

Julia’s teaching philosophy centers on creating a space where students feel empowered to celebrate their successes, take on challenges, and cultivate a love for learning. She believes every student has a unique learning style and, through individualized instruction, they can reach their fullest potential.

Outside the classroom, Julia enjoys hiking, rock climbing, exploring NYC’s neighborhoods, and reading. She brings a well-rounded perspective to her teaching, enriching her students’ educational experience with patience, creativity, and expertise.

Charles is an accomplished educator with a Doctoral degree in Educational Leadership and Curriculum and Instruction from Nova Southeastern University. He also holds 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 journey includes intensive studies at the University of Oxford, enriching his expertise in history and education.

Certified in New York State for Social Studies instruction for grades 7–12, Charles delivers a comprehensive curriculum with a specialization in Social Studies. He also brings significant expertise in International Baccalaureate (IB) History, guiding students through the rigorous requirements of this global program. Beyond his core areas, Charles provides instruction across various Social Studies subjects and at the graduate level, emphasizing writing, project-based learning, handwriting support, and executive functioning.

Charles offers test preparation support across multiple platforms, including GRE ELA, IB classes, Measures of Academic Progress (MAP) Growth assessments, and New York State Regents Examinations. He is well-versed in subject-specific Regents exams such as Global History and Geography II and U.S. History and Government. His tutoring services span from elementary to graduate students, ensuring personalized and adaptive content delivery that meets the diverse needs of learners.

Beyond traditional academic instruction, Charles advocates for holistic student development, conducting meditation workshops and providing Executive Functioning and ADHD coaching. His coaching services cater to students from elementary school through college and young professionals, available both privately and publicly. His dedication to student well-being is reflected in his national and international presentations and publications, contributing valuable insights to the educational community.

Charles’s approach to education is rooted in personalized instruction, offering both online and in-person learning options. His global travels and appreciation for diverse cultures and cuisines further enhance his teaching, creating an inclusive and dynamic learning environment that inspires curiosity and growth.

Christina is a Learning Specialist and Certified Special Education Teacher. She received her master’s in Special Education from Brooklyn College and was a Special Education teacher and interventionist for 11 years in the New York City Department of Education. She has been trained in reading and writing intervention programs, such as REWARDS, Great Leaps, Wilson, CSR, and SRSD. Christina specializes in literacy instruction (reading fluency, decoding, and comprehension skills, writing intervention) as well as executive functioning coaching and ADHD coaching (teaching personal organization, planning, problem-solving, executing tasks, focus regulation and more) for students from upper Elementary to High School age. Christina offers students a holistic approach to everything from organization and daily planning to strategies that promote strong reading and writing skills as well as socio-emotional learning (SEL) as a foundation. By teaching students how to create their own toolboxes of positive habits and strategies, they can become independent and successful learners.

Dakota received her Ph.D. in Clinical Psychology with a focus in Neuropsychology from Queens College, City University of New York (CUNY). She is currently completing her postdoctoral fellowship in clinical neuropsychology at Mass General Brigham in Boston, MA. 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 and 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. She is also available to support students preparing for the AP Chinese exam.

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!

Francesca is deeply committed to fostering a love for mathematics, firmly believing that anyone can excel in the subject with the right guidance. She covers a broad spectrum of mathematical topics, from pre-algebra up to higher-order math such as calculus, differential equations, and beyond.

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 has over 28 years of full-time teaching experience in the NYS public school system. As a K–12 teacher, helping students connect what they may already know and new, often abstract material remains a priority. The professor is fluent in three languages and proficient in five. This background is conducive to teaching German, his first area of expertise, as well as 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 how students 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 bachelor’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, teaching experience remains the highest reward.

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!

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.

Melissa holds a bachelor’s degree in Interdisciplinary Studies, concentrating on Mathematics, Psychology, and Earth Science. With over a decade of experience teaching and tutoring, she offers highly personalized academic support that meets the unique needs of each student.

Melissa specializes in middle school science and has extensive expertise in math across all levels—elementary through high school—including Pre-Algebra, Algebra 1 and 2, Geometry, Trigonometry, and College Statistics. She also supports students preparing for standardized tests such as the SAT (Math), GRE (Math), ISEE, SSAT, and New York State Regents exams. Additionally, she provides GED test prep.

Beyond subject tutoring, Melissa offers academic and organizational coaching, particularly for students with learning differences such as ADHD and those on the Autism Spectrum. While she is not a formally trained executive function coach, she helps students build practical skills around time management, task prioritization, and effective study strategies—core areas that benefit students struggling with focus and organization.

Melissa’s coaching style is empathetic, collaborative, and student-centered. Having overcome her own academic struggles in math as a child, she connects deeply with students facing similar challenges. She prioritizes building trust, boosting confidence, and helping students find strategies that work for them. Melissa sees herself more as a coach than a traditional tutor, creating a supportive partnership that fosters both academic success and personal growth.

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.

Susan earned her undergraduate degree in Sociology with minors in Mathematics and Gender Studies from Loyola University Maryland. Her Master’s degree from New York University is in Math Education. She has permanent state certification in New York for 7th–12th grade math and in New Jersey for K–12th grade math. Susan has taught math to 4th through 12th graders for over 25 years in NYC, Westchester, and New Jersey public and private schools. Most recently, Susan taught at a 2e school and honed her skills in working with students who are gifted and neurodiverse. Now, Susan coaches math teachers in NYC public and private schools. She focuses on meeting the needs of all learners—including 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 rather with EF/SEL (executive and social-emotional functioning), anxiety, ADHD, autism, and PDA (pathological demand avoidance).

Susan’s first and foremost strategy for working with students 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 multi-sensory math and kinesthetic learning. Using an asset-based approach, she utilizes students’ interests, gifts, and talents to determine how they learn best, and she uses manipulatives and other multi-sensory materials to embed new concepts and build confidence and independence.

Most importantly, Susan has two teenagers of her own who challenge her every day. Being a parent makes her a better educator, and being an educator makes her a better parent. She brings kindness and compassion to both. In her free time, Susan likes to travel, read novels, complete the New York 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, Math Disorders, Dyscalculia, 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.

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 and a master’s degree in special education from Johns Hopkins University. She is currently pursuing her Ph.D. in school psychology at Fordham University. Her credentials also include special education certification, specialized training in assessment, and the IB PYP framework. She has also taught AP Psychology.

Throughout her professional journey spanning over six years in various public and private school roles, Alyssa has worked extensively with students of all ages, from elementary school through college seniors, and also with adult learners. Her career is defined by a steadfast commitment to supporting individuals with disabilities, addressing a wide range of needs such as autism, specific learning disabilities, ADHD, intellectual disabilities, executive dysfunction, emotional and behavioral disorders, and the following learning differences: ADD, Reading Disorders, Language Processing Disorder, Auditory Processing Disorder, Dyslexia, Writing Disorders, Dysgraphia, Twice Exceptional, Math Disorders, and Dyscalculia. Alyssa specializes in working with 2E (twice-exceptional) students who demonstrate exceptional abilities alongside learning challenges. She offers tailored support, including executive function coaching, to empower individuals to overcome academic hurdles and achieve their full potential. She can also assist with writing and middle school math.

In addition to her classroom roles, Alyssa has served as a college application essay advisor and writing resource instructor at the high school level, and she has experience working with adult learners navigating academic and professional transitions. Alyssa’s academic background in psychology and her teaching experience at both high school and international levels underscores her dedication to educational excellence and holistic student development. She is advancing her knowledge through doctoral studies in psychology, reflecting her ongoing commitment to enhancing educational outcomes for diverse learners.

Alyssa’s educational philosophy centers on believing that every individual can excel with personalized support and encouragement. She prioritizes fostering independence and self-advocacy among her students and clients, equipping them with essential skills for academic success and personal growth.

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.

Evan has over 23 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 Country Day School in Brooklyn as a high school math teacher and basketball coach. 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, SSAT, 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 is also proud to have served as the lead instructor for Exeter 1 and Exeter 2, where he worked with students in specialized math programs to enhance their understanding of advanced mathematical concepts and problem-solving strategies. Additionally, he tutors all levels of International Baccalaureate (IB) Math, helping students develop critical thinking skills and master IB-specific problem-solving techniques.

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 they are learning. He is a mathematical content expert and can deftly support students in any math task by unpacking what they know and helping them leverage this knowledge to master new concepts. Evan is skilled in teaching Pre-Algebra, Algebra 1, Algebra 2, Geometry, Trigonometry, Pre-Calculus, Calculus, and Statistics. He is also a skilled coach who works adaptively with students and adults. One of his greatest strengths is active listening and providing students with a safe space to learn from their mistakes. He embodies a growth mindset in every endeavor and works to bring out strengths in each student he tutors.

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!

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, sensory issues, and autism spectrum disorder (ASD). 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.

In her tutoring practice, Kayla has honed her skills across various subjects, including elementary school through high school. 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, ensuring comprehensive support across all grade levels.
Additionally, Kayla offers tutoring in Spanish for learners of all ages and specializes in assisting students with Reading Disorders and Language Processing Disorders.

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.

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.

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.

Alexandra specializes in a variety of subjects, offering comprehensive tutoring services in ELA, including SAT Verbal, English Language Arts (reading, writing, and comprehension), and Languages Other Than English. She employs diverse test preparation methodologies and tailors her approach to different language proficiency exams. In addition to her expertise in ELA and International Baccalaureate (IB) classes, Alexandra also helps students with math at all levels, including elementary school math, middle school math, and high school math subjects such as Pre-Algebra, Algebra 1, Algebra 2, Pre-Calculus, Calculus, and Statistics.

Her science tutoring encompasses AP Biology, AP Environmental Science, AP Chemistry, Biology, Earth Science, Environmental Science, Marine Biology, and High School Biology. Furthermore, she provides tutoring in AP US History and AP Literature. Alexandra is well-versed in the IB curriculum, including IB MYP English 1, IB Literature, IB MYP Biology, IB French 1, IB French 2, IB French 3, IB MYP PE, IB Theory of Knowledge, IB Economics 1, and IB History of the Americas.

Alexandra’s extensive experience spans students aged 7-18, addressing diverse needs from writing skills to editing and synthesizing academic literature. She has taught in both public and private sectors, covering content and abilities from elementary school through college, including adult learners. Her expertise ensures a tailored approach for each student. Alexandra is also conversational in French, enriching her ability to connect with students and providing additional support in language learning.

With expertise 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.

Alexandra currently works part-time at Evergreen Middle School with ELL students in Spanish, focusing primarily on science and English. With Yoojun at PCS, whom she was paired with a year ago, her work spanned all three subjects requested for this new case. She has been assisting ELL learners for the last ten years in Spanish, French, and Haitian Creole.

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.

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’s dedication to education goes beyond traditional teaching methods. He has actively assisted students with their projects, whether it’s providing guidance in developing renewable energy prototypes or supporting them in their endeavors to tackle real-world engineering challenges. His hands-on approach and commitment to student success ensure that learners not only grasp theoretical concepts but also gain practical experience in applying their knowledge to tangible projects.

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.

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 undergraduate 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 Social Studies and 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 also supports students preparing for the GRE, offering guidance in both Math and ELA.

Jacquese brings a wealth of experience supporting students with study skills, creative writing, and college application essays. He also offers executive function coaching for elementary, middle, and high school students and college students.

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. 😊

Maddy is a third-year doctoral candidate in clinical psychology at Yeshiva University, focusing on the intersection of emotion and executive functioning in neurodevelopmental and mood disorders. Prior to their graduate studies, Maddy graduated from Smith College with a B.A. in philosophy and worked as a project manager for a financial technology company. With experience providing neuropsychological evaluations and behavioral support to adolescents and young adults with a variety of learning differences, including Attention Deficit Disorder (ADHD) and Autism Spectrum Disorder (ASD), Maddy is well-equipped to assess each student’s strengths and challenges and develop tailored coaching plans.

Maddy also has extensive experience providing academic support in English, essay writing, and the application process for college and graduate school, with a proven track record of helping students identify their top programs and craft persuasive and eloquent cases for their admission. Maddy’s experience in cognitive behavioral approaches uniquely equips them to address the cognitive and emotional challenges that students may experience, including perfectionism, procrastination, and social anxiety.

Maddy’s coaching style is highly individualized, building from understanding the student’s unique cognitive profile, collaborating to develop comprehensive coaching plans, and utilizing evidence-based practices to maintain and monitor progress. Maddy strives to create a coaching environment that is warm and empathetic, honoring students’ diverse cognitive styles, nurturing their strengths, and welcoming them to reflect upon their challenges with acceptance and curiosity.

Danny is an experienced and passionate special education teacher and literacy consultant with nearly ten years of experience in education. He holds a New York State professional certification in Teaching Students with Disabilities (Grades 1-6) and has taught students in a range of educational settings across the elementary grades. Throughout his career, Danny has used his unique expertise, skills, and training to support students with diverse learning needs. Danny has worked with students with a range of disabilities and has implemented training from Wilson and Fundations as well as methodologies and approaches from other structured, multisensory programs to provide phonics and reading intervention and instruction for students with print-based learning challenges.

Danny’s services include assessments and individualized or small group instruction (2-3 students) in reading, writing, math, test prep, executive functioning skills, and study skills. He specializes in oral language/vocabulary development, phonological awareness, phonics, reading (decoding, fluency, comprehension), writing (transcription and composition), and elementary and middle school math. He provides support for students from Pre-Kindergarten through 12th grade in literacy, test-taking, executive functioning, and study skills, and offers all services for students from Pre-Kindergarten through 8th grade.

Danny has also provided instruction in the writing process, developing expertise in supporting students’ knowledge of grammar and conventions. He has curated both structured and authentic experiences around various stages of writing development, from pre-conventional scribbling through complex essay writing. Danny has served as a mentor teacher to students in teacher preparation programs and those new to the profession, while also coaching and consulting with teachers, teaching assistants, administrators, and coaches throughout the country and the world.

In addition, Danny has implemented a wide range of methodologies in math instruction, such as Singapore Math and various models supporting the Common Core. For years, he has supported students from Pre-K through 8th grade, demonstrating increased mastery of math concepts and skills, both virtually and in person. Danny has authored decodable texts as part of an upcoming series that will support children in applying their knowledge of phonics to read highly engaging, representative, and comprehensible texts. He has also collaborated on literacy curriculum design and implementation, drawing on his experiences as a classroom teacher and literacy coach to develop learning pathways that support all learners in a variety of settings.

Elizabeth (Liz) C. is an Advanced Standing doctoral candidate in School Psychology at Fordham University’s Graduate School of Education. She received her B.A. in Psychology from Georgetown University, where she engaged in various research projects under a Research Apprenticeship, focusing on the achievement gap, childhood development, and teacher mental health, specifically in Head Start programs. Liz earned a Master’s in School Psychology and a Master’s in Preschool Child Psychology from Fordham University in May 2022. After graduation, Liz obtained the National Certification of School Psychology and is licensed as a School Psychologist in New York State. Continuing her professional development, she is now a doctoral candidate at Fordham University, where she is involved in a Research Apprenticeship studying play therapy, particularly grandparent and parent interactions with their children. Liz also mentors incoming first-year graduate students, assisting them in adapting their organizational and study habits for a smoother transition to graduate school. In addition to her academic pursuits, she works as a psychoeducational evaluator, admissions evaluator, and executive functioning tutor for all ages.

Liz has extensive experience working with individuals of all ages and abilities. She specializes in supporting children, adolescents, and adults with ADHD, executive functioning deficits, anxiety, mood disorders, and specific learning disabilities. In her therapeutic practice, Liz integrates mindfulness techniques to create a safe and welcoming environment. She founded a Pilates program for individuals with ADHD and executive functioning difficulties, emphasizing mindfulness, mind-muscle connection, and multisensory movement, highlighting the vital connection between physical, mental, and emotional health.

Her experience includes working with individuals diagnosed with high-functioning autism, as well as adults in need of support with executive functioning and ADHD. Liz is also trained in the Orton-Gillingham approach, though she does not have formal certification, and uses this approach in her tutoring to support students with reading and writing disorders. Her professional experience spans independent schools, the New York Department of Education, D75, and private practices. Liz is dedicated to fostering a warm and positive atmosphere for her clients and is passionate about integrating physical, mental, and emotional health in her work. She is committed to creating a supportive and engaging learning environment for her students, working with individuals of all ages and abilities.

Liz specializes in ADHD, executive functioning, social skills coaching, and test preparation. She addresses various learning differences, including dyslexia, dysgraphia, dyscalculia, ADHD, ADD, and executive functioning disorders. Her pedagogical philosophy emphasizes the interconnectedness of mind and body, creating a positive and inclusive experience that ensures each student feels valued and supported. Liz also provides Latin tutoring services, drawing on her expertise to enhance students’ understanding and proficiency in the subject.

In her free time, Liz enjoys exploring new research in psychology, staying active through Pilates, and spending time with her family and friends.

Townsend is a New York City public school teacher with dual certification in Math 7-12 and Students with Disabilities, a Master of Teaching from Pace University, and a BA in English from the University of Virginia. She is a Math teacher, ELA teacher, and Special Educator who has worked with children in grades K-12 and with adults. She was in the Teaching Fellows and AmeriCorps and has served as a mentor teacher at Teacher’s College. She comes from generations of educators and librarians and views her profession as both a family trade and a personal calling.

Townsend’s ELA teaching experience includes ELA Regents Prep, ELL student Regents Prep, 9th grade ELA, middle school English, and GED English prep. Her Math teaching experience includes elementary math, middle school, and high school Math, covering Pre-Algebra, Algebra 1, Algebra 2, Geometry, Trigonometry, Pre-Calculus, and Statistics, as well as GED Math prep.

She has extensive experience preparing students for standardized tests, including SAT Math, SAT Verbal, SHSAT, and ACT English, Math, Reading, and Writing. In addition, she has supported students with grades 7-12 Regents Prep, SAT/ACT Prep, and GED Math and ELA. She is also familiar with helping students prepare for exams such as the Test Assessing Secondary Completion (TASC), MAP Growth Assessments, and Languages Other Than English (LOTE) exams. Beyond test prep, she works with students on study strategies, creative writing, and college application essays. Her students have consistently improved their grades and test scores after working with her, and she finds great satisfaction in seeing them gain self-awareness and confidence as they find strategies that work for them.

Townsend currently teaches SETSS (Special Education Teacher Support Services) in both Math and English to grades 9-12, as well as 7th-grade Math. As a special educator, Townsend has helped countless students with varying challenges, including ADHD, ED, ODD, executive function disorder, Dyscalculia, Dyslexia, and limited English proficiency.

Townsend is trained in Orton-Gillingham and Wilson/Fundations, adding to her robust skill set in multi-sensory literacy programs.

Her school’s principal stated, “Townsend kept a solid track record of helping students improve their confidence and their city-wide test scores…. (she) pioneered the development of her school’s HS Resource Room/SETSS program so that it became a model program in our district.” During remote learning, “she helped to develop material in interactive media and adopted new techniques for keeping students engaged during virtual Math demonstrations… We recommend her highly for telework because she is excellent at it.”

Townsend’s approach is always to build and praise. Her goals are to help students gain essential skills and strategies while building independence, self-awareness, and self-esteem. She tries to help her students see the beauty in mathematical processes and in good writing.

Townsend uses a variety of approaches and modalities with her students, depending on what works best for the task and the student. She tailors her approaches to meet her students’ individual needs and goals. For example, she is not too proud to incorporate singing, riddles, or funny voices if it helps to retain focus and information, or if it gets a laugh when the work is getting hard.

Townsend’s additional interests are visual arts and music. She incorporates creative approaches with her students and is a member of MPEG (the Motion Picture Editors Guild). She enjoys editing video, sometimes with her students, and discussing the arts and current events with them to help process information and make connections.

Sughaiyar is a passionate and skilled educator with a Master’s in Special Education from Pace University and a Bachelor’s in Organizational Management from Nyack College. With over a decade of experience supporting students with diverse learning profiles, she brings a strengths-based, compassionate approach to tutoring and executive function coaching.

As a Special Education Teacher, Sughaiyar works extensively with Alternate Assessment students and is highly experienced with MAPS and SANDI assessments for grades 7–12. Her expertise allows her to tailor instruction to meet each learner’s individual academic and functional goals, fostering confidence and independence in the classroom and beyond.

In her current role teaching high school students in Brooklyn, Sughaiyar provides individualized instruction in English, math, and writing, with a focus on developing academic confidence, self-regulation, and real-world skills. She places a strong emphasis on executive functioning, helping students and adults alike strengthen their time management, organization, task initiation, and planning abilities. Her experience spans work with individuals with ADHD, autism spectrum disorder, learning differences, and emotional regulation challenges.

Beyond the classroom, Sughaiyar serves as a mentor and leadership coach through school-based initiatives, including the Young Women’s Group and Student Government Organization. She works equally effectively with teens and adults, and her warm, supportive coaching style helps clients build habits, stay accountable, and achieve their personal and academic goals.

Sughaiyar is excited to bring her expertise to Themba Tutors, where she offers academic support and executive function coaching tailored to the needs of middle schoolers, high schoolers, college students, and adults navigating school, work, or life transitions. Outside of her professional work, she enjoys traveling, reading, and volunteering—bringing curiosity, empathy, and dedication to everything she does.

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.

Valerie is a New York State-certified educator in 7th-12th grade Mathematics and currently serves as a math and data specialist, providing training and coaching to K-12 teachers across Rockland County. With twelve years of experience as a public high school math teacher and middle school math coach, she has gained a deep understanding of the progression of math concepts within the NYS standards. Valerie also has experience working with elementary students, helping them develop foundational skills in math and writing.

In addition to her classroom experience, Valerie worked in the Office of School Performance for the NYCDOE as a Director of Product Development, where she honed her skills as a full-stack developer. Her academic background includes an undergraduate degree in Biology from the Massachusetts Institute of Technology and four years in a doctoral program in Cognition and Learning at Teachers College, Columbia University. These diverse experiences provide her with a unique perspective on tutoring mathematics and computer science.

Valerie is dedicated to helping students develop a deep conceptual understanding of math along with robust problem-solving strategies. Her approach begins with careful observation and listening to understand how her students approach problem-solving, what they already know, and what works well for them. From there, she provides “just right” math problems—accessible yet challenging—that advance their understanding of the topic.

As students work through problems, Valerie guides them through four basic steps of problem-solving: 1) Read and understand the problem; 2) Plan (investigate); 3) Solve; 4) Check, providing scaffolding aids for these steps as needed. She also employs the Concrete-Representational-Abstract (CRA) method to help students build conceptual understanding. Using these general habits of mind, students begin to trust their own observations and intuition, allowing even math-fearful students to develop confidence in problem-solving.

Valerie tutors students in Grades 6-12 and adults in middle school math, Algebra 1, Algebra 2, Geometry, College Algebra, and Computer Science (Python and JavaScript programming). She also supports students in test preparation for mathematics exams such as the SAT, ACT, GRE, and CAT and assists with general writing skills.

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

Over the years, Edwouine has worked with students who present with Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorders, speech-language delays, and learning differences in reading and writing. She has tutored students of all ages, from early school age to early adulthood, including elementary school, middle school, and high school students. She also provides support for English Language Arts (reading, writing, and comprehension) and is skilled in preparing students for Measures of Academic Progress (MAP) Growth assessments across various subjects. She offers test preparation services, including test prep for various language proficiency exams in Languages Other Than English (French and Creole). Edwouine also provides handwriting support and study skills coaching for students of all levels.

She specializes in providing individualized instruction and interventions that are tailored to students’ strengths and weaknesses in executive functioning, reading, and writing to support their academic growth and success. She offers executive function coaching for students of all ages, helping them develop skills for organization, time management, and self-regulation. In addition to executive function coaching, Edwouine provides social skills coaching, supporting students in building communication, collaboration, and self-advocacy skills to foster stronger peer relationships.

Edwouine is experienced in working with students with reading disorders, Autism Spectrum Disorder, dyslexia, dysgraphia, and dyscalculia. She is trained in the Wilson/Fundations program, providing structured literacy support using multi-sensory methods. She is also an Applied Behavior Analysis (ABA) Therapist. Additionally, she can offer services beyond the typical offerings listed on Themba’s website, such as test preparation for English Language Arts, executive functioning coaching, social skills coaching, and support for foreign languages (French and Creole).

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

Joshaya holds a B.S. in Cell Biology and an M.S. in Biotechnology, both from Brown University. With nearly a decade of scientific research experience, she is currently investigating hepatic therapeutics for liver disease at Mount Sinai Hospital. Outside the lab, she teaches biology, chemistry, and medical mathematics at three prominent colleges in New York City, where she fosters students’ understanding of complex scientific concepts and sharpens their critical thinking skills.

In addition to her teaching, Joshaya provides tailored tutoring for high school and college students, specializing in a wide range of STEM courses, AP exams, SAT subject tests, and academic enrichment. She tutors middle and high school math, including Pre-Algebra, Algebra 1, Algebra 2, Geometry, and Pre-Calculus, as well as high school and college-level sciences such as Biology, Chemistry (including College Chemistry 1), Anatomy & Physiology, Biotechnology, Genetics, Microbiology, AP Biology, IB Biology, and AP Chemistry. She also supports students with test preparation, college application essays, and general college preparation.

Her pedagogical approach emphasizes intellectual curiosity, personalized learning, and confidence-building, while also supporting students with learning differences, including ADHD and dyslexia. A passionate advocate for diversity in STEM, Joshaya is committed to mentoring students and inspiring the next generation of scientific thinkers. Outside of her professional work, she enjoys cooking with friends and reading science novels, staying connected to both her academic and personal passions.

Kexin is a bilingual second-year School Psychology doctoral student at Fordham University. She graduated summa cum laude from Fordham University (Lincoln Center), earning a bachelor’s degree in Psychology and Chinese Studies. Kexin has extensive experience working with a diverse population of school-age children and adolescents. Her professional background includes roles as a student tutor in the DREAM-Specialized High School Institute (SHSI) Program (Specialized High School Preparation) and Department of Education (DOE), where she supported students from low-income and limited English proficiency families and collaborated with guidance counselors, school psychologists, and social workers to facilitate workshops and training for students, parents, and educators. Kexin has additionally served as an America Reads and Counts Challenge (ARCC) tutor at the Lincoln Square Neighborhood Center (Goddard Riverside), an under-resourced community center and after-school program. In this capacity, she conducted one-on-one and small group tutoring sessions for students with various needs, including aggression, attention-deficit/hyperactivity disorder (ADHD), Autism Spectrum Disorder (ASD), and hearing impairment, tailoring educational materials to meet individual student needs. She is currently the head supervisor and program coordinator of ARCC at Fordham University, where she independently manages, plans, and executes training, coaching, and outreach initiatives for students and partner sites.

Kexin provides test prep, academic tutoring, and writing development across all educational levels—from elementary through college—for students with/without learning differences. She is proficient in Psychology and Chinese/Mandarin (Global Seal of Biliteracy). She is well-equipped to assist students with coursework (e.g., Grades 3-8 English Language Arts (ELA) and Mathematics tests, elementary and intermediate science tests, Specialized High School Admissions Test (SHSAT), High School Regents Examinations, AP Chinese). Kexin is also available to support students in developing stress-reducing and time-management strategies, navigating the complexities of the high school, college, and/or graduate school application process, overcoming challenges and adversities during this transitional and developmental period, and offering mentorship, resume, and career guidance. Her approach focuses on building student confidence, assessing progress and growth, identifying strengths, emphasizing nuances, and extending comprehensive and catered feedback to drive student success in achieving their full potential.

Kexin is particularly interested in executive function (EF) coaching and neuropsychology, learning disabilities, and special education research. She is dedicated to adopting and integrating a multicultural framework into her research and practice, with a commitment to fostering an inclusive learning environment and bridging cultural divides to advance beyond traditional boundaries and dichotomies.

Gabriella (Gabby) is an Advanced Standing second-year doctoral candidate in School Psychology at Fordham University’s Graduate School of Education. She received her B.A. in Psychology, with a minor in Writing, from Yeshiva University, where she engaged in various research projects focused on children’s social group dynamics. Gabby earned a Master’s in Preschool Child Psychology from Fordham University in May 2023. As part of her professional development, she is currently involved in a Research Apprenticeship investigating parents’ perspectives of ADHD stigma within the Modern Orthodox Jewish community. In addition to her academic endeavors, Gabby works as a psychoeducational evaluator, substitute teacher, and executive functioning tutor for learners of all ages.

Gabby possesses extensive experience working with a diverse population of school-aged children and adolescents. She is deeply committed to personalizing education to meet the unique needs of students across all ability and skill levels. Her professional background includes serving as a START science teacher, which brings STEM education to underserved communities globally, as well as a teacher at a CABAS (Comprehensive Application of Behavior Analysis to Schooling) school, where she implemented ABA (Applied Behavior Analysis) programs to support children with behavioral, social, and academic challenges. Additionally, Gabby has worked as an ABA behavioral technician, administering tailored programming to preschoolers with educational differences. She has held many supervisory roles, including mentoring graduate students in the assessment and diagnosis of individuals with developmental and psychoeducational differences and managing research projects as a lab manager. Gabby has also provided counseling services, behavior management interventions, and after-school tutoring services in private school settings.

Gabby is passionate about supporting both children and adolescents with or without learning differences. She specializes in working with individuals with ADHD, executive functioning deficits, anxiety, mood disorders, and specific learning disabilities. Her approach addresses various learning challenges, including ADHD, dyslexia, dysgraphia, dyscalculia, and executive functioning disorders. She offers executive functioning coaching, study skills development, homework assistance, and behavior management strategies. Gabby’s multifaceted expertise encompasses test preparation, psychology, and executive functioning coaching, as well as Hebrew tutoring. Her educational philosophy posits that each individual can achieve their goals and realize their full potential with appropriate, individualized support and encouragement. Outside her professional commitments, Gabby enjoys reading, swimming, and spending quality time with her family, friends, and dogs.

Jacqueline is a dedicated professional in the field of psychology and education, known for her extensive knowledge, compassionate approach, and innovative solutions tailored to her clients’ unique needs. Currently, she holds a Doctorate and Master’s degree in Clinical Psychology from National University in addition to a minor in Educational Studies from Chapman University.

Jacqueline has been a University-Designated Teaching Assistant for over five rigorous undergraduate and graduate courses at both New York University (NYU) and National University. She has covered a wide array of subjects across varying student demographics for about three years.

In addition to her academic roles, Jacqueline has provided in-home educational support to children across Los Angeles, tutoring in Math, English, and Sciences. She has also collaborated with a local school district and a Northern California resource center, where her contributions to Individualized Educational Program (IEP) meetings and her input on special education eligibility have helped shape educational pathways for students with diverse strengths and needs.

Jacqueline can assist students in a broad range of subjects and services. She offers test prep for the ISEE and SSAT at all levels, as well as tutoring in Math subjects including Pre-Algebra, Algebra 1, and Algebra 2. In the sciences, Jacqueline supports students in AP Psychology, Astronomy, and Earth Science. She also provides guidance in English Language Arts (ELA), including writing and college application essays. In the field of psychology, Jacqueline offers support in High School and College Psychology, GRE Psychology, and she can help students with executive functioning coaching, including ADHD coaching and study skills.

Jacqueline has experience working with students who have learning differences, including ADD, reading disorders, autism spectrum disorder, language processing disorder, auditory processing disorder, twice exceptional (2E) students, and non-verbal learning disorder. She works with students at various educational levels, from elementary through to adult learners, providing individualized support tailored to their needs.

In her free time, Jacqueline enjoys immersing herself in the vibrancy of her new home, New York City, by wandering freely and absorbing the city’s endless energy and surprises.

Jesse earned a Bachelor’s degree in Severe Special Education from Boston University and currently a special education teacher for pre-K and kinder, and works with kids up to 6th grade with learning, social, and developmental disabilities. With over three years of experience working with children, she has supported students with diverse needs, including those in non-verbal classrooms. Jesse understands the everyday challenges and anxieties children face, allowing her to effectively address these issues in both school and home settings. Beyond special education, she has worked in various roles, including at a children’s hospital, as a camp counselor, and as a Social-Emotional Learning (SEL) tutor. As an educator, Jesse prioritizes building strong relationships with her students, motivating them to discover their strengths while emphasizing their abilities rather than their disabilities.

In math, she focuses on elementary school math and pre-algebra. She is skilled in supporting students with various learning differences, such as ADD, reading disorders, autism spectrum disorder, developmental disorders, and language processing disorder. With experience in working with students who have intellectual disabilities, OHI, TBI, and multiple IEPs, she has taught in diverse school settings, from transitional kindergarten to 6th grade. Jesse is trained and certified in Wilson/Fundations, which enhances her ability to provide multi-sensory literacy instruction. Her extensive experience with neurodiverse children, including those who use AAC or exhibit challenging behaviors, strengthens her behavioral expertise. Having worked in both inclusion classrooms and specialized special education schools, Jesse has gained unique insights into how students function within the school environment, allowing her to take a hands-on approach to address their individual learning differences and challenges.

Anthony is a holistic educator who believes in the power of a targeted yet fluid approach to teaching. Anthony’s strategies are intuitive, responsive, and rooted in the research and philosophies from developmental psychology, neuroscience, and educational practice. Over the last 15 years, Anthony has helped hundreds of children with special needs achieve their academic and social-emotional goals, especially those diagnosed with ADHD, ASD, LD, dyslexia, and ED. Anthony is also a very experienced Executive Functioning Coach.

Currently, Anthony works with learners of all ages. For elementary and middle school students, Anthony is skilled at bridging the school’s curriculum and assignments to the student’s current level of knowledge in all subject areas, filling any missing gaps in understanding while developing strong work habits via foundational Executive Functioning strategies. Anthony is trained in Wilson, Wilson FUNdations, Orton-Gillingham, PerDev, and various math curricula.

For high schoolers, college students, and adults, Anthony’s specialty is in writing, executive functioning training, and test prep for GRE Math/ELA, SHSAT, ISEE (Lower, Middle, Upper Levels), SSAT (Elementary, Middle, Upper Levels), and New York State Regents exams. Anthony also tutors subjects like Algebra 1 & 2, Geometry, Environmental Science, and languages including Spanish, Italian, and Portuguese.

In every student Anthony works with, the goal is increased self-awareness as a learner and greater independence. This targeted approach incorporates mindfulness, social-emotional learning, and the literacy, math, and critical thinking skills necessary for success as a lifelong learner.

Anthony uses frequent assessments to personalize instruction. As a passionate advocate for students, Anthony supports families and schools in understanding the specific needs of the student, helping bridge skills from home to school to the world.

Anthony holds a BA in International Studies and Journalism from the University of Miami and an MSEd in Elementary Education from CUNY, specializing in students with special needs. Anthony has worked in various educational settings, including public, private, and self-contained special education classrooms. Anthony is also a faculty member at SUNY Empire State, teaching literacy.

In addition to teaching roles, Anthony is a published author, filmmaker, performer, and fluent speaker of four languages. At the heart of Anthony’s work is a deep care for students and a strong belief in their potential for excellence.

Kairy holds a Bachelor of Science in Astrophysics and a Bachelor of Arts in Literature from Brown University. They are currently a high school physics teacher at Achievement First University Prep in Brooklyn, where they inspire students to explore the wonders of the physical universe and foster a passion for STEM.

With a strong foundation in astrophysics, Kairy’s expertise spans computational physics, cosmology, dark matter, and high-energy particle physics. Their professional journey includes roles as an Educational Outreach Program Director for NASA-affiliated projects, where they developed bilingual curricula in mechanical physics and astronomy for students aged 9–16. At SciToons, a National Science Foundation program, they led projects such as “Cosmic Microwave Background” and “Quantum Dots,” creating accessible educational animations that bring complex scientific concepts to life.

In addition to their teaching, Kairy has extensive tutoring experience, helping students master subjects like physics, calculus, chemistry, and standardized test preparation (ACT/SAT). They specialize in building confidence and improving academic performance by tailoring study strategies to individual needs.

Kairy’s pedagogical philosophy emphasizes making science approachable and engaging for all learners, incorporating visual demonstrations and creative storytelling to enhance understanding. Fluent in Spanish, French, and English, they actively support ESL students and create inclusive learning environments that celebrate diversity.

Beyond her professional endeavors, Kairy enjoys Latin American literature, magical realism, and astrophotography. They are passionate about empowering students to unlock their potential and discover the interconnectedness of science, art, and the humanities.

Amalia is a dedicated and experienced math educator with a Bachelor’s degree in Mathematics and a Master’s degree in Math Education from Lehman College. She also holds a bilingual certification in Spanish, allowing her to effectively support students from diverse cultural and linguistic backgrounds.

Amalia specializes in Algebra 1 and Regents Prep for Algebra 1, and also tutors Pre-Algebra, Algebra 2, and Geometry. In addition, she offers test prep support for SAT Math, ISEE (Middle and Upper Level Math), and SSAT (Elementary and Middle Level Math). Fluent in Spanish, she also tutors beginner to intermediate-level Spanish language students.

With experience working with students who have math disorders, executive functioning challenges, and processing issues, Amalia tailors her instruction to meet a wide range of learning needs. She has worked extensively with students with IEPs, using differentiated instruction, scaffolding, and individualized strategies to help them thrive. Her approach helps students develop effective study skills and overcome math anxiety by connecting mathematical concepts to real-world applications.

As a public school teacher, she also supports newcomer students adjusting to the U.S. school system, helping them build foundational academic skills while adapting to a new educational environment.

In her free time, Amalia enjoys taking long walks in Central Park with her dog, Benji, playing ping pong, and exploring various music genres. Her patient demeanor, deep content knowledge, and commitment to student growth make her an excellent choice for learners seeking math and test prep support.

Finn is a Brooklyn-based educator and visual and performing artist with a wide-ranging skill set in the arts and education. He has extensive experience working with learners of all ages, from elementary school through adulthood. Finn earned a dual degree in Psychology and Creative Expression from NYU’s Gallatin School and pursued graduate studies in music composition at the Mannes School of Music and Aaron Copland School of Music. He has completed post-graduate training in crisis prevention, trauma-informed practices, and executive functioning (EF) coaching, including CPI Crisis Prevention, Ross Greene’s Collaborative Proactive Solutions (CPS), and Restorative Practices. Finn also has extensive experience utilizing Dungeons & Dragons as a tool to promote social-emotional learning and collaborative problem-solving, especially with neurodiverse youth.

Finn supports neurodiverse learners, including those with ASD, ADHD, dyslexia, dysgraphia, PDA, and executive functioning challenges, as well as twice-exceptional (2e) students. Finn creates a strengths-based, learner-centered environment and also tutors neurotypical learners to improve study habits and academic performance. He can also support younger students with fine motor skills and handwriting development.

In addition to his work with neurodiverse and neurotypical learners, Finn can also assist students with test preparation and high school sciences. His expertise includes SAT Verbal, Specialized High Schools Admissions Test (SHSAT), SSAT (Elementary, Middle, and Upper-Level ELA), English Language Arts (reading, writing, and comprehension), New York State Regents Examinations, and the Test for Admission into Catholic High Schools (TACHS). Finn is also well-versed in AP Psychology.

Since starting his teaching career in 1999 at the City & Country School, Finn has taught art, facilitated EF and SEL development, and built independent study programs at institutions like Church Street School for Music and Art, the Lang School, and Speyer Legacy School. Currently, he works with Dare to Revitalize Education through Arts & Mediation (DREAM!) in a Bronx public high school, focusing on arts education, restorative practices, and peer mediation.

Finn’s educational philosophy centers on a strengths-based approach, fostering trust and rapport while emphasizing students’ talents and interests. Finn believes in relationship-centered learning environments where students are active participants in their education. He excels in aligning instructions with students’ cognitive styles and empowering them to take ownership of their learning.

In addition to teaching, Finn is an accomplished composer, sound designer, writer, and visual artist. His concert pieces have been performed across Europe and North America, and his visual art has been acquired for private collections throughout the Americas. Currently, Finn is working on a series of large-scale drawings that are emerging from a collaboration process with AI.

Outside of education and art, Finn enjoys traveling, cooking, reading fiction and history, playing video games, strategy board games, and Dungeons & Dragons. Finn is a member of The American Society of Composers, Authors, and Publishers (ASCAP), a steering committee member for the New York City Electro-Acoustic Music Festival (NYCEMF), and a member of The Society for Electro-Acoustic Music in the United States (SEAMUS) and the American Composers Forum (ACF).

Chelsea is currently completing a Master’s degree in Teaching for English Education at Teachers College, Columbia University, and holds a Bachelor’s degree in Philosophy from UCLA, where they received the Gloria Rock Award upon graduation. With additional OST (Out of School Time) training from the Oregon Ford Foundation Center, Chelsea brings a robust background in both public and private educational sectors.

Throughout their teaching career, Chelsea has worked with a wide range of students, from elementary to undergraduate levels, focusing primarily on ELA skills, including reading, writing, and literature analysis. They have taught subjects ranging from philosophy and writing at UCLA to K-5 tennis and even engineering for middle schoolers. Their experience includes creating and delivering curricula in STEM, arts, English language arts, home economics, film, and board gaming. Currently, as a student teacher in the NYC DOE, Chelsea is focused on developing students’ reading comprehension, writing, and literary analysis, as well as tutoring in SAT reading, writing, and math.

With a teaching philosophy centered on helping students realize their strengths, meet high expectations, and become independent learners, Chelsea is dedicated to fostering critical thinking and growth. They aim to empower students not only as learners but as active, helpful members of their communities. While Chelsea has experience working with students with learning differences, including autism, ADHD, and dyslexia, they are professionally qualified to work primarily with students without learning differences.

Outside the classroom, Chelsea is passionate about art, especially oil painting, drawing, and film. They love outdoor activities like camping, road-tripping, rock climbing, and kayaking, and enjoy staying active through tennis and yoga. A dedicated board game enthusiast, Chelsea brings their love of games to students and friends alike. As a queer and non-binary person, Chelsea has been fortunate to create community spaces for other queer and trans people, as well as for their students, fostering an inclusive and supportive environment for all.

Sandra is originally from Spain and has been living and teaching in New York for the past 10 years. She holds a Bachelor’s degree in Psychology and Education from the University of Valencia, along with a Master’s degree in Human Psychology and Education, specializing in Second Language Acquisition. As a certified Spanish teacher, she is licensed to teach K-12 and adult learners in both the public and private sectors. Sandra’s post-graduate training includes courses in differentiated instruction, executive functioning strategies, and culturally responsive teaching. She has also completed specialized training in working with students with learning differences, such as dyslexia, ADHD, and executive functioning disorders. For five years, she taught Spanish to students with exceptionalities at one of Manhattan’s most prestigious special education high schools.

In her current role as World Language Department Head and IB Spanish teacher, Sandra teaches high school students Spanish language skills, including reading, writing, speaking, and listening. She also prepares students for the Spanish Regents exams, focusing on developing not only language proficiency but also executive functioning skills such as organization, time management, and task completion. Sandra’s teaching experience spans both private tutoring and classroom instruction, and she has extensive experience preparing students for standardized language exams, including the AP Spanish exam and college placement tests.

Sandra’s teaching philosophy is grounded in the belief that every student can succeed with the right support and individualized learning strategies. She strives to create an inclusive, student-centered classroom where all learners, including those with ADHD, dysgraphia, and other learning challenges, feel empowered to take risks and grow. Sandra uses a variety of accommodating materials, multisensory techniques, scaffolded instruction, and technology integration to meet the diverse needs of her students.

She also works with students who do not have learning differences, adapting her approach to meet each individual’s needs, whether they require enrichment, language practice, or support with grammar and writing skills.

Outside of teaching, Sandra is passionate about traveling, acting, culture, food, and language. She enjoys exploring how language shapes our understanding of the world and brings these insights into her classroom. In her free time, she loves acting, reading, attending concerts and museums, going to movies, hiking, and spending time with family and friends.

Kate is dual-certified in English Language Arts (ELA) and Special Education for grades 7–12. She holds a master’s degree in Special Education from Dowling College and a bachelor’s degree in Theater from Rhode Island College. She has extensive experience in test preparation, executive functioning coaching, and ADHD coaching, particularly for middle and high school students, and is skilled in supporting students with learning differences, including ADD, Reading Disorders, Autism Spectrum Disorder, Language Processing Disorder, Auditory Processing Disorder, Dyslexia, Writing Disorders, and Non-verbal Learning Disorder.

Kate works with students across multiple levels: Elementary School, Middle School, High School, College, and Adult GED test prep. She specializes in ELA, ACT Writing, and general English Language Arts (reading, writing, comprehension), as well as study skills and creative writing.

She integrates her expertise in literacy instruction by incorporating Orton-Gillingham methods into her teaching. Her theater background enriches her teaching approach, using drama literacy to enhance social skills, playwriting, and theater-making for students with autism and multiple disabilities.

Kate has experience tutoring in Theater Literacy–Acting to improve social skills in students with autism and other learning differences. She also designs and adapts lesson plans for a wide range of academic and neurodiverse needs.

Her deep understanding of lesson design, the NYC Special Education curriculum, and instructional modification enables her to tailor teaching to various learning styles. Tutoring students with diverse learning needs is a highly rewarding career for Kate, and she is dedicated to helping her students overcome academic challenges and reach their full potential.

With over 25 years of experience, Patricia specializes in teaching children and adults from diverse educational backgrounds how to read, write, and spell using the Orton-Gillingham approach. Her expertise is backed by a Master of Science degree in Special Education/Dyslexia (Grades 1–6) and a Ph.D. in Literacy Education.

Patricia is passionate about meeting the academic and psychological needs of at-risk learners to foster motivation and achieve positive outcomes. She begins by assessing each student’s strengths, weaknesses, interests, and optimal learning styles. Based on these insights, Patricia develops engaging, research-based lessons tailored to each student’s unique goals—whether it’s mastering the fluid formation of letters, improving independent study skills, or developing essay-writing proficiency.

Patricia specializes in helping tweens and teens develop essential executive functioning skills through personalized and engaging strategies. She works with students to create structured daily schedules, enabling them to anticipate and plan tasks more effectively. By designing visual checklists and breaking assignments into smaller, manageable steps, Patricia ensures that larger tasks feel achievable. She also uses tools like color-coded folders and fun activities to strengthen working memory, while guiding students in setting and accomplishing both short-term and long-term goals, fostering their growth and independence.

Patricia works primarily with students aged 5 to 15 who have dyslexia. She brings a wealth of resources, including age-appropriate chapter books and interactive activities, to make learning effective and enjoyable for middle schoolers. Parents describe Patricia as deeply committed to her students’ progress, noting her ability to address the self-esteem challenges that often accompany reading and writing struggles. She strives to create a supportive environment where students feel encouraged to actively participate and take pride in their abilities.

Nicole is a full-time freelance Latin tutor with a Bachelor’s degree in Classical Literature and Language from Hofstra University, as well as a Master’s degree in the same subject from the University of Washington. At the University of Washington, Nicole taught Classics 101 and Bioscientific Vocabulary, where students learned Latin and Greek roots used in medical terminology and common English. From 2016–2018, Nicole was a Latin teacher for 5th and 6th grade at Basis. Ed.

In addition to their formal teaching, Nicole has tutored Latin and Ancient Greek since 2015, including 1,000+ hours of tutoring experience across all levels of Latin, from ages 9 to adult. No matter the age or skill level, Nicole prefers to center the student in tutoring sessions, minimizing lectures and instead focusing on questions and hands-on experience. Nicole especially loves helping students understand how the language fits together to improve translation skills, as well as experimenting with different memorization techniques for vocabulary and noun and verb endings.

Nicole also works with both the NLE (all levels) and AP Latin. They have worked with students in AP and pre-AP classes and regularly support students who take the NLE as part of their coursework each year.

Most importantly, Nicole understands that all students are different and have unique learning styles. Their experience working with a wide variety of students—both with and without learning differences and/or physical disabilities—enables them to determine how each student learns best and to adapt to the student’s specific needs. In their personal life, Nicole is especially interested in disability justice and other human rights causes. They bring this passion into their work to ensure that every student can safely and comfortably access education without fear of discrimination or concern that their needs will not be accommodated.

Daniella received a Bachelor’s degree in Philosophy and Mathematics from Columbia University in 2001. She earned her Master’s Degree on a full scholarship in Mathematics Education at Brooklyn College. Daniella is a New York State Permanently Certified Math teacher for grades 7-12. She has been teaching students Math in the classrooms of New York City and Long Island since 2001. Daniella currently teaches at Pathways to Graduation in Brooklyn, where she has 3 ICT Math classes. In addition, she has tutored students in various levels of Mathematics, such as Common Core Algebra, Geometry, and Algebra II, as well as college-level Statistics, PreCalculus, Advanced Calculus, and Mathematical Linear Programming.

While her children were young, Daniella taught at local schools such as Jericho High School, where she introduced a new Calculus curriculum. She brought that same Calculus program to LaGuardia High School and HS of Language and Diplomacy in Manhattan. She also spent time at Vincent Smith School, a private school on Long Island for special needs students who “learn differently.” Daniella has worked extensively with ESL students as well as students with Autism, ADHD, and dyscalculia. She prides herself in creating a teaching environment that accommodates the needs of each student while promoting independent thought and growth.

Sophie received her Ph.D. in Clinical Psychology with a focus in Neuropsychology from Queens College/The Graduate Center, City University of New York (CUNY). She is currently completing her postdoctoral fellowship in clinical neuropsychology at Northwell Health/Lenox Hill Hospital in NY.

Sophie has over seven years of experience working with individuals across the lifespan (school-age children, adolescents, young adults, and older adults) in various capacities. Sophie specializes in executive functioning and ADHD coaching. Based on her training in clinical neuropsychology, Sophie helps students and professionals develop personalized strategies to improve time management, organization, goal-setting, and productivity. Combining expertise in psychology with a practical, skills-based approach, Sophie empowers clients to build sustainable habits that foster academic, professional, and personal success. In addition to her clinical training and expertise, Sophie has significant teaching experience, having served as the primary instructor for several undergraduate college courses, including College Statistics. In this role, she thoughtfully developed lesson plans and worked one-on-one with students who required additional instruction and guidance. Sophie takes a warm, collaborative, and supportive approach in her work and carefully tailors her interventions to each individual’s needs.

Personally, Sophie enjoys spending time with family and friends and exploring all that NYC has to offer.

Susan is a highly experienced math and English teacher who has been working in education since 1995. While she has primarily focused on math instruction, she has also taught English. Over the years, she has gained extensive experience in individualized tutoring, helping students make sense of complex subjects.

She has worked with middle and high school students in various roles, including classroom teacher, tutor, and SAT preparation instructor. At the college level, she has tutored students in Calculus. Her areas of expertise include ACT Math, Algebra 1 & 2, Calculus, Geometry, Prealgebra, Precalculus, Statistics, Trigonometry, and Math Regents Exams.

Susan has extensive experience with International Baccalaureate (IB) courses, supporting students in IB Math Applications and Interpretations (SL & HL), IB Math Analysis and Approaches (SL & HL), and IB English (SL & HL). She has also helped students with Algebra, Matrices, and Calculus 1/2 at the IB level, as well as Algebra, Calculus 1/2, and Statistics at the college level.

Susan is skilled at identifying why a student is struggling in a particular area and finding ways to change and expand their understanding. She has worked successfully with both advanced and struggling students, helping them build confidence and achieve academic success. Susan is eager to get to know each of her students and tailor her support to help them reach their full potential.

Lauren is a high school chemistry teacher with a Master of Arts in adolescent education (grades 7–12) from the Relay Graduate School of Education and a New York State professional teaching certificate. With six years of experience, she has taught AP Chemistry and 10th-grade chemistry aligned to Regents, College Board, and Next Generation Science standards. She has also worked as a science learning specialist, providing small-group and individualized instruction to students with learning difference

Lauren has extensive experience in teaching middle and high school math, including Pre-Algebra, Algebra I, and Algebra II, as well as high school sciences such as Chemistry, Earth Science, and Living Environment. She specializes in test prep, helping students prepare for subject-specific exams, including the New York State Regents Examinations, AP Chemistry, and college-level General Chemistry I and II. Lauren emphasizes hands-on learning through labs, simulations, and data analysis, which helps students build problem-solving strategies and critical thinking skills.

Lauren holds a Bachelor of Science in environmental science with a minor in chemistry and has worked in research labs studying air, water, and soil quality, renewable energy, and wildlife diseases. Given her research background, she is passionate about equipping students—especially those pursuing STEM careers—with the skills they need to excel.

Lauren has extensive experience preparing students for a variety of exams, including the NYS Regents Algebra I, Earth Science (historic format), Earth and Space Sciences (new format introduced in 2025), Physical Setting/Chemistry (historic format), and Physical Science: Chemistry (new format introduced in 2026). She also prepares students for the AP Chemistry Exam as well as the Praxis Exams in Chemistry and General Science.

She has five years of experience teaching AP Chemistry and seven years teaching Chemistry overall. She is currently in her second year teaching a new curriculum directly aligned to the updated Regents exams in Earth and Space Science and Physical Science: Chemistry. Lauren has provided tutoring services for students preparing for the Algebra I, Earth Science, and Physical Setting–Chemistry Regents exams, and she has earned the highest possible scores on both the
Chemistry and General Science Praxis exams.

Outside of teaching, Lauren enjoys training for open-water swims, reading high fantasy novels, and crocheting amigurumi figures for friends and family.

Brenna graduated from Wesleyan University in 2017 with a degree in Psychology. In 2022 she earned her Master’s degree in General and Special Education. Brenna is certified to teach General Education Grades 1-6 and Special Education Grades 1-12. She started her career in education as a teacher at Success Academy Charter Schools in 2018. She taught math in grades 5-7 for five years before making the switch to public school in 2023. Brenna currently teaches Special Education in a 6th grade ICT setting for all core content subjects (Math, ELA, Social Studies and Science). Brenna works with students from grades 4-7 in math, reading and writing.

She has experience working with students with a range of learning differences, including learning disabilities, speech/language disorders, dyslexia, dysgraphia, dyscalculia, ADHD, and ASD. Brenna strongly believes that all children can learn and thrive given appropriate support. When she’s not teaching, Brenna enjoys reading fantasy novels and playing video games. As a former college athlete she stays active by practicing yoga and walking her terrier, Penny. She lives in Brooklyn with her husband and their pets.

Tucker received his bachelor’s degree in Psychology from New England College. During his sophomore year, he helped his academic advisor create an executive functioning peer coaching program, where he served as a coach for three years. Tucker has experience working in the classroom and providing 1:1 and small group instruction for students with and without special needs.

Tucker began his career in a public middle school emotional support classroom as a mental health professional supporting students with learning differences and behavioral challenges. He now works as a coach at a private 2E school in Manhattan, where he designs individualized support plans for twice-exceptional learners. He also teaches courses designed to strengthen students’ study skills, organization, math, and time management in grades 6-12, as well as those transitioning to college.

Tucker believes it is essential for instructors to create a safe and comfortable learning environment while maintaining high expectations for students. He prioritizes establishing a genuine connection with his students and is intentional in deciding when to push a student through difficulty or when to be flexible with expectations. His approach incorporates reflection and goal-setting so that, together, he and his student establish strategies around time management, organization, focus, and study habits based on the student’s individual needs.

Tucker specializes in supporting learners with behavioral and emotional challenges, dysgraphia, ADHD, and executive functioning difficulties. He is skilled in coaching students to adopt strategies that help them overcome challenges related to attention, problem-solving, and task initiation. He is adept at identifying underlying barriers to learning and finding ways to help students expand their abilities.

When Tucker is not with his students, he can be found at a rock climbing wall, on a hike in the nearest woods, or at a coffee shop with friends. He is from the Pocono Mountains of Pennsylvania and is drawn to and perennially inspired by nature. His long-term goal is to teach in a setting where students spend more time outdoors than in the classroom.

Anuradha holds a bachelor’s degree in Chemical Engineering from the University of Washington and is both an artist and an experienced educator. As a teacher, she inspires students to believe in themselves and understand that mistakes are an essential part of learning and success. Whether helping students enhance their writing skills or master Calculus, Anuradha takes the time to identify each child’s struggles and tailors her approach to support their growth. She has a strong passion for math, leveraging her structured problem-solving skills to help students build confidence and excel.

Anuradha specializes in test preparation, including SAT Math, SHSAT, ISEE Lower Level (Grades 5–6) Math, ACT English, ACT Math, ACT Science, ACT Reading, and the NYSE exam. She also has extensive experience tutoring Pre-Algebra, Algebra 1, Algebra 2, Trigonometry, Pre-Calculus, Calculus, AP Calculus, and Statistics, as well as higher-level college math courses such as Multivariable Calculus and Differential Equations. In the sciences, she supports students in Biology and Chemistry across middle school, high school (including AP and IB), and college-level coursework—including foundational college chemistry such as General Chemistry 1 and 2. Additionally, she provides writing and reading support for elementary and middle school students. Alongside subject tutoring, she helps students develop strong study skills and teaches Python and JavaScript computer programming. She also has experience working with students with ADD, helping them stay organized and engaged in their learning.

As a 6th-grade teacher at To Ivy, Anuradha prepares students for the NYS State exams in Math and English by developing their study and organizational skills. Additionally, as a lead tutor in another tutoring company, she works with 4th-grade students in group settings and provides one-on-one tutoring in clients’ homes, focusing on building confidence, organizational strategies, and study skills. Since 2015, she has mentored, coached, and tutored students across a wide age range, from 6 to 20 years old. She has a strong communication style and is committed to fostering long-term academic success. Her approach emphasizes not just subject mastery but also helping students develop the skills needed for lifelong learning.

Beyond education, Anuradha channels her creativity into her work as an artist. Running her own art business allows her to blend her love for painting with her entrepreneurial mindset.

Cameron received a Bachelor of Science degree in Integrative Neuroscience from Binghamton University and his Master’s degree in Biomedical Science from Elms College. He is currently a PharmD candidate. As an instructor and mentor, Cameron strives to motivate his students by making science fun to learn, whether through games like Kahoot or Baamboozle. Cameron understands that science can be challenging for some, and he aims for each session to leave students feeling like they have learned something new and important.

Cameron has mentored learners at every level, from grade 9 to college, in biology content, including Living Environment, Cell Biology, Microbiology, Genetics, Anatomy and Physiology, as well as high school Earth Science. Cameron has worked in the South Queens and Brooklyn school systems as a private tutor, helping students prepare for exams like the NYS Regents exams and AP exams for college. Cameron has also worked as a biologist, conducting research in genetics and cell biology, and as a microbiologist testing all the water in the five boroughs. These hands-on experiences help Cameron demonstrate to his students the real-life applications of what they are learning and why it is important. Throughout his years of tutoring, Cameron has helped students of all ages enjoy learning and work toward achieving their goals, both in and out of the classroom.

Alexandria (Alex) is a New York State licensed school counselor for New York City Public Schools with extensive experience supporting students in academic, social-emotional, and college admissions success. She earned a Bachelor’s Summa Cum Laude in Social Work, Education, Human Development, and Family Sciences from Syracuse University. As a first-generation college graduate, she pursued three master’s degrees in Mental Health Counseling, Psychological Counseling, and School Counseling from Columbia University, along with an Advanced Certificate in College Advising.

Alex has helped students navigate the college admissions process at both the competitive Beacon High School and Crimson Education, where she worked with students across NYC and internationally. She specializes in college application essay coaching, guiding students through compelling personal statements and supplemental essays. Additionally, she supports middle school students and families in navigating the complex NYC high school application process, which includes 700+ programs at 400+ schools.

Her expertise extends beyond admissions, as she provides executive function coaching, ADHD coaching, and study skills development to students with ADD, Autism Spectrum Disorder, and Dyslexia. She works closely with students on time management, organization, self-advocacy, and academic coaching, ensuring they build the necessary skills to succeed both in school and in life.

Alex also serves as her school’s 504 Coordinator, Respect for All Liaison, and Suicide Prevention Liaison, advocating for students with learning differences and mental health challenges.

As a former Division 1 cheerleader who later managed an Orangetheory Fitness studio while in graduate school, Alex understands the importance of physical and mental resilience. She takes a holistic approach to student success, emphasizing both academic achievement and social-emotional well-being.

Whether guiding students through college essays, psychology coursework, or executive function challenges, Alex is committed to helping them develop confidence, self-awareness, and the skills necessary for long-term success.

Jason has been a dedicated educator for his entire career. He began tutoring math and physics while studying at Swarthmore College, where he earned his Bachelor’s degree in Mathematics. After graduating, he transitioned into full-time teaching and tutoring. For 13 years, he taught math and science at NYC public high schools (grades 9–12) and also received a Master’s degree in Education during his first two years of teaching. Throughout his career, Jason has worked with a wide range of learners, including English Language Learners and students with IEPs, ADD/ADHD, dyslexia, writing disorders, math disorders, and dyscalculia. His extensive experience allows him to tailor instruction to support diverse learning needs and styles.

Now focused on one-on-one tutoring, Jason is passionate about helping students build confidence, improve their skills, and succeed in math. He specializes in standardized test preparation and academic support for SAT Math, ACT Math, GRE Math, SHSAT, ISEE (Lower, Middle, and Upper Levels), SSAT (Middle and Upper Levels), and the New York State Regents Examinations, including Algebra I, Geometry, and Algebra II/Trigonometry. His subject expertise spans Pre-Algebra, Algebra I & II, Geometry, Trigonometry, and both middle and high school math.

Jason believes in the power of individualized instruction to unlock students’ potential and guide them toward long-term academic success. He currently lives in Brooklyn, and when he’s not tutoring, you’ll likely find him playing or coaching soccer, competing in chess, or enjoying the latest Netflix series.

Carol earned a B.A. in English from Williams College, a M.Ed. in Special Education from UCLA, and a Master’s in English from University of California, Irvine. For the last 20 years, she has enjoyed teaching a wide range of learners, diverse in skills, backgrounds, ages. and learning needs and who attend top tier public and independent elementary, middle and high schools in the Los Angeles area.

In the last four years, she has taught Executive Functioning and Study Skills, Writing, English Language Arts/Literature classes and worked one-on-one tutoring students attending NYC Independent lower, middle, and upper schools. These teaching and tutoring assignments include both students who are not receiving, as well as students who do receive additional support and accommodations through Student Education Plans written from students’ neuropsychological evaluations or IEPs.

Additionally, Carol has taught; English Language Arts/Literature to students emerging from ESL classes to students enrolled in Honors and AP English; Composition classes at Santa Monica College; and Essay Writing to students through a UCLA Enrichment program for Middle and High School students. She also has taught classes and tutors students in Test Prep for the Verbal and any Written sections of the SAT, ISEE, SHSAT, and ERB.

Carol holds an MA in English, along with several teaching certificates for teaching in Elementary/ Lower School K-6 classrooms, an Instructional Specialist Credential from CA (for Special Education students in grades K-12) with Special Authorization for teaching students on the Autism Spectrum); as well as credentials for teaching English Language Arts/Literature and Writing in middle, high school, and college classrooms.

She believes all students can thrive and learn when they are guided by a teacher who is caring and empathetic, has the skills, background, and experience to teach from a deep understanding of each student’s particular strengths and challenges, and possesses a depth of knowledge and expertise for teaching in specific Content areas.

I work with middle and high school students and young adults who are in mainstream general education classes that span the range of academic tracks, along with students who are mainstreamed and have identified learning differences that include challenges with language processing, attentional concerns (ADD and ADHD); and students high on the autism spectrum.

I’m a film and theatre buff and enjoy going to the theater for plays and films. I also am an avid swimmer and hiker and have written sketch comedy and half hour shows for children’s television and am writing one act comedies that have been performed recently in LA and NYC theaters.

My joy in teaching comes from supporting my students as they develop study and executive functioning skills, as well as critical reading and writing skills that are so vital in communicating. Along with this support, I observe my students progress in leaps and bounds, which is clearly evidenced by their growing self-confidence and independence in practicing student skills, and the visible academic progress in their respective middle, high school, college classrooms. And saliently, my joy also comes from seeing students become self-disciplined, motivated, informed, literate and productive analytical thinkers, readers, and writers who practice and are adept at academic and social skills that they can rely on beyond their classroom assignments and tests.

Pauline is originally from Argentina and has been living and working in New York for the past three years. She holds a Bachelor’s degree in Music from the Universidad Nacional de las Artes in Buenos Aires, where she also taught in Spanish at various institutions. Raised with both Spanish and English as her mother tongues, she has a natural understanding of the nuances and challenges of each language. This bilingual upbringing allows her to empathize deeply with students and support them from both sides of the learning process. As a native Spanish speaker with a strong academic and artistic background, she brings a rich cultural and linguistic perspective to her teaching.

Pauline has experience tutoring Spanish to learners of all ages and levels, and she is especially passionate about helping students build confidence and fluency through creative and personalized approaches. Her teaching style is informed by her background in music: just as in musical instruction, she believes that language is best learned through immersion in its sounds. Through songs, conversation, and auditory repetition, students naturally develop vocabulary and grasp conjugation patterns in a way that feels intuitive rather than forced.

She is adept at designing lessons that focus on conversation, listening, reading, and writing skills while also incorporating cultural context to deepen understanding and engagement. Pauline also has experience supporting students with learning differences, drawing from her own experiences as a multidisciplinary artist and educator to create an inclusive and encouraging environment.

In addition to private tutoring, Pauline has taught music and language in both one-on-one and group settings, working with children, teens, and adults. Her work is guided by the belief that language learning should be relevant, joyful, and empowering.

Outside of teaching, Pauline is an active performer and composer, passionate about exploring sound, storytelling, and identity. She enjoys cooking, learning about other cultures, and bringing her full self—both artistic and academic—into every teaching interaction.

Ethan graduated with a dual bachelor’s/master’s in mathematics from Emory in 2017 and a Ph.D. in mathematics from UCLA in 2023. His academic journey and extensive tutoring experience equip him to help students with a wide variety of mathematical concepts.

Ethan works with students ages 14+ in grades 9-12 and college and teaches algebra, trigonometry, probability, statistics, precalculus, calculus, linear algebra, abstract algebra, real/complex analysis, elementary number theory, and IB Math.

Throughout his time at UCLA, Ethan served as a teaching assistant and tutor, supporting undergraduate students in subjects like calculus, linear algebra, and analysis. While at Emory, Ethan tutored peers in mathematics and organic chemistry. Last year, he also tutored K-12 students, helping younger students master fundamentals like arithmetic and fractions and older students with more advanced concepts like algebra. His experience has been with students without learning disabilities.

Ethan believes that the most important step in teaching is to thoroughly understand what the student is thinking. He will often ask a student to explain a concept they’re struggling with to the best of their ability, as this usually reveals the source of confusion.

Outside of teaching, Ethan enjoys cooking for friends, trying new restaurants, staying active through workouts, and playing video games, particularly rhythm games.

Michael graduated with his Bachelor’s in English with Honors from the University of Chicago, earned a Master’s in Teaching Adolescents with Disabilities from LIU-Brooklyn, and a second Master’s in School Administration from Hunter College. He is currently an adjunct professor at Hunter College, where he trains aspiring Special Education teachers. A veteran educator with over 13 years of classroom experience, Michael has taught all four core subject areas, working with students from middle school through college as well as adult learners.

Michael is a test-prep expert with extensive experience tutoring SAT Math and Verbal, GRE Math and ELA, the Specialized High Schools Admissions Test (SHSAT), ISEE (Lower, Middle, and Upper Level Math and ELA), SSAT (Middle- and Upper-Level Math and ELA), and all sections of the ACT (English, Math, Reading, Science, and Writing). He also prepares students for the Test Assessing Secondary Completion, New York State Regents Examinations, AP exams (Biology, Chemistry, Physics, Environmental Science, Psychology), and a wide range of math courses from Pre-Algebra through Calculus and Statistics. His science expertise spans Anatomy & Physiology, Astronomy, Biotechnology, Environmental Science, Forensic Science, Genetics, Marine Biology, Earth Science, Physical Science, and Integrated Science.

Beyond content mastery, Michael specializes in supporting students with learning differences, including ADHD, dyslexia, dyscalculia, dysgraphia, autism spectrum disorder, auditory and language processing disorders, reading disorders, and twice-exceptional profiles. He also provides coaching in executive functioning, study skills, and metacognition, helping students learn how to learn, not just what to learn.

Michael works with students on English Language Arts, literature, and creative writing, as well as college and graduate school application essays. He also offers support in coding (Python, JavaScript), history/social studies, and languages—tutoring in Spanish and providing support in Portuguese and Hebrew. His holistic approach combines academic rigor with personal growth, ensuring students build both hard skills and the confidence to advocate for themselves.

Outside the classroom, Michael is a polyglot, pianist, avid reader of the modernists, and lifelong learner. He enjoys solving Rubik’s cubes, exploring New York City by bike, and diving into everything from Nintendo games to jazz improvisation.

Marie is a school psychologist who received her bachelor’s degree in Psychology from Fairfield University and her master’s in School Psychology from UCONN. 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 worked in public and clinical settings for many years, providing tutoring and coaching for individuals with social skills and executive functioning difficulties.

Marie’s expertise spans a wide range of areas, including Executive Functioning Coaching, ADHD Coaching, and Study Skills. She also offers specialized support for students with ADD, reading disorders, Autism Spectrum Disorder, Language Processing Disorder, Auditory Processing Disorder, and Non-Verbal Learning Disorder. Additionally, she provides social skills coaching for students with ASD and consults on graduate school and Ph.D. admissions, offering guidance on applications and preparation.

She has experience supporting teens with disabilities transitioning from high school and has worked with families to explore post-secondary options.

Currently, Marie conducts psychoeducational and adaptive evaluations and develops individualized education programs at a public middle school. Her perspective is that every student has the potential to succeed—it’s all about matching their unique needs to how information is delivered. Marie is a strong advocate for a whole-child collaborative model, which involves considering every aspect of a student’s life when implementing programs or tutoring. She emphasizes the importance of including the parent’s perspective and addressing both social-emotional and academic needs to ensure services are effectively are effectively tailored for each individual.

Betina was born in Buenos Aires, Argentina, and has lived in New York City since 1986, currently residing in Washington Heights. She holds a Ph.D. in Sociology from the CUNY Graduate Center and an MA in Educational Studies from the University of Buenos Aires. She also completed two years of graduate coursework in physics and mathematics at the University of Buenos Aires

Since 2002, she has been a tenured professor in the Secondary Education Department of Brooklyn College, where she teaches methods and action research courses for pre- and in-service middle and high school mathematics teachers. For over 20 years, she has also led professional development for math teachers in Manhattan, Brooklyn, and Bronx schools, working closely with students from diverse sociocultural, linguistic, and academic backgrounds.

In addition to her academic work, she is a seasoned math tutor with over 30 years of experience, specializing in students from the upper elementary through high school levels. She has extensive experience supporting neurodiverse middle school learners, including students with dyslexia and ADHD, helping them strengthen their mathematical thinking and confidence. Her tutoring expertise also covers test preparation for a wide range of exams, including the New York State Regents Examinations, the NYS Mathematics Test (grades 3–8), and the ISEE (Independent School Entrance Examination) for the Lower and Middle levels (grades 5–8). She provides instruction in Algebra 1, Pre-Algebra, and general middle and high school math, with additional support for students with math learning difficulties.

Her tutoring approach emphasizes building number sense, algebraic sense, and spatial reasoning. She helps students use tools such as number lines, ratio tables, and area models to deepen problem-solving skills. By engaging students with open-ended problems, she expands their mathematical knowledge beyond standard curricula.

Influenced by the work of Hans Freudenthal and Lev Vygotsky, Betina’s teaching is guided by the belief that mathematics is a human activity accessible to all learners, and that guided practice through “thinking aloud together” within the zone of proximal development is essential to that access.

Betina is fluent in Spanish (her first language) and has working knowledge of French. In parallel with her academic career, she is also a street photographer when time permits.

Tamila holds a Master of Science in International Education Policy from Stanford University and a Bachelor of Arts in Economics from Columbia University. With over a decade of experience, she has supported students across grade levels, learning profiles, and cultural backgrounds through personalized, thoughtful instruction.

At Columbia, Tamila served as a tutor and academic coach in mathematics and economics, providing expert guidance in subjects such as calculus, statistics, and macroeconomics. Her students consistently saw measurable gains, often improving their performance by over 40%. She specializes in making complex material accessible, especially for students with dyscalculia, ADHD, and executive functioning challenges.

Tamila believes that all students are capable of success and that finding the right approach is key. Her educational philosophy is rooted in equity, student dignity, and inclusive instruction tailored to individual needs.

She works with students from elementary through high school and also assists adult learners preparing for academic or career transitions. Her areas of focus include reading comprehension, academic writing, executive functioning support, standardized test prep, and foundational math. She has experience in both public and private settings, including New York City’s District 75, supporting students with a wide range of learning differences such as autism, dyslexia, and attention-related disorders.

Outside of tutoring, Tamila co-founded a senior home for the homeless in Iran, speaks four languages (English, Farsi, Turkish, and Azerbaijani), and enjoys cycling, literature, and educational advocacy. Her sessions combine expertise, empathy, and a strong belief in each student’s potential.

Felicity brings a unique blend of clinical training as a mental health counselor and licensed master social worker with a rich business background in operations and project management. She earned her Master’s in mental health counseling from Johnson State College and her Master’s in Social Work from Boston University.

With over twenty years of experience in management and business operations, Felicity has dedicated more than seven of those years to supporting young adults ages 17–24. She specializes in ADHD coaching, executive function (EF) coaching, and provides support to those with ADD and Autism Spectrum Disorder. Her firsthand experience in managing multi-country teams provides a practical, real-world context for her coaching, which she finds is particularly helpful to her students.

Felicity creates a safe, nonjudgmental space that values each individual and builds on their strengths. Her approach emphasizes tailoring evidence-based strategies to each student’s unique needs, helping them develop self-awareness, executive function, and emotional regulation skills as they work toward independence.

She is deeply committed to guiding young adults through key transitions—from high school to college and into their careers—and to mentoring them along the way. Felicity brings the same collaborative spirit from her management background to her coaching, helping students uncover strengths, problem-solve effectively, and overcome obstacles. Believing that growth extends beyond academics, Felicity focuses on resilience, problem-solving, and meaningful engagement to help students define and achieve success on their own terms.

In addition to her coaching, Felicity is completing trauma training at the Institute for Contemporary Psychotherapy and provides counseling while working toward clinical licensure. Outside of her professional life, she enjoys biking, walking, live music, dance, and creating art.

Tom is a highly accomplished educator with 24 years of experience as a New York State teacher. While he has spent most of his time teaching middle school, he has taught students from grades 3-8. Tom has been a middle school science teacher for the last 12 years in a Brooklyn public school, specializing in ecology, physics, earth science, meteorology, astronomy, chemistry, and biology. He has taught in both General Education and ICT (Integrated Co-Teaching) classrooms and has also taught middle school math, ELA, and social studies. Tom’s expertise extends to English Language Arts, where he has experience teaching reading, writing, and comprehension to students in grades K-8. He is also proficient in using and preparing students for the Measures of Academic Progress (MAP) Growth assessments across various subjects.

Beyond the classroom, Tom is a skilled tutor for students aged 8-14. He helps them with a variety of subjects and skills, including elementary and middle school math, reading and writing comprehension and fluency, organization, executive functioning skills, and mindfulness. Tom is especially experienced in working with students with diverse learning and emotional needs, such as ADHD, executive function disorder, limited English proficiency, speech-language disorders, dyslexia, oppositional defiance disorder, dysgraphia, autism, and varied psychological disorders.

Tom has taken on leadership roles, serving as a 6th Grade Team Leader for three years, where he led a daily advisory group focused on academic and high-school choice planning. He has also actively participated in several week-long camping trips with middle school students, believing strongly in the power of positive, experiential learning to build confidence that can be transferred to the classroom. Tom holds a Bachelor of Arts in English from the University of Massachusetts Boston and a Master of Arts in Education from Brooklyn College, where he participated in the Teaching Fellows program. He also earned a JD at New York Law School before changing his career to education.

John brings over two decades of experience to his work, specializing in helping male teens, college students, and young men. He earned his master’s degree from NYU’s School of Social Work and has a deep understanding of human behavior and motivation. He is also LGBTQ+ friendly. John’s approach is grounded in creating a safe and nonjudgmental space where clients feel understood and supported. He specializes in ADHD and executive function (EF) coaching, including for those who also experience anxiety, depression, and other mental health conditions. He helps clients identify what’s holding them back and build practical systems for accountability, organization, and time management. He has a particular interest in reframing how people think about motivation, emphasizing that meaningful change often starts with action, not just waiting to “feel” motivated.

In addition to his coaching, John offers academic support in several subjects, including English language arts, test preparation (TASC/GED), and psychology. He also provides guidance for graduate and Ph.D. admissions. Outside of his professional life, John enjoys staying active, exploring cultural issues, and helping his 9-year-old daughter with her homework.

Caitlin is currently a Ph.D. in Sociology Candidate at CUNY Graduate Center with intentions to become a professor. She received a Bachelors of Arts in Biological Science and a Bachelors of Arts in Women’s and Gender Studies from the University of Missouri Honors College. In addition, Caitlin was a 2023-24 Fulbright-García Robles Scholar in Mexico City, Mexico, where she taught as a university-level assistant English teacher. As an instructor, Caitlin is passionate about meeting students where they are at and facilitating a supportive and inclusive learning environment. Caitlin has mentored high school and college students in mathematics, sciences, writing, college preparation, and Spanish, and assisted them with their organizational, social, and study skills. In college and beyond, Caitlin mentored a wide spectrum of learners aged 6-20 and has experience working with students with learning and/or physical disabilities and chronic illnesses. Additionally, Caitlin taught abroad in Seville, Spain, where she taught middle school science, mathematics, and ESL.Outside of teaching and mentoring, Caitlin loves to run, bake, and practice ceramics. Caitlin is eager to assist more students in their academic journeys toward success both inside and outside of the classroom. Caitlin is available for virtual and in-person tutoring in NYC.

Jahyra holds a bachelor’s degree in Psychology from CUNY York College and a master’s in Teaching from Relay Graduate School of Education. She is a licensed professional teacher in New York with a Students with Disabilities certification, a specialization that has shaped her extensive experience. Currently a middle school math teacher, she has a proven track record of teaching and tutoring students from kindergarten through ninth grade.

Jahyra’s expertise is in test preparation, including the SHSAT, MAP Growth assessments, and NYS Tests. She is also adept at teaching various levels of math, from Pre-Algebra, Algebra 1, and Geometry, making complex concepts accessible to a wide range of learners. She specializes in working with students who have diverse learning needs, including ADD, Autism Spectrum Disorder, Twice Exceptional, Math Disorders, and Dyscalculia.

Her teaching philosophy centers on building confidence and creating a supportive, structured environment where students feel safe and motivated. By breaking down complex skills into manageable steps and using students’ strengths to guide their growth, Jahyra empowers her students to take ownership of their learning.

Outside of her professional life, Jahyra is passionate about homeschooling, nurturing family life, and cultivating a Christ-centered home. She enjoys baking, traveling, and creating hands-on learning experiences, encouraging families to see education as a joyful, lifelong journey.

Christopher is a dedicated educator with a Bachelor’s degree in Mathematics and a Master’s degree in Teaching. He holds New York State certification and has also completed the Google Data Analytics Certificate, reflecting his commitment to applying both traditional and modern approaches to problem-solving.

Christopher has taught in both public and private settings, working with middle school, high school, and adult learners. He provides comprehensive instruction in mathematics, including Pre-Algebra, Algebra I & II, Geometry, Trigonometry, Pre-Calculus, Calculus (AP and college levels), and Statistics (AP and college levels). His expertise also extends to test preparation for the SAT, GRE, and ACT Math sections, as well as executive functioning support. He works with students with and without learning differences, including ADHD, ADD, dyslexia, dysgraphia, dyscalculia, and executive functioning disorders. His teaching philosophy emphasizes building confidence through structured support, fostering independence, and tailoring strategies to each learner’s strengths.

He helps students by breaking down complex material into manageable steps, teaching practical strategies for organization and focus, and encouraging a growth mindset. Parents and adult learners alike value his patient, clear, and supportive style.

Outside the classroom, Christopher is passionate about baseball statistics, data analysis, music, and sports. He also enjoys mentoring students as they reach their academic and personal goals, combining his love for numbers with a deep commitment to helping others succeed.

Stacey, with an MS in Adolescent Education and a BA in Communications from SUNY Albany, stands out with her 3.8 GPA. Her academic arsenal includes specialized training in Emotional Intelligence from Cornell College and Learning and Development from Teachers College, Columbia University, alongside certifications in Wilson and Restorative Practices from the International Institute of Restorative Practices.

With an impressive 15-year tenure in education, Stacey has been a cornerstone in NYC schools and surrounding areas. Holding New York State teaching certifications for birth–2nd, 5–9, and 7–12, she’s a beacon in areas such as executive functioning, diverse learning styles, and behavioral interventions. Stacey’s forte lies in cultivating reading fluency, honing writing skills, and nurturing executive functioning prowess.

Her expertise extends to meticulously preparing students for a plethora of standardized tests, from the ELA and Math NY State Exams to Regents in Living Environment, Earth Science, ELA, US, and Global History, as well as the TACHS exam. Furthermore, she offers targeted tutoring in algebra (Pre-Algebra and Algebra 1) and biology, customizing her approach to meet the needs of students across various academic levels.

Fluent in Spanish and Italian, Stacey goes beyond academics, providing invaluable support in study skills, creative writing, and crafting compelling college application essays.

Stacey’s journey encompasses students of all ages, from toddlers to high schoolers. She’s provided crucial reading interventions for grades 5–8, co-taught subjects up to grade 8, and delivered English and Living Environment instruction to 10th graders. Proficient in addressing diverse learning needs, Stacey supports students with a myriad of challenges, including dyslexia, ADHD, and autism. Her intervention plans are finely crafted, incorporating a rich array of instructional strategies, techniques, tools, and resources tailored to each student’s unique needs.

Myriam Walker is a multilingual educator, curriculum specialist, and French tutor with over two decades of international teaching experience. She has a strong focus on inclusive, student-centered learning.

With master’s degrees in Russian Studies and African, Arab, and Asian Civilizations from the University of Provence Aix-Marseille I, France, and a bachelor’s in Teaching French as a Foreign or Second Language from the University of Grenoble Stendhal III, she has a robust academic background.

Throughout her career, Myriam has developed and led innovative, interdisciplinary programs in diverse educational settings, from Montessori classrooms to specialized neurodivergent learning environments. She currently teaches at The Lang School in New York City, where she designs culturally rich curricula for all levels of French classes and oversees independent Spanish and German programs.

A certified educator fluent in French, English, Russian, and Italian, Myriam is also an experienced translator and interpreter. She is committed to fostering global citizenship and equity in education.

Fred is an experienced Academic and Wellness Coach with dual master’s degrees — a Master of Science in Special Education and a Master of Arts in Health and Wellness Coaching — and is a National Board Certified Health & Wellness Coach (NBC-HWC). With more than 20 years of experience across public and private settings, he brings a deep understanding of how learning, behavior, and wellbeing intersect.

Fred works with middle school, high school, college, and adult learners, helping them build the skills and systems needed for lasting success. His areas of expertise include executive function coaching, reading and writing development, study strategies, time management, test preparation, and accountability systems. He provides comprehensive academic support in English Language Arts, Psychology, History (American & World), Biology, Environmental and Physical Sciences, and French, and prepares students for ISEE (Middle & Upper Level ELA), ACT (Reading/Writing), and Regents exams.

Fred is trained in Orton-Gillingham and supports students with ADD/ADHD, Dyslexia, Dysgraphia, Autism Spectrum Disorder, and Language or Auditory Processing Disorders, tailoring strategies to their unique learning profiles.

His coaching philosophy is grounded in a whole-person, strengths-based approach. He integrates academic skill-building with evidence-based wellness practices to help clients strengthen focus, resilience, and self-advocacy. His Health & Wellness Coaching for mental wellbeing empowers students and adults alike to sustain meaningful progress—in school, work, and life.

Samantha is a dedicated and forward-thinking educator with a passion for making learning relevant, accessible, and student-centered. She specializes in English Language Arts (including reading, writing, and comprehension) and provides executive function coaching for students with learning differences. She has extensive experience with students who have ADHD, ADD, Reading Disorders, and Dyslexia. Samantha holds a Master of Science in Literacy Education from Binghamton University and a Bachelor of Science in Early Childhood Education with a concentration in ENL from Susquehanna University. She is currently working towards her Certificate of Advanced Study in Educational Leadership from SUNY Oswego. She is certified in New York State Elementary Education (1–6), TESOL (1–12), and Literacy Education (1–6).

Samantha’s expertise is further solidified by her specialized training. She is a certified specialist in Wilson Tier 1 Reading Instruction and is trained in Orton-Gillingham and Certified in Wilson/Fundations. These evidence-based methodologies are at the core of her work, allowing her to provide structured, multisensory, and systematic literacy intervention. Given her diverse skill set, she fosters a learning environment that supports her students as a whole through total-body response, authenticity, and interest, while using assessment and data-driven strategies to help struggling students.

Professionally, Samantha has served as an ENL teacher in both the Yonkers Public School District and the New York City Department of Education, as well as an international language instructor with Global LT. She has also taught 3rd & 4th grade, specializing in multidisciplinary and multicultural learning formats. She has designed and led professional development, coached colleagues, assessed language proficiency at a school-wide level, and supported curriculum integration using multisensory and structured literacy methods.

With a deep understanding of language acquisition, diagnostic assessment, and culturally responsive teaching, Samantha empowers her students to achieve their goals with confidence and clarity. She has extensive experience supporting diverse learners, including students with dyslexia, ADHD, and ADD. Her teaching background spans both enrichment instruction and intervention for students performing below grade level. Over the past year, she successfully guided a student who was three levels behind to reach grade-level proficiency with confidence and pride.

Samantha is a passionate and creative educator who believes that learning should be personal, engaging, and empowering. With years of experience working with young learners and multilingual students, she’s all about meeting kids where they are and helping them grow with confidence. She’s worked with people aged 8-14. Whether she’s teaching early readers or supporting language learners, Samantha brings warmth, energy, and a wide range of teaching strategies to every session. She believes education should be enjoyable, tailoring the learning to the student. She firmly believes that every student can succeed when provided with the right tools, strategies, and encouragement. When she’s not working, she enjoys being outside, playing tennis, and running. Samantha also cherishes any time she has to paint, draw, or try something new.

Darielle is an accomplished elementary school Principal and Superintendent within the charter network in NYC, holding NYS certification for grades 1-6 in both General and Special Education. Her academic background includes a B.S. in Childhood Education from SUNY Oneonta and a Masters in General and Special Education from Touro College. Darielle is deeply passionate about working with children and providing them with comprehensive support.

Throughout her career, Darielle has taught various grades, including 1st, 2nd, 7th, 9th, and 10th grade, demonstrating her versatility. Her teaching experience spans grades K-7 and 9-12, and she has also tutored elementary students in grades K-7. Darielle has a wealth of experience working with students who have diverse needs, including those with ADHD, autism, and speech and language impairments.

Darielle specializes in assisting students with challenges in decoding/encoding, fluency, reading, reading comprehension, and mathematics. Her focus lies in supporting scholars with phonemic awareness, letter/sound identification, blending sounds, guided reading, reading comprehension skills, and writing, all grounded within the science of reading. She is trained in Success For All, a literacy program designed to enhance phonemic awareness, and has received extensive training in best practices for guided reading. In the realm of mathematics, Darielle employs a progressive, hands-on approach, fostering critical thinking skills rather than mere memorization of equations. Her dedication to empowering scholars with a holistic understanding of subjects reflects her commitment to nurturing well-rounded and critical thinkers.

With over 30 years of experience, Bethany brings a unique blend of expertise to her tutoring practice. She holds a B.A. in Mathematics from Colgate University and an M.A. in Learning Disabilities from Teachers College, Columbia University, giving her a deep understanding of both subject matter and how students learn.

Bethany is highly skilled in a wide range of subjects, including Pre-Algebra, Algebra 1, Algebra 2, Geometry, Trigonometry, and is also a proficient writing and reading tutor. She is extensively trained in the Orton-Gillingham approach, making her an ideal coach for students with dyslexia, reading disorders, and other learning differences.

Beyond academics, Bethany specializes in executive function coaching and ADHD coaching, helping students with ADD develop essential study skills like organization, time management, and focus. Her experience working as a special education teacher and math interventionist for middle and high school students has honed her ability to work with a diverse range of learners, from neurotypical students to those with complex learning profiles.

Bethany’s approach is highly personalized and student-centered. She creates a comfortable and supportive environment where students feel safe to take risks, share their thinking, and celebrate their growth.

Laurie holds a Bachelor’s in Social Work from New York University, summa cum laude, and a Master’s in Students with Disabilities from CUNY City College, magna cum laude. She brings over 15 years of experience to her role as a dedicated educator and coach, specializing in English Language Arts—including reading, writing, and comprehension—and executive function coaching for elementary through high school students. Her expertise is built on a strong academic foundation and a holistic approach to learning, with her practice rooted in 1:1 counseling support that focuses on social-emotional learning alongside academic growth.

Laurie is trained in powerful and effective programs such as Orton Gillingham and Wilson/Fundations. This enables her to provide expert support for students with a range of challenges, including ADD/ADHD, Reading Disorders, Writing Disorders, Dyslexia, Dysgraphia, Autism Spectrum Disorder, Language Processing Disorder, and Auditory Processing Disorder. She also has extensive experience working with Twice Exceptional students, helping them to thrive by leveraging their unique strengths.

Beyond foundational subjects, Laurie is a versatile educator providing comprehensive support in Study Skills, Creative Writing, and History/Social Studies. She is also highly skilled in preparing students for the Measures of Academic Progress (MAP) Growth assessments, ensuring they are confident and ready for academic success.

Ojené is a doctoral candidate in the School Psychology Ph.D. program at Fordham University’s Graduate School of Education. She earned her dual Bachelor’s degrees in Psychology and Women’s, Gender, and Sexuality Studies from the University at Albany in 2018 and her Master’s of Science in Education in Therapeutic Interventions from Fordham University in 2024. Ojené specializes in empowering individuals through her comprehensive expertise in High School Psychology, College Psychology, and Executive Function Coaching. She has extensive experience supporting children, adolescents, and adults across school, community, clinic, and hospital settings. Her expertise includes psychoeducational evaluations, counseling, academic and behavioral interventions, and therapy for individuals with ADHD, ADD, learning disabilities, mood disorders, Autism Spectrum Disorder, and other social-emotional challenges.

Ojené provides specialized support for Study Skills, helping clients to master effective learning strategies. Her unique skill set also includes Graduate School/Ph.D. Admission, Application, and Consultation, where she guides prospective students through the complex process. She is highly skilled in working with individuals who are Twice Exceptional (2e), recognizing their unique strengths and challenges.

She has trained at Fordham’s Rosa Hagin Center for School Consultation, conducting psychoeducational assessments and collaborating with families and teachers to support executive functioning, organization, and learning outcomes. At KIPP Charter Schools, she provided counseling, classroom-based interventions, and behavioral support, helping students develop academic and self-management skills. She has also trained at the NYU Child Study Center, offering psychotherapy to children, adolescents, and young adults with mood disorders, ADHD, and executive functioning challenges using evidence-based approaches including CBT, DBT, and ACT. Additional experience includes implementing behavioral and academic interventions at the Developmental Disabilities Institute and Alternatives for Children, as well as providing therapy to adults with complex psychiatric needs at Pilgrim Psychiatric Center. She is currently completing her doctoral internship at the Jewish Child Care Association (JCCA), providing psychotherapy, parent coaching, and skill-building to foster planning, emotional regulation, and goal setting for youth and young adults.

Her approach is collaborative, evidence-based, and strength-focused, tailoring strategies to each individual’s learning style and goals. She empowers individuals to break challenges into manageable steps, apply practical strategies in daily life, and build the independence and confidence needed for long-term success. Outside of her professional work, Ojené is passionate about racial equity, mental health advocacy, and mentoring students.

Sydney is a dedicated tutor, educator, and performer based in New York City. Her approach to teaching is built on a foundation of connectedness, creativity, and confidence-building. With a bachelor’s degree from Mount Holyoke College (with a minor in Mathematics) and a certificate from the National Theatre School of Ireland, Sydney offers comprehensive academic support and specialized coaching. She has extensive experience helping students with a wide range of subjects, including SAT Math, GRE Math, Pre-Algebra, Algebra 1, Algebra 2, Geometry, Trigonometry, Pre-Calculus, and Calculus, as well as more advanced topics like linear algebra, discrete algebra, cryptography, and graph theory. Sydney also prepares students for the ISEE (Lower, Middle, and Upper Level) and SSAT (Elementary, Middle, and Upper Level) exams, along with Measures of Academic Progress (MAP) Growth assessments. Her expertise extends beyond math to subjects like Chemistry, biology, earth sciences, literature, Creative Writing, and History/Social Studies. Additionally, she provides executive function coaching and ADHD coaching to help students with Study Skills, and she is deeply committed to supporting learners with ADD, Autism Spectrum Disorder, and those who are Twice Exceptional.

Drawing on her theater background, Sydney uses storytelling, tangible teaching tools, and humor to make math more accessible and engaging—particularly for students who experience math anxiety. She has extensive experience working with students with autism, ADHD, dyscalculia, and executive functioning challenges, and is deeply committed to supporting all learners.

Outside of tutoring, Sydney is an active performer and theater artist, bringing energy and flexibility into her sessions. She helps students connect with material in ways that feel intuitive to them—whether through structure, curiosity, movement, or play. Her goal is always to make learning feel less overwhelming and more empowering, meeting each student exactly where they are. Sydney is available for home visits, Zoom tutoring, and at her office in Greenwich Village.

With 24 years of experience as an adjunct college instructor and 17 years as a high school math teacher, Houria possesses deep mathematical knowledge and a proven record of achieving high student success rates across various state and national exams.

Her expertise spans the entire secondary and post-secondary curriculum, including Pre-Algebra, Algebra 1, Algebra 2, Geometry, and Trigonometry, up through AP-level classes. She is highly specialized in standardized test preparation, providing targeted coaching for SAT Math, GRE Math, and ACT (Math). Houria also covers the full range of admissions assessments: ISEE (Lower, Middle, and Upper Level Math), SSAT (Elementary, Middle, and Upper Level Math), and Measures of Academic Progress (MAP) Growth assessments.

Crucially, her teaching approach is uniquely suited to students facing learning challenges, including those with Math Disorders. She excels at explaining concepts in multiple ways, breaking down complex ideas into simpler, jargon-free terms tailored to meet each student’s level of understanding.

Her strategy emphasizes maintaining a calm demeanor, even when students are struggling, to help alleviate their frustrations and build confidence. She prioritizes not rushing through problems, allowing ample time for questions to ensure true mastery.

Liming is currently a mathematics professor. He received his PhD in Mathematics from NYU. His expertise spans the full mathematical spectrum, from foundational concepts to advanced university research.

His university teaching experience is exceptionally broad, covering advanced topics such as Calculus, Linear Algebra, Abstract Algebra, Discrete Mathematics, Number Theory, and Statistics. This deep academic background allows him to expertly prepare students for advanced college placement.

Crucially, Liming is also a highly effective tutor for standardized tests and the core secondary curriculum. He possesses proven expertise in test preparation for SAT Math, ACT (Math), and GRE Math, and specializes in admissions tests, including the ISEE and SSAT across all levels (Elementary, Lower, Middle, and Upper Level).

He provides focused instruction for all high school subjects: Pre-Algebra, Algebra 1, Algebra 2, Geometry, Trigonometry, and Pre-Calculus.

understanding and stronger logical reasoning skills. He tailors his instruction to each student’s background and ability to maximize their performance.

Outside of mathematics, Liming enjoys reading ancient Chinese literature and is an avid supporter of Liverpool FC.

Sam holds a Ph.D. in Mathematics from the University of Minnesota and a Bachelor’s in Math from Lewis & Clark College. During graduate school, he studied the physics of sand flows and the interesting geometries formed during jamming, and has most recently applied his mathematical expertise in specialized industries like copper mining and chemical weapons detection. He offers comprehensive tutoring and consultation across a vast range of subjects, including: SAT Math, SAT Verbal, GRE Math, GRE ELA, ACT (Math), ACT (Reading), and ACT (Writing). He also prepares students for advanced admissions tests, covering ISEE: Upper Level (grades 9-12) Math and ISEE: Upper Level (grades 9-12) ELA, as well as SSAT: Upper-Level Math and SSAT: Upper-Level ELA. His math expertise extends to all College Math levels, specialized curricula like Exeter math and International Baccalaureate (IB) Math, and the complementary subject of Physics.

For humanities, he covers English Language Arts (including reading, writing, and comprehension), ELA, Writing, reading, literature, and Creative Writing, along with Foreign Language instruction in French and Italian, and Languages Other Than English test preparation. Sam also tutors Python and JavaScript Computer Programming (Coding) and offers essential support in Executive functioning (College, Adult), Study Skills, and Graduate School/Ph.D. Admission, Application, and Consultation.

As a teaching assistant and private tutor, he has experience with students with physical disabilities, and his teaching philosophy follows the Swiss psychologist Jean Piaget, believing that students learn best by constructing their own internal representations of abstract ideas through hands-on practice, like solving plenty of problems and playing around with the concepts.

In his free time, Sam plays the piano and reads Greek poetry.

Tim is a licensed Occupational Therapist who received his master’s degree in Occupational Therapy from Brenau University. With over 10 years of experience, he supports children, teens, and adults with Autism Spectrum Disorder, ADHD, ADD, and a wide range of executive functioning challenges. For the past nine years, Tim has worked in the New York City Department of Education, providing school-based services for students with sensory, attention, and self-regulation needs.

Tim specializes in sensory and self-regulation, as well as executive function coaching and ADHD coaching. His therapeutic focus includes improving handwriting, organization, attention, and time management skills. As a Certified Mindfulness Teacher, he integrates evidence-based mindfulness techniques with occupational therapy to help clients improve focus, emotional balance, and organization.

He works with individuals across age groups, including middle and high school students as well as adults, who experience challenges with attention, task initiation, or emotional regulation. Tim also supports students without formal learning differences who seek to strengthen their executive functioning and study skills.

Outside of work, Tim is passionate about meditation, martial arts, basketball, music, and wellness. He brings a calm, compassionate presence to his sessions and believes that mindful awareness helps unlock every learner’s potential.

Javon is a native New Yorker of Jamaican descent, and he holds a B.A. in Theatre Arts and Performance Studies from Brown University.

He is an Emmy Award®-nominated producer with 7 years of professional film and digital media industry experience, and over a decade of experience as an independent writer and artist. Javon is an innovative storyteller, dedicated to creating and highlighting underrepresented stories (especially those of global Black culture).

Javon currently writes and produces media for Okay player, reporting on convergence culture within the gaming industry. He spent over half a decade developing and producing documentary and other unscripted content for TIME. Outside of the office, Javon is a freelance creative media and events producer, working with artists and brands to bring bold ideas to life. He is also a poet, songwriter, and actor.

Javon provides teaching/tutoring in Executive Functioning, Study Skills, English, Language Arts/Literature, Writing (essay, creative, etc.), Presentation Building, and Test Prep for the Verbal and Written sections of the SAT, ISEE, SHSAT, and ERB.

Having experienced clinical diagnoses of ADHD, depression, and anxiety — Javon takes personal pride in providing tutoring, tools, and guidance for students who struggle with similar disabilities. His work prioritizes structure and process at times when the intuitive path might feel a bit less clear.

Javon’s holistic approach to education involves helping students utilize their strengths and interests to make even the most difficult work accessible, feasible, and enjoyable. He has worked with people of all ages, from 1st graders to undergraduate students, to working professionals and even incarcerated adults.

Jonathan is a retired elementary school principal. Jonathan holds a Doctorate in Educational Leadership from Nova Southeastern University, completed graduate work at Rutgers University, and earned both a Master of Science in Elementary and Urban Education and a Bachelor of Arts in Psychology from Syracuse University. Jon holds certifications for NJ Chief School Administrator, Principal, Supervisor, and Teacher K – 8. As principal and assistant principal, he has led best practices in literacy instruction with his staff and at workshops for NJPSA (NJ Principals and Supervisors Association) and NJASA (NJ Association of School Administrators). His dissertation was an evaluation study at his school on best practices in literacy instruction that influenced educational practices in a district of 6,000 students. Jon has led staff development efforts to identify teaching strategies to move from Proficient to Distinguished practice on the Danielson Four Domains of Teaching. Jon was a Danielson Certified Evaluator as principal and student teacher supervisor (Using the Danielson Evaluation Model).

As principal and vice principal, Jon secured a variety of recognitions for his school and staff, including a Monmouth County Coalition for Service Learning Grants, an A+ for Kids Grant, a VFW Americanism Award, and NJSSI (NJ State Systemic Initiative for Math, Science, and Technology) grants for teacher staff development. His school yearbooks have been dedicated to him, and he has been a keynote speaker for an educational conference on NJSSI. As an assistant principal, Jon wrote and secured an NJ Star School Award for the Nishuane School and a grant from the Montclair Educational Foundation for Jazz Masters to perform concerts in the schools. Jon also started and monitored a tutoring program for students from Bloomfield College, now part of Montclair State University, for students to work weekly with students at the Nishuane School. The motto for his school, Marlboro Elementary, was – Where Kids Care to Learn and Learn to Care. Jon also believes that all children can learn. The trick is to find the key and work from students’ interests and strengths. Jon has collaborated with many diverse learners and has been a member of school Child Study Teams that have developed IEPs and IAPs for those students.

Jon has taught basic math skills and GED preparation at Brookdale Community College and Monmouth County Vocational School District, mentored administrators for NJL2L (New Jersey Leaders to Leaders), and has been an ESL and math support teacher for CNA and LPN students with the Monmouth County Vocational School District. He has tutored students privately in reading and writing skills. As a K – 8 teacher, Jon taught all subjects including algebra and computer applications as a computer specialist. As a teacher, Jon was a Governor’s Teacher Recognition Recipient. He received a Graduate Merit Scholarship for graduate study at Rutgers University and previously earned a Wagner Flute Scholarship to attend Interlochen Arts Academy in high school. Jon has had letters to the editors and commentaries in various publications, has performed in pit bands for local community theater productions, and has occasional gigs with the Seanote Jazz Trio.

Kelli is a dedicated and compassionate educator with a strong background in special education and a passion for helping every student reach their full potential. She graduated from Coastal Carolina University with a Bachelor’s degree in Special Education (K–12, Multicategorical) and earned her Master’s degree in Autism and Developmental Disabilities from William Paterson University. Kelli holds New Jersey teaching certifications in Special Education (K–12), Elementary Education (K–6), and Middle School Mathematics (5–8).

She currently teaches in a public school setting as a middle school special education teacher, working primarily in 6th and 8th grade math resource classrooms, while also supporting general education students in 6th grade through in-class support in ELA and Social Studies, including areas like writing, reading, and handwriting. With experience teaching students ages 5 through 21, Kelli has worked with a wide range of needs, including ADD, ADHD, developmental delay, emotional regulation disorder, oppositional defiant disorder, and intellectual disabilities, as well as specific learning challenges such as Reading Disorders, Language Processing Disorder, Auditory Processing Disorder, Dyslexia, Dysgraphia, Math Disorders, Dyscalculia, Autism Spectrum Disorder, and Non-verbal Learning Disorder. Her professional background includes experience in Applied Behavioral Analysis (ABA), teaching life and job skills to students with autism and intellectual disabilities using task chaining, and serving as a former case manager—developing Individualized Education Plans (IEPs), Functional Behavior Assessments (FBAs), and Behavior Intervention Plans (BIPs).

Kelli is also an experienced Executive Functioning and ADHD Coach, offering Executive function coaching and ADHD coaching focused on study skills and reinforcing essential foundational and executive functioning skills such as organization, accountability, emotional regulation, impulse control, social skills, and self-advocacy. Furthermore, Kelli provides comprehensive Test Prep services for entrance exams, specializing in ISEE: Lower Level (grades 5-6) Math, ISEE: Middle Level (grades 7-8) Math, SSAT: Elementary-Level Math, and SSAT: Middle-Level Math, alongside Pre-Algebra instruction. Kelli believes deeply in individualization, inclusivity, and acceptance, centering her teaching philosophy on the belief that all students can learn when given the right support and instruction tailored to their unique needs, often using multi-sensory interventions to help students access grade-level content.

Outside the classroom, Kelli enjoys spending time outdoors, especially at the beach, walking, and biking. She’s an avid reader, a Disney enthusiast who vacations at Disney World often, and she treasures time spent with her family. Above all, Kelli is passionate about teaching and finds great joy in watching her students understand, grow, and succeed.

John is an accomplished educator and instructional coach with more than a decade of teaching and leadership experience. Since beginning his career in 2012, he has worked extensively with students across English Language Arts (reading, writing, and comprehension), History/Social Studies, and Study Skills. His individualized approach helps students strengthen literacy foundations, build executive functioning and ADHD management strategies, and develop confidence as readers, writers, and thinkers.

John has also taught several college-level history courses, including U.S. Civil War to Present, History of Italy, and Constitutional Law. In addition, he has supported college students in developing executive functioning skills—such as creating study schedules, maintaining organization, managing time effectively, writing professional emails, meeting deadlines, and setting reminders to stay on track.

John also provides expert test preparation for the ISEE (Lower, Middle, and Upper Levels ELA), TASC, MAP Growth assessments, New York State Regents (including Social Studies Regents), and TACHS. His experience with HMH literacy programs and differentiated reading strategies allows him to meet diverse learning needs—including Dyslexia, ADD/ADHD, Autism Spectrum Disorder (ASD), Language and Auditory Processing Disorders, and Writing Disorders.

Outside the classroom, John is a nationally ranked high school speech and debate coach whose students have earned top honors at tournaments including Yale, Harvard, Princeton, Stanford, and UPenn. He also teaches theatre and performance, coaching students in acting, public speaking, and audition preparation for high school and college programs.

In addition to his work with students, John supports fellow educators as an instructional and literacy coach, helping teachers design stronger lessons, enhance literacy practices, and create engaging classrooms that empower all learners. Passionate about both sports and the performing arts, he believes in guiding every student to discover their potential—academically, creatively, and personally.

Dr. Lynne received her Doctorate in Educational Leadership from Kean University. She holds a Master’s Degree in Special Education from Slippery Rock University and a Bachelor’s Degree in Elementary Education from Edinboro University.

With more than 25 years of experience in education, Dr. Hartman has served as a preschool teacher, classroom teacher, special education teacher, professional development trainer, adjunct professor, principal, executive director of special education programs and schools, and owner of an educational program. Her broad experience demonstrates her ability to connect with and support learners from early childhood through adulthood.

Dr. Lynne has over a decade of experience working with students with disabilities and more than five years supporting non-traditional, as well as those in general education programs. She is highly skilled in addressing learning differences such as ADD, ADHD, attention and behavioral challenges, dyscalculia, Math Disorders, Dyslexia, Writing Disorders, Dysgraphia, Reading Disorders, Language Processing Disorder, Auditory Processing Disorder, Non-verbal Learning Disorder, and supporting the Twice Exceptional student.

She provides specialized literacy instruction, being Trained in Wilson/Fundations, and focusing on reading, comprehension, writing, ELA, and handwriting. Dr. Lynne is an expert in executive function coaching and adhd coaching to address executive functioning difficulties and improve Study Skills. She offers comprehensive Test Prep services, including ISEE: Lower Level (grades 5-6) Math and ELA, SSAT: Elementary-Level Math and ELA, and Measures of Academic Progress (MAP) Growth assessments (covering various subjects).

Additionally, she provides academic support in subjects like Pre-Algebra, English Language Arts (includes reading, writing, and comprehension), Astronomy, Earth Science, Life, Physical and Earth sciences, and offers College Application Essays Support. Her expertise lies in helping students understand complex material by breaking it down into clear, manageable parts—especially in reading, writing, and mathematics. She helps learners recognize how concepts connect and build on one another, transforming confusion into confidence and mastery. Dr. Lynne works with both children and adults, guiding them from where they are to where they can go. Her passion lies in helping each learner overcome obstacles, discover their strengths, and grow into the person they aspire to be.

Samuel attended Villanova University where he received his B.S. in Chemistry in 2013. Since graduating, he has found success helping students excel in chemistry while employing multiple learning style methods. He has provided instruction in Chemistry, AP Chemistry, General Chemistry 1 and 2, Algebra I and II, Trigonometry, and Pre-Calculus. Samuel works with a diverse range of students from middle school through college in both public and private education settings, including his current work with students at the Ethical Culture Fieldston School.

He also offers comprehensive test preparation for SAT Math, the Specialized High Schools Admissions Test (SHSAT), ISEE (Middle and Upper Level Math), SSAT (Middle and Upper Level Math), and New York State Regents Examinations in Chemistry and Algebra I and II. In addition to test prep and subject instruction, Samuel helps students strengthen essential study skills that support lasting academic success.

Samuel takes great pride in his ability to explain complex material in clear, accessible ways, ensuring that his students not only master the content but also develop lasting academic confidence. He is deeply committed to helping learners build strong foundations in both subject knowledge and study skills that will serve them well beyond the classroom. Outside of his work as an educator, Samuel enjoys collaboration such as in sports, research in organic chemistry, traveling and learning about other cultures. He seeks to inspire enthusiasm with his students which strengthens rapport and leads to purposeful sessions.

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