Elementary School Staff
Leadership
Brandon Scott
Principal
Brigid Gala
Assistant Principal
Coelette Jackson
Dean of Academics and Culture
Nastassia McAnuff
Director of Operations
Shanice Ebanks
Special Education Coordinator
Rosa Villanueva
Afterschool Coordinator
Pre-Kindergarten
Andrea Ramos
Teacher PK-A
Selines Nunez
Assistant Teacher PK-A
Julissa Harriot
Teacher PK-B
Shaakira Alexander
Teacher Assistant PK-B
Kindergarten
Lakita Gardner
Teacher Assistant KA
Magnolia Vilmatelo
Teacher KA
Kendra Campbell
Teacher KB
Mustafa Jones
Teacher KB
First Grade
Maria Veloz
Teacher 1A
Atesini Banna
Teacher 1B
Steve Liverpool
Teacher 1B
Second Grade
Eileen Melendez-Brasse
Teacher 2A
Tanya Campbell
Teacher Assistant 2A
Janice Hansen
Teacher 2B
Sierra Barnes
Teacher 2B
Third Grade
Stephanie Henry
Teacher 3A
Shirlette Maison
Teacher 3A
Matthew Albanese
Teacher 3B, SPED
Tiana T. Thompson
Teacher 3B
Fourth Grade
Oluwaseun Dayisi
Teacher 4A
Andrew Pearson
Teacher 4A
Michelle Medina
Teacher 4B
Jessica Qualls
Teacher 4B, SPED
Fifth Grade
Darrel Hooper
Teacher 5A
Natisha Aycock
Teacher Assistant 5A
Mark Doyle
Teacher 5B
TBD
Teacher 5B
Specialists
Aimee Aikens
Teacher, Physical Education
Nicole Brown
Teacher, Science
TBD
Teacher, Art
Denzel McKenzie
Teacher, Music
Special Education & Student Support Services​
Shanice Ebanks
Special Education Coordinator
Camille Holloman
Special Education Teacher
Darlene Danker
Special Education Teacher & ENL
Irventz Garcon
Social Worker
Chelsea Bowens
School Counselor
Operations & Data
Desiree Garcia
Operations Manager
Marcel Hemingway
School Aide
Hernan Jimenez
School Aide
Jailene Pena
School Aide
Yusef Vialet
School Aide
Anthony Bhimsain
Manager of Data Systems and Compliance
Founders Joe and Carol Reich
The principles we were building our school on, presented something potentially huge in education reform. These principles-parental choice, freedom to operate in a manner consistent with the needs of specific children, parent involvement, longer school days and a longer school year, merit compensation for teachers-could be a game changer for children of poverty. It was the growing sense of this possibility that re-energized us and gave us the strength to push on, for as long as necessary.
We both shared a common and basic belief: families of means can afford to send their children to private schools or relocate to an affluent neighborhood where public schools have greater resources. The poor cannot. We recoiled against this injustice. We made it our own struggle.
