This Year's Big Apple Award Recipients

This year’s 46 recipients represent a diversity of grade levels, subject areas, and each of the five New York City boroughs. These model educators will serve as Big Apple Fellows during the 2024 - 2025 school year.

Stephanie Atkins

Laura Basloe

Inna Bogomolny

Ms. Inna began teaching in 2004 and has been teaching grades 3-5 throughout her career. During her years of teaching, she has been dedicated to empowering her students and instilling in them the understanding that anything is possible, if they put their effort and mind to it. She strives to connect with her community by attending parent engagement functions and helping to translate when needed, and to give parents a voice. She aims to inspire growth and foster positive change, making a lasting impact on students and community members.

Tara Cannon

Veronica Cheeseboro

James Cottone

Mr. Cottone just completed year 16 of teaching classroom music and chorus. He has taught at every level. He enjoys introducing high-level musical material from diverse cultural backgrounds. Setting very high expectations inspires his students to achieve fantastic results and to learn the value of the Arts in humanity. He uses himself as an example to continue to inspire my students to practice, take chances, and alter their self-image. Performing and learning about the world around us through the lens of music allows all students to participate in a high-level and rigorous manner.

Kimberly Cummins

Peter Demopoulos

Daniel De Sousa

Mr. De Sousa is a very enthusiastic, passionate, and dynamic mathematics teacher at the Business Technology Early College High School. In the past 7 years of his teaching, he has fostered learning environments where students feel comfortable learning from others and making mistakes. Mr. De Sousa aims to empower generations of kids to ensure they do not fear math and who are able to see themselves as someone who can do math. He strives to make math enjoyable to students by ensuring they see the connections to their own lives in the subject. Mr. De Sousa looks forward to continuing his journey of inspiring young minds and exploring innovative teaching methods. To quote one of his favorite educations, Marva Collins, "There is a brilliant child locked inside every student".

Nathalie Diaz

With almost a decade as an educator, Nathalie has consistently worked to create a memorable and inclusive classroom experience for each of her students. She is committed to building a classroom experience of trust, openness, fun, success, engagement, and motivation. Nathalie's teaching philosophy is that learning can only happen once you have created a warm and loving classroom environment. The culture she creates in her classroom drives every one of her students. She prides herself in building meaningful relationships with her students and families because she believes it is crucial to a successful school year.  She thrives on making meaningful connections with families because she knows that it takes a village to raise a child. Nathalie empowers her students to be their best selves, find their voice; through the equitable practices she puts in place, they learn to build up and support one another. Each year, she aims to create a classroom environment where her students feel excited to explore, ask questions, and think critically about the content.

Andrew DiMarco

Mr. DiMarco's teaching career started in 2014 when he was hired as a Teacher’s Assistant by Eden 2 Programs on Staten Island, New York. The agency supports individuals with autism and operates several schools throughout the borough. The job changed his life and set him on his current path. While he primarily worked with 12 to 15 year olds, the position also allowed him to work with students of varying ages. Throughout his time with Eden 2, he learned an incredible amount and gained a lot of experience that has served him well in his current position. It also sparked a sincere love of teaching in him. After successfully earning his certification, he attended a hiring event and met the team at PS/MS 123. In order to serve my students, Mr. DiMarco’s commutes over 20 hours a week into Harlem from Staten Island. While it took some time to adjust to the travel, he happily return year after year due to the students and my incredible colleagues.

Fenel Dorsainvil

Mr. Dorsainvil is approaching his 10th year in education. For the past four years, he has been part of our Dual Language program, where he teaches the English side. He is a dedicated, studious, and innovative educator who incorporates a holistic approach to uplift student cultures and communities while fostering student agency. He prioritizes student choice and actively engages students in their learning experiences. This approach and a growth mindset has empowered his students to excel academically and socially. Instructionally, he stands out for his rigorous and intellectually challenging teaching. His roles include being a model teacher, 5th grade lead teacher, member of the instructional leadership and equity team, leader in the Algebra for All initiative, and leader for our new HMH Into Reading curriculum and former writing program, The Writing Revolution. These roles, and promoting a culture of active engagement and authentic collaboration, demonstrate his commitment to collaborative and equitable instruction. Beyond the classroom, he co-coaches the basketball team, where he models positive leadership and fosters a sense of belonging and achievement among students. He strives to maintain trust with families, school leaders, and the wider community.

Bongi Doughty

Ms. Doughty's impact on student learning and community reflects her belief in the education system. She profoundly believes that she is the difference between life and death for some of her students and that "education is the great equalizer" in a world where they experience many challenges. Growing up, Ms. Doughty's mother instilled in her the values that someone who came before her sacrificed something so she could take advantage of a good education. Every day, Ms. Doughty impresses the importance of learning upon her students. In Ms. Doughty's class, she shows/teaches her students how to interpret, analyze, and apply information that derives from reading quotes that correlate with culturally relevant topics presented in class. Ms. Doughty helps to create a classroom community where everyone is seen and heard. She believes students must see a reflection of themselves in education. Ms. Doughty inspires the next generation of students and teachers, particularly those from marginalized groups, to challenge deficit narratives in education and promote equity, self-determination, and diversity.

Homayra Elsayed

Homayra Elsayed builds relationships with her students so that she can know them as individuals. She connects with families by learning about their culture, languages, and experiences, and she works on designing culmination projects to include them in their children's learning. Her curriculum design integrates a blend of student-led learning and Reggio Emilia's approach using natural materials. Students feel connected and socially aware of their peers' culture and interconnectedness with their world. In Ms. Elsayed’s classroom, students feel a sense of belonging and are able to thrive within their innate giftings and talents.

Hossein Fassa

Mr. Fassa's lessons are structured so that students explore and interact with other students to advance their learning, because math is an active, not a passive, endeavor. Mr. Fassa is strategic in creating a classroom culture where students feel safe to take intellectual risks and are held accountable to each other. He has been a mathematics teacher in the Bronx for the past 11 years. He is a former NYC Teaching Fellow and Math for America Fellow and is a 2024 Edyth May Sliffe Award recipient (awarded by the Mathematical Association of America).

Cassandra Fegert

Cassandra Fegert is an English Language Arts teacher who believes language and literature hold transformative power and potential. In her lessons, she incorporates lenses that reflect critical consciousness, agency, and deliberation, encouraging students to tap into the strengths and interests that allow them to thrive. She takes on many leadership positions at school, but teaching remains at the heart of everything she does. She is excited to continue growing and helping students become thoughtful and passionate readers and writers.

Cindy Fung

Ms. Fung has taught in East Harlem, New York, for 27 years.  She has created a culture in the classroom where all students are accepted and respected.  Her ultimate goal for student learning is to develop them into lifelong learners and the application or the transfer of learning to their own lives. She feels strongly about interdisciplinary curriculum mapping and believes the integration and connectivity of various disciplines is the heart of project-based Learning.  When setting clear, meaningful learning intentions in project-based learning, students are engaged in surface, deep, and transfer-level learning. She elevates academic achievement by providing equitable instruction and a variety of teaching methods to support all learners. Ms. Fung profoundly believes in making contributions to her school community.  When teachers and families are in partnership, it is essential to student success and achievement.  She wants to be a champion to her students by demonstrating her leadership not just in the classroom but outside of the classroom as well. Ms. Fung feels a deep connection to Gandhi, who said, "Be the change you wish to see in the world."  

Anrisa Green

Ms. Green is a special education teacher who believes it is important to show enthusiasm and make changes where necessary. Anrisa believes it is essential that every student in her class receives effective and explicit instruction in and out of the classroom. Ms. Green believes it is paramount to foster relationships with her students and parents, build trusting relationships and positive rapport with scholars, and embody culturally responsive teaching practices. During her years at P.S./I.S 323,  she had the privilege to direct her first Broadway Jr. show and manage the basketball team. Anrisa goes above and beyond to ensure that her students learn and grow to their full potential, regardless of disability or race.

Joana Hall

Ms. Hall's classroom is the modern "Romper Room" where self-discovery and students' academic journeys are valued with 25 years of experience and a passionate determination to instill new and sustainable learning opportunities. Ms. Hall's classroom is a model for center learning and her daily lessons exemplify the district-wide cooperative approach to building on independent learning and inquiry.

Jennifer Harjus

Ms. Harjus has been an educator for 18 years and has made it a priority to make connections with her students and teach life lessons that will help them grow as individuals. She believes that as a Physical Education teacher, she shares a part of herself with her students and watches them grow from year to year thus building trust, respect, and teacher-student relationships which are vital for creating a safe and respectful environment for students. She encourages her students to give feedback and to teach each other as they learn thus supporting each other and taking ownership of their learning. Ms. Harjus is working with her community by serving as the host school for the District 27 Physical Education cohort. She currently co-hosts professional developments and intervisitations to aid teachers in learning instructional practices and strategies that can impact their professional growth as an educator. Ms. Harjus has been a cooperating teacher for numerous student teachers, a PLC facilitator, and a cooperating teacher for the Pathways to P.E. alternative certification program. Her greatest hope is that when her students leave her, they take the lessons that she has taught them and integrates them into their daily lives.

Tatyana Jackson

Ms. Jackson is a devoted, fun-loving science teacher whose goal is to ensure scholars fall in love with science. She has dedicated her teaching career to pushing her scholars academically while supporting them socially and emotionally to break the divide of only 5% of P.O.C. (People of Color)  holding science careers. According to Ms. Tatyana Jackson, Science is "risky business," and that's a good thing! She has co-created a classroom culture alongside her students where they can "help each other be amazing."   Students in her classroom actively engage in decision-making, debate, gamification, and utilizing text evidence to justify their responses. 

Benjamin Jones

Mr. Jones' classroom exudes the unification of student joy and a fierce commitment to academic excellence. As you enter through the doorway, you will find students smiling, laughing, and joking while reading complex texts or solving multi-step word problems. Students will even race over to him, asking for "super bonus questions" to do once they have finished their assignments. In Mr. Jones' classroom, he empowers students when they make mistakes, encourages them to learn from one another, and takes risks to grow as thinkers and people. Mr. Jones works as a guide to help students as they embark on this journey of growth and discovery. In addition to his work in the classroom, Mr. Jones coaches his school's debate team. During team meetings, he enjoys working with his team to grow their self-confidence and oratory and critical thinking skills each week.

Brenda Lee

Ms. Lee was inspired to become a teacher after witnessing the transformative power of her senior year AP English teacher's impact on learning. She has now taught for twelve years in the NYC public school system, where she makes learning meaningful, joyful, and transformative for students. She strives to make her students feel seen and heard by building relationships and incorporating their interests, values, and perspectives into her lessons. For the past three years, Ms. Lee has coached chess, which has fostered self-confidence, good sportsmanship, and a growth mindset in her students. 

Jennifer Letford

Jennifer Letford is a middle school Math teacher with seventeen years of experience. She has spent the last fifteen years of her career at PS/IS 268, in District 29, primarily teaching Grade 8 Math and Algebra 1. Ms. Letford has also been a Peer Collaborative teacher for the last six years and holds her School Building and School District Leadership certifications. She stays busy by participating in ILT meetings, serving as the math liaison between school and district, and facilitating 8th Grade Senior Activities, to name a few. Ms. Letford enjoys spending time with her husband and their two children outside of school. You'll often find them exploring a new place, enjoying some good food, or cozied up to watch a family movie.

Zachary Lombardi

Mr. Lombardi is a visual arts educator and sculptor teaching in Staten Island, New York. He leads an art program that strongly focuses on collaboration and design techniques, with students working together to create creative solutions and solve problems. His learning community focuses on personal and community identity and the environment with students working with various upcycled materials in multiple mediums. Mr. Lombardi works to build a community studio space where students can come together and make art while giving constructive feedback through the artistic process. 

Lindsey Mack

Timeka Malcolm

Many who visit Ms. Malcolm's classrooms leave, highlighting how warm, humorous, and engaging her classroom environment is. Ms. Malcolm has spent the last 2 decades ensuring that her students feel heard, supported, and seen for WHO and WHERE they are. She builds relationships with families to know the whole child and prides herself on using data to seek the best support to help her students advance. Education is her passion, and she also serves in her school's instructional cabinet, analyzing data and assisting in decision-making. Ms. Malcolm hopes to continue to make an impact in her classroom and beyond her classroom walls by eventually taking her years of experience to a different level, possibly supporting teachers in need. 

Anna Mantagas

Anna Mantagas is entering her 9th year as a DOE teacher. She is licensed in Theatre, ENL, and Special Education and works daily in all three at the Academy of American Studies (her alma mater). In addition to her teaching duties, she teaches, researches, and writes for Pace University's School of Education. In her free time, you will find her traveling, reading, and being involved in all things theatre and culture. She is a native Greek-Cypriot and lives with her husband and two daughters in Astoria, New York.

Jay Maqsood

Mr. Maqsood is a Cohort 16 New York City Teaching Fellow and a Special Education teacher with expertise in adolescent and adult teaching and learning. He is a doctoral candidate at Hofstra University with a research focus on the effectiveness of education technology on the writing performance of Students with Disabilities (SWDs). He has taught new and prospective teachers graduate-level courses on teaching and exceptional education fundamentals. Mr. Maqsood has also presented on attention and student engagement topics at professional conferences, such as the International Association of Special Education in Wroclaw, Poland. Mr. Maqsood loves teaching, and his favorite things about teaching include building relationships with students and curriculum design in the Humanities. The joy of his life is his wife, Danielle, and their three wonderful children, Amira, Eli, and Zaria. In his free time, Mr. Maqsood enjoys family time, reading, and playing video games.

Amy Matthusen

Amy Matthusen has been a NYC High School English teacher since 2004. She seeks community partnerships to bring the 'outside in' through collaborations with museums, authors, experts, and activist groups. She constantly seeks to put students in charge of their own learning through innovative grading practices, student-run discussions, and student voice in the curriculum.

Nicole Morris

Ms. Morris is a dedicated and innovative educator committed to teaching and providing students with rigorous learning opportunities. Ms. Morris actively involves parents in her classroom, inviting them as guests and motivational speakers. She fosters creativity, curiosity, and a genuine love of learning, encouraging her students to aim high and connect their knowledge to real-world examples. Beyond her classroom, Ms. Morris shares her best practices through intervisitations and team leadership, elevating the entire teaching community. Notably, her class participated in the NASA Power to Explore Challenge, highlighting her commitment to providing unique and enriching experiences for her students. Ms. Morris sets high standards for herself and her students, inspiring them with her infectious passion for learning.

Ebony Muldrow

Ms. Muldrow is a proud educator, having completed seven years of teaching experience at Brooklyn Gardens Elementary School. She is an educator specializing in first and second grades in an ICT classroom. She has led impactful initiatives such as  leading schoolwide Spelling Bees, facilitating Service Learning Projects, and exposing her scholars to Broadway plays. Ebony integrates technology for deeper learning, promotes inclusive environments, and uses data-driven strategies to boost student achievement. Her aspirations include mentoring new teachers, sharing best practices, and advancing educational excellence through collaboration and leadership. She aims to create memorable learning experiences and foster a supportive school community. She is an experienced educator dedicated to teaching, mentoring, and curriculum development in diverse educational settings. She strives to inspire lifelong learning and critical thinking and is committed to fostering student growth and community engagement. Her interests span literature, technology integration, promoting inclusive learning environments, and aspiring to empower future generations with knowledge and creativity.

Arlene Ramos

As a teacher of nearly two decades, Ms. Ramos has consistently recognized the importance of establishing equity in the classroom. This environment is cultivated through Cogen dialogues with students to ensure they hone their skills, provide feedback on teaching practices, and assist with planning lessons Ms. Ramos teaches. As the work-based learning coordinator of the school,  Ms. Ramos has helped establish a successful CTE program that has enabled students to participate in paid internships and get certification in medical assisting. She is a strong advocate for students by connecting them with industry partners and helping them achieve their academic goals and career plans.

Shantae Renfroe

Ms. Renfroe's dedication to education goes beyond just teaching academic subjects - it is about instilling a sense of empowerment and self-belief in her students. Drawing from her experiences growing up in a disadvantaged neighborhood, she understands the importance of representation and its impact on students of color's self-esteem and motivation. She aims to inspire her students to believe in themselves and their potential by sharing her story and showing that success is possible despite obstacles. Through her teaching, she cultivates a sense of social responsibility and empathy in her students, encouraging them to use their education and skills to create positive change in the world around them. Her teaching philosophy is rooted in the belief that education is a powerful tool for personal growth and social transformation. By fostering a supportive and inclusive learning environment, Ms. Renfroe strives to empower her students to use their voices to become confident, independent thinkers who can overcome challenges and make a difference in their own lives and the lives of others.

Sonia Rivera-Gomez

Ms. Rivera-Gomez began teaching in Bedford Stuyvesant in 1995.  She employs various strategies to create a safe but challenging work environment for all scholars.  She believes that building relationships with students is critical to student success. As a reflective practitioner, Sonia frequently seeks opportunities to improve her teaching. This drive helped her to earn National Board Certification in 2019.  In addition, she serves on her school's Instructional Lead Team and co-chairs the 8th-grade Cluster Lead.

Stephanie Roldan

Ms. Roldan has lived in District 14 for more than 40 years. She strongly believes in giving back to and educating the young minds in her community. Throughout her teaching experience, she has developed the firm belief that encouraging extracurricular activities and community involvement supports nurturing well-rounded individuals. She believes that fostering a supportive environment where students can develop essential life skills such as critical thinking, communication, and empathy is crucial.

Fantina Roll

Ms. Roll began her journey in education as a paraprofessional in District 75, where she worked for three years, gaining invaluable experience with diverse learning needs. With this solid foundation, she has dedicated her career to teaching Spanish for the past 18 years, enriching students' lives through language and culture. In 2010, she established her school's Multicultural Festival with just 14 students. Today, it has blossomed into the most significant event involving the entire school community and the most prominent cultural diversity event in District 30.  This festival underscores her commitment to creating inclusive environments where every culture is valued and respected.

As the Multicultural and Wellness Committee Coordinator, she prioritizes building strong connections between families, the community, and school leaders. These roles have allowed her to cultivate a welcoming, inclusive environment that promotes wellness and celebrates diversity. Her vision as an educator is to prepare students for life by helping them embrace their strengths and work on their weaknesses with a positive mindset. She believes with hard work, self-belief, and perseverance, they can achieve their dreams. To foster leadership skills, she provides opportunities for students to take ownership of their learning, create lessons, and teach one another. 

Monique Scrubb

Monique Scrubb is an experienced educator, bringing over 15 years of experience to her role. She earned a Master of Science in Education in Literacy from CUNY Brooklyn College and an Advanced Certificate of Study in Education Administration from The College of St. Rose. She teaches English as a Second Language at the Brooklyn Adult Learning Center. Monique is passionate about holistic teaching and learning. She actively involves her students in technology-infused hands-on experiences to enhance their life skills. Monique's professional interests revolve around communicative language teaching, thematic planning, and cooperative learning. She also serves as a member of the Sunshine Committee, promoting wellness, team building, and teacher support. 

Silvia Smythe

Ms. Smythe is an ENL teacher who believes culturally responsive teaching significantly impacts student learning. As a previous ELL student in her formative years, she understands the importance of building strong communication skills to support new arrivals in learning to advocate for themselves. Ms. Smythe believes in fostering student agency for students and taking students to new heights through academic rigor and encouragement. Additionally, Ms. Smythe believes in getting kids out of the classroom in one way or another, whether through a class trip or pen pal letters, which promote acclimation to a new country and environment. Lastly, she believes in providing robust support on the back end, which comes through meeting students where they are and placing them where they'd best receive support, which is necessary for their development. 

Belmarys E. Sosa

Ms. Sosa has exemplified outstanding leadership within the school community by proactively building bridges beyond her classroom. Her unwavering commitment to prioritizing her students' academic and social-emotional needs for the past 27 years showcases her dedication to their well-being. Her resilience and discipline have been instrumental in mentoring and supporting her colleagues and the Latinx educator population, demonstrating a commitment to diversity and inclusion within the school environment. By creating a welcoming space where all students can connect, share experiences, and be their true, unique selves, she has strengthened the fabric of the school community. By choosing growth over stagnation, she sets a high standard for excellence that inspires those around her to strive for improvement continually.

Catalina C. Suerte

Dr. Suerte has taught for 42 years, including 24  years in the Philippines and 18 years with NYCPS as a special education teacher. Her love for children and passion for teaching made her career expansive and rewarding.. Teaching is her calling, and she couldn't imagine herself without her students. One of Dr. Suerte's strengths is managing her time productively. She teaches during the day and attends online classes in the evening. She finished her Doctor of Philosophy in Development Administration, majoring in Education Governance, and recently completed her Post Doctorate in Strategic Leadership and Management. Despite this high learning acquisition, she still prefers to be with her little ones in her classroom. She treats her students as her own. She provides them with a homey and comfortable learning environment. In addition to her excellent teaching practices within the classroom, Dr. Suerte collaborates with her principal in hiring good teachers and serves on the different school committees. She mentors new teachers and assists them when needed, especially in managing challenging classroom behaviors.  Aside from my role as an educator, she is a community leader and president of the United Federation of Filipino-American Educators (UNIFIED) New Jersey chapter. Her organization's tagline is "To serve, lead, and innovate."

Amanda Sulflow

Ms. Sulflow has been teaching for six years. She started her teaching journey in Arizona as a 4th grade teacher. She transitioned to become a special education teacher with an emphasis on literacy. She finds joy in supporting students in their reading and writing goals. She is passionate about helping students become lifelong readers and find books they enjoy. She recently received her Master's in educational administration and plans to become an assistant principal of a middle school in the next seven years. In her personal life, she enjoys spending time with her friends and traveling as frequently as she can. She loves trying new foods and exploring all the restaurants New York City has to offer. 

Ernesto S. Tabajonda

Student Voice and Agency are at the heart of Mr. Tabajonda's mathematics curriculum, which teaches statistics to diverse immigrant students at the International Community High School. The student-driven research studies have provided a pathway to promote students' independent learning and strategically deepen their conceptual understanding of statistical analysis in their research studies, yielding indirect and direct social action projects to become advocates of positive change in their community.  

Mr. Tabajonda believes students can always learn and succeed by capitalizing on their cultural background, learning preferences, interests, and talents in every lesson activity he facilitates. Ernesto believes anything is possible when we facilitate well-planned lessons and activities and invite creative thinking through new projects. His students recently worked on a community-based research study, examining subjects ranging from health education to social justice issues. These projects enable students to engage in productive struggle to find new ways to use the mathematical concepts they've learned over the years and learn how to advocate for themselves and their community. Ernesto S. Tabajonda is a three-time Master Teacher Fellow from Math for America; he was awarded the 2018 Academic High School Excellence in Education Award from the United Federation of Teachers, was a 2014 Fund for Teachers Fellow, 2022 FFT - Lead Fellow in Innovation Circle Grant, 2017 NYCPS - Affinity Teacher Leader Fellow, 2022 Internationals Network for Public Schools - Aspiring School Leaders Fellow, and was recently awarded the 2024 - Aspiring Assistant Principal Fellowship (formerly Wallace Foundation School Leadership) from the NYC Public Schools - Office of Leadership.

Zhixi Tao

"Practicality" is the guiding principle in designing Mr. Tao's Chinese language course. When Mr. Tao sits in front of the computer, choosing topics, developing activities, and creating teaching materials, and he asks himself: "Will the students be able to immediately apply what they've learned in their daily lives after taking my class?" If the answer is no, then it's clear that his course has failed. In every first semester of class, he surveys his students and informs them about his goals for the year while also seeking their input. He considers their excellent suggestions and incorporates them into the Chinese curriculum. Mr. Tao has built an amicable and mutually respectful relationship with his students. They are eager to listen to his story as a new immigrant from Mainland China and his life after moving to the States. His passion for this profession comes from the belief that his mission is to help more American students and parents understand the real China, including its language, culture, history, and traditions. Mr. Tao believes that only through a deeper understanding of this country and its people can we eliminate misunderstandings, dispel stereotypes, and improve the relationship between the two nations. 

Shameeka Thomas

Ms. Shameeka Thomas is an elementary school math teacher with 23 years of teaching experience. She fosters a supportive and inclusive classroom environment that inspires students to develop a love for numbers and problem-solving. Ms. Thomas is also passionate about building and leveraging strong relationships within her school community and with her students to identify and enhance their strengths, encouraging inquiry and collaboration. She aspires to continue innovating her teaching methods and mentoring future educators to ensure every child reaches their full potential.

Zachary Tomlinson

Zachary Tomlinson has been an active member of the P373K community for the past seven years. While at The Brooklyn Transition Center, he created an ice cream learning lab where students learned the science behind making rolled ice cream and selling it within the school community. Zachary made it his mission to start the Cream Dream Bike Tour fundraiser at his school, where several staff members rode to various ice cream shops around New York City to raise money to buy our students bicycles.  Little did he know that experience would lead to creating an internship with local ice cream shops, which helped students receive jobs. Zachary also started a school-based podcast where students dissected stories of local Brooklyn authors to promote literacy and community engagement within his school and the local community. Zachary now teaches a college inclusion class preparing his students to take the TASC/GED test. Zachary has paired his many interests with his uncanny ability to teach and to promote student growth for his students with special needs.