Jahira Chambers Alonso is a doctoral candidate in the Educational Leadership and Policy Studies Ed.D. program at NYU. With a background in Public Relations, Jahira has served New York City Public Schools in various capacities at both the school and district levels. Her research investigates the experiences of New York City teachers of adolescents (grades 6-12) and their perceptions of SEL as it pertains to their occupational well-being in the COVID-19 endemic. She aspires to promote teacher effectiveness by contributing to certification requirement reform and amplifying responsive professional learning.
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.
Lydia Manchery is a doctoral student in the Educational Leadership and Policy Studies Ed.D. program at NYU. Throughout her career in education, she has taught various elementary grades in urban and suburban schools. She serves on her district’s Diversity, Equity, and Inclusion and Biliteracy Pathway committees. She is interested in highlighting the educational perspectives of South Asians in America. Her problem of practice focuses on barriers immigrant families’ face when accessing school boards. Lydia holds a Bachelors in Accounting from Baruch College (City University of New York) and completed the Alliance for Catholic Education fellowship program while earning her master’s degree in Elementary Education from St. Joseph’s University.
Rachel Markon is a doctoral student 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.
Alexis Querques Tabor is a doctoral student 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 PreK-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.
Neha Sobti is a doctoral candidate in the Educational Leadership and Policy Studies Ed.D. program at NYU. Beginning her career as a math teacher in New York City Public Schools, she currently serves as a District Administrator in Manhattan. Her research interests broadly include school discipline, critical race theory, abolitionist education, restorative justice, and healing-engaged education. Neha holds a bachelor's in Human Development and Social Policy from Northwestern University, a master’s degree in Educational Policy from UPenn, and master's degree in Teaching and Learning from St. John's University.
Hillary Webb-Ganaway is a passionate doctoral candidate in the Educational Leadership Ed.D. program at the Steinhardt School for Culture, Education, and Human Development. Her research focuses on Black doctoral students at Historically Black Colleges and Universities, aiming to uncover the most effective resource-based assets for retaining and supporting the graduation of late-stage Black doctoral candidates and eventually all students matriculated in doctoral programs.
By day, she serves as a dedicated higher education professional in the Opportunities Programs Department at NYU, where she channels her expertise and commitment into fostering student success. Her educational journey includes earning Master's degrees from the HESA program at NYU and the Political Science department at the CUNY Graduate Center, both shaping her holistic perspective on education to aid marginalized and historically excluded students.
Sera Yoo is a doctoral candidate in the Educational Leadership and Policy Studies Ed.D. program at NYU. Prior to starting her doctoral studies, Sera was an early childhood educator and an elementary school teacher in Washington State. Based on her experience as a teacher, Sera is interested in addressing issues around teacher practice. She is particularly interested in how teachers’ sensemaking of culturally responsive pedagogy may impact their implementation of the pedagogy. 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.