Sixth and Seventh Grade English Teacher

When I first moved to America at nine years old, I felt like an outsider. Navigating a world where no one looked or sounded like me, I struggled with a sense of belonging and wrestled with my cultural identity. That isolation made me hesitant to express myself, and I often felt my voice was muted—not just by others but by my own insecurities. During that challenging time, two key figures shaped my path: my 5th-grade teacher, Mr. Guidera, and my mother. Mr. Guidera’s kindness and patience left an indelible mark on me. He saw beyond my quiet demeanor and encouraged me to find my voice, showing me that my differences weren’t barriers but bridges to understanding and growth. In his classroom, I wasn’t just a student; I was someone with potential, capable of achieving great things. At the same time, my mother’s journey as an immigrant pursuing education inspired me deeply. Despite having a degree in her home country that wasn’t recognized here, she persevered, returned to school, and became a teacher. For over 20 years, she has taught preschool, not just educating young children but also helping them develop essential life skills, including potty training, speaking, reading, and writing. Her commitment to making an impact, even amid hardships, earned her multiple Teacher of the Year awards and instilled in me the value of resilience and dedication. These influences shaped my philosophy as a teacher: education is about connection, empowerment, and transformation. My greatest accomplishments are not in accolades but in the stories of students I’ve been privileged to guide.

Teaching is not merely a profession for me—it is a calling rooted in my experiences and worldview. Growing up in Nigeria, where education is both a privilege and a necessity, I saw how transformative it could be. Teachers are held in high esteem because they mold the minds of future generations, serving as beacons of knowledge, guidance, and inspiration. These early experiences ingrained in me the belief that education is not just a tool for personal success but also a cornerstone for building a just and equitable society. I do not see myself as “outstanding.” Instead, I consider myself a resource or tool for my students. This perspective allows me to adapt and transform to meet their unique needs. Every child requires something different, depending on their background, experiences, and stage of development. Viewing myself as a resource helps me foster meaningful connections with students and respond to their needs, whether they are academic, emotional, or social.

I see my students as architects of their own lives. Just as architects design and plan spaces to meet societal needs, students must develop the tools and creativity to build their futures. However, architects do not work in isolation—they require resources, guidance, and inspiration. Similarly, my role is to equip my students with the tools and experiences to become the architects of their lives. My teaching philosophy centers on developing their ability to think critically, solve problems, and engage with the world around them.

School Psychologist

Growing up, my father frequently told stories about the challenges he faced growing up in a war-torn country and then emigrating to the USA. These were the stories I heard as a child, stories about persevering through unimaginable challenges, stories that have impacted the way I view the world, stories that sparked my curiosity to gain a deeper understanding of what makes people who they are and stories that have laid the foundation for my career and research interests. As an undergraduate, I studied Molecular Biology, working in a genetics laboratory to identify proteins involved in attachment of bacteria. Genetics was fascinating, yet, something was missing. Bacteria do not engage in conversation and aren’t as complex or inspiring as the protagonist of my father’s stories. After graduating, I taught Health at a private school in Newark, NJ. The aspect of teaching I enjoyed the most was advising adolescents on issues concerning their social and emotional health and collaborating with fellow educators on how to best help students presenting with learning and behavior problems. I subsequently took a position as a Mental Health Specialist in a partial-day psychiatric treatment facility in Newark. My role was to manage a milieu of ten children with severe psychotic and mood disorders who exhibited significant conduct problems. Treating this population was challenging, yet undeniably rewarding, and soon after I pursued a Ph.D. in school psychology. In researching the neurobiological effects of maltreatment, I learned about the toll that stressful childhood experiences have on children. I have focused on treating children and adolescents who have suffered through past maltreatment experiences. I am still inspired by all my students, in the same way I was inspired by my father and have dedicated my career to tapping into their resilience, helping them through the impact of their past experiences, and then witnessing their progress.

I currently serve as a Child Study Team case manager to students in grades Pre-K through 8 at George Washington Academy/School No. 1. My job responsibilities include chairing a variety of IEP meetings including annual reviews and eligibility meetings for students presenting with wide range of educational difficulties, including Multiple Disabilities and Autism. I conduct psychological assessments and present findings to parents, teachers, psychologists, social workers learning consultants and speech therapists at meetings to determine eligibility for special education. I provide individual and group counseling to children with a range of presenting problems including Post-traumatic Stress Disorder, ADHD, Autistic Spectrum Disorders and School Phobia. I provide crisis intervention for students exhibiting externalizing behaviors or expressing suicidal or homicidal ideation. I collaborate with families of students exhibiting behavioral difficulties in school to achieve behavioral goals and provide them with community-based mental health resources. I complete consultations with teachers focused on developing behavioral interventions for students exhibiting disruptive classroom behavior. While completing these responsibilities I am dedicated to practicing a high standard of professionalism and empathy regardless of the client's role or circumstances. I always believe that teachers, students, and parents are trying the best they can and seek to support them by focusing on their strengths.