Michelle DeFilippis, a second-year doctoral student at NYU’s Educational Leadership and Policy Studies Ed.D. program, holds an MS in Educational Leadership from Mercy College, an MPS in Secondary Education/Special Education from Manhattanville College, and both an MA in Africana Studies and BA in History/Africana Studies from the University at Albany (SUNY). Michelle holds a NYS School District and Building Leadership certification, and has served as an assistant principal, interim principal, curriculum leader, and teacher of social studies and special education across middle, high school, and collegiate levels. Her six-year tenure on her school board, including roles as Vice President and currently as President, has deepened her insights into school board operations and decision-making. Michelle's doctoral focus is on superintendent-school board relationships and equitable decision-making, aspiring to explore how the background knowledge and experiences of these stakeholders can advance equity, social justice, and liberatory initiatives in school districts. Her multifaceted education, leadership experience, and dedication to equity in education underscore her robust commitment to fostering transformation and innovation within a variety of educational landscapes.
José Dobles is a doctoral candidate in the Educational Leadership and Policy Studies Ed.D. program at New York University. He currently serves as the Vice President of Programs at the Citizens Committee for New York City. Before this role, he spent eight years as a Program Manager at the Office of Community Schools within the New York City Department of Education. His research focuses on school-community partnerships, family engagement, and strength-based approaches to youth development. José earned his Bachelor's degree in Religious Studies from the College of the Holy Cross and a Master of Divinity degree from Union Theological Seminary.
Alisha Brown Gandhi, MA, MS, CCC-SLP/TSSLD-BE is a doctoral student in the Educational Leadership and Policy Studies Ed.D. program at NYU. Currently a clinical faculty member in NYU’s Department of Communicative Sciences and Disorders, she is a bilingual speech-language pathologist who has worked in the New York City public school system, Early Intervention, and the private sector, specializing in diagnostic and treatment services for children of all ages with speech, language, or swallowing difficulties. Her clinical and research interests focus on intersections between inclusive education, translanguaging, and multimodal communication to support multilingual learners. Alisha is an alumna of NYU’s programs in Speech-Language Pathology & Audiology (BS) and Educational Leadership, Politics, and Advocacy (MA). She earned her MS in Speech & Language Pathology with a Bilingual/Bicultural Program Focus from Teachers College, Columbia University.
Maria Teresa Flores Sanchez is a doctoral student in the Education Leadership and Policy Studies Ed.D. program at NYU. Maria holds a Master's in Education Leadership, Politics, & Advocacy from NYU, a Bachelor's in Early Childhood Education PK-3/K-6 and Psychology from Kean University, as well as endorsements from Rutgers University in Bicultural/Bilingual Education and from Fairleigh Dickinson University in Orton Gillingham. Maria's professional role as a bilingual educator involves working with students K-2 in New Jersey, where she has been instrumental in implementing bilingual curriculums and conducting parent workshops within the bilingual/dual language program. Her research interests lie in the relationship between teachers' perceptions and their practice with emergent bilinguals and the impact on the academic achievement and language development of emergent bilinguals in K-3.
Shira Leitson Grabelsky is a doctoral student in the Education Leadership and Policy Studies Ed.D. program at NYU. Her research focus is on the relationship between education and society, delving into the role education structures and expansive thinking have in shaping social dynamics. Shira is particularly interested in the community-building capacities of education spaces in generating educational and social sustainability. Her experience as an educator in various sectors nationally and internationally inform her work exploring education futures of the Deaf, DeafBind, DeafDisabled, and Hard of Hearing community. Her studies draw from disability critical theories, cross-sectoral institutional logics, and community collaborations. She holds an Ed.M in Education Policy and Management from Harvard University and a M.Ed in Deaf Education from Boston University.
Lydia Manchery is a doctoral candidate in the Education Leadership and Policy Studies Ed.D. program at NYU. She was named a Jackson Scholar and was awarded a certificate of achievement from the ALT Fellowship program. Throughout her career in education, she has taught various elementary grades in urban and suburban schools. She is interested in family engagement and teacher leadership research, with a focus on amplifying the narratives of historically excluded voices. Lydia holds a Bachelors in Accounting from Baruch College and was an ACE Fellow at St. Joseph’s University where she earned her master’s degree in Elementary Education.
Rachel Markon is a doctoral candidate in the Educational Leadership and Policy Studies Ed.D. program at NYU. She comes to the program with over a decade of teaching and leadership experience in urban public education, and is currently a high school history teacher in Brooklyn. Rachel is particularly interested in teacher training and the use of instructional coaching to build teacher skills around anti-racist, equitable pedagogy and curricula. Rachel holds a Bachelor's Degree in History and Political Science from Northwestern University and a Master of Arts in Teaching from Relay Graduate School. She previously completed Teach for America and received a Fulbright award.
Julianne Park is a doctoral student in the Educational Leadership and Policy Studies Ed.D. program at NYU. She began her career as an early childhood and elementary school teacher before serving as an education director at a private school in New York City for over a decade. She holds a B.A. in biological sciences and psychology from Rutgers University–New Brunswick and an M.A. in childhood education and special education from NYU Steinhardt. Her research focuses on culturally responsive teaching and its implementation for Asian American students within district policies and frameworks. While culturally responsive teaching is increasingly emphasized in educational practices, the unique experiences, histories, and needs of Asian American students are often overlooked. Julianne is currently examining the systemic challenges of implementing culturally responsive teaching and how they reinforce racial invisibility and the model minority myth surrounding Asian American students. Upon completing her doctoral program, she aims to develop more actionable teaching strategies and policies that center Asian American students' diverse identities and promote their inclusion within the broader educational landscape.
Alexis Querques Tabor is a doctoral candidate in the Education Leadership and Policy Studies Ed.D. program at NYU. Alexis began her career as a teacher in New York City Public Schools and is currently serving as a principal at a public 3K-8 school in lower Manhattan. Alexis's research interests are focused on teacher attrition, specifically the organizational and/or individual factors that play into a teacher's decision to stay in teaching. A former Math for America teaching fellow and NYCDOE LEAP Apprentice, Alexis holds a master's degree in Curriculum and Teaching from Fordham University, and a master's degree in Progressive Leadership from Bank Street College of Education.
Lillian Schenck is a doctoral candidate in the Educational Leadership and Policy Studies Ed.D. program at NYU and is interested in exploring collective efficacy and its lessons for the school leaders of today and tomorrow. Lillian began her career in public schools in New Orleans, first teaching mathematics, and later moving into instructional coaching and school leadership. She most recently worked as the director of a career school in NYC before moving into leading initiatives for college and career readiness for NYC public school students. Lillian holds a Bachelors in Psychology and English from the University of California at Berkeley, a master's degree in Educational Leadership from Teachers College at Columbia University, and is a prior recipient of the Louisiana Department of Education's Believe & Succeed grant for school improvement research.
Sera Yoo is a doctoral candidate in the Educational Leadership and Policy Studies Ed.D. program at NYU. She has over a decade of experience in education, particularly in early childhood and childhood education. Her background includes serving as a classroom teacher, advising district leadership, and collaborating with local and state leaders to promote responsive and antiracist practices in schools. Sera focuses on enhancing teacher capacity and working with leaders to ensure that all children receive equitable and inclusive educational opportunities. Her research examines how teachers’ sensemaking of culturally responsive pedagogy influences their practices. Sera holds a Bachelor’s Degree in Political Science and Law, Societies, and Justice from the University of Washington, and a Master’s Degree in Early Childhood Education from Teachers College at Columbia University.