Resident Profiles

UTR residents are chosen from a pool of applicants that reflects the diversity of students in New York City public schools. They come from varied backgrounds and different stages of life. Some residents have recently changed careers, and others are recent college graduates; some residents have always known that they would be teachers, while others have recently discovered their desire to teach.

Regardless of where the residents come from and what they have experienced, they have joined UTR because of a shared commitment to take an active role in ensuring educational equality for all New York City public school students.

Current Residents
(Residents during the 2011-2012 school year.)

Cohort 2 Residents
(Residents during the 2010-2011 school year.)

Cohort 1 Residents
(Residents during the 2009-2010 school year.)

Current Residents

LAURA BARKER

Hometown: St. Louis, Missouri

Before UTR: Laura was the Programs Director at the Rosedale Achievement Center, a division of the South Bronx Educational Foundation, from June 2008 until June 2011. The Rosedale Center is a supplemental education organization providing after-school tutoring, test prep, mentoring, character education, team building, career and university preparation, community service opportunities, and summer academic programs to 4th-12th grade girls in the South and Central Bronx.

“I chose UTR because through my work at Rosedale I had become increasingly passionate about elementary, middle, and high school education. I wanted to get training that would allow me to make a difference as a teacher, and perhaps eventually as an administrator in public schools. The residency program is an approach to training teachers that I believe to be particularly effective because it gives us the opportunity to learn from experience under close guidance from our mentor teacher and the New Visions staff. It was clear to me that New Visions, as an organization, is particularly focused on research-based methods for promoting student achievement, and I trusted that as a member of the residency program I would be trained in the most cutting-edge approaches. I was excited about the opportunity to become certified in special education because I had encountered a number of students with these needs in my work and I wanted to know best how to work with them. Also, as there is an increasingly strong push towards inclusion in the New York public schools, and as a result I think that training in how to work with special needs students is a vital skill for any classroom teacher to have.”

Residency Year: Laura will spend her residency year teaching special education at Bronx Center for Science and Mathematics.

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JERANO GOODEN

Hometown: Montego Bay, Jamaica

Before UTR: Before UTR Jerano was working on my bachelors degree full-time and also working full-time as a Registrar in the MRI department at Winthrop University Hospital located in Mineola, NY.

“I knew that I didn’t want to work in a hospital for the rest of my life, but I wasn't sure what I should do. I knew I wanted to touch lives and leave a positive legacy behind me, one that my family and future children can be proud of. I always enjoyed tutoring and teaching Sunday school at my church, but I didn't know if I had what it took to be a classroom teacher. My wife, who is also a teacher, inspired and encouraged me to pursue a career in teaching. I majored in Biology Education at Brooklyn College and was doing well in my classes, but had to change my major back to biology because the student teaching conflicted with my schedule. I knew I still wanted to be a teacher, but I just had to find another way to go about it.

This leads me to what brought me to UTR. I applied to the teaching fellows in hopes of getting an opportunity to teach right out of college. As a result UTR sent me information and encouraged me to apply. I was reluctant at first, because of the severe pay cut I would have to take, but after doing a lot of research, comparing, praying, and soul searching, I decided that UTR was the best fit for me. I feel that UTR is one of the best programs out there for preparing individuals to teach in the inner city. We are not just given a few classes and then thrown into a classroom. We are actually guided and supported throughout the whole process. This support and guidance is what won me over. With the help of UTR I know that I will become the teacher I desire to be; a teacher who changes lives.”

Residency Year: Jerano will spend his residency year teaching high school biology at the Academy for Careers in Television and Film in Long Island City, New York.

APRIL GREESON

Hometown: Bremerton, Washington State

Before UTR: April graduated from the University of Washington in 2008 with degrees in English and Drama. April had known that teaching was a possible passion, but she wanted to see if working in a school would be a good fit. April participated in AmeriCorps with the Washington Reading Corps, tutoring elementary school students. After a rewarding year, she continued AmeriCorps service with City Year New York, moving across the country to work with students in the Hunts Point Area of the South Bronx. City Year helped April realize that she did want to work with students in New York City! April then took another year long detour working with middle school students in East Harlem with Citizen Schools New York, a nonprofit that expands the learning day. It was through these varied experiences that April realized she was ready for the classroom as a teacher and how excited she was to work in New York City.

“The Urban Teacher Residency appealed to me because of all of the supports and collaboration. There are many people around you that want to see you successful, and who in turn fuel the fire for your work. I have a network of administrators, New Visions Staff, Hunter College Faculty, teachers, mentors, and fellow residents to turn to who have varied experiences and skill sets. If I need advice or need to talk through something, there is someone who can help me. Collaborating so closely with a mentor through a year in a school also appealed to me because it allows me to slowly but surely take on more responsibilities while completing the requirements for my teaching certification and Masters Degree. By the end of the year I will be ready to teach full-time without feeling like I can’t juggle it all. It was really important for me to set myself up for success in my future classroom, because my students count on me to be the best teacher I can be! UTR will ensure my success in the long run.”

JONATHAN ROTHMAN

Hometown: Atlanta, Georgia

Before UTR: Jonathan played in a band and toured the world. Before that, he worked as a marine and fisheries biologist.

“I had just started an education masters at Hunter when I overheard current residents of the Urban Teacher Residency discussing the program. As soon as I heard them describe UTR, most notably its focus on supported experience in the classroom, I immediately recognized the incredible opportunity the program presented. So often students' education suffers while a first year teacher gains his or her footing in the classroom. The residency's mentorship program minimizes or eliminates this entirely. I'm so thankful that I'll be able to hone my teaching skills while my students grow along with me."

Residency Year: Jonathan will spend his residency year teaching high school math at the High School for Telecommunication Arts and Technology in Brooklyn.

OMAR SHARIF

Hometown: Far Rockaway Queens, and Merrick, Long Island

Before UTR: Omar was a kitchen designer for The Home Depot.

“UTR was the best suited program to allow me to live my dreams of teaching. It's the sort of program that you pray for. The most underrated aspect of UTR is the support system of colleagues, peers, and mentors.”

Residency Year: Omar will spend his residency year teaching high school biology at Hillcrest High School in Queens.

Cohort 2 Residents

ALAN MITCHELL

Hometown: Chicago, Illinois

Before UTR: After many years experience in the enterprise software industry, notably in solutions for unified communications, collaboration and customer care, Alan was operating his own business strategy and operations consulting practice, ARMAK & Associates LLC. He was also a volunteer math tutor at the Morgan Stanley Children’s Hospital. There, Alan was awe-inspired by the students’ drive to learn and encouraged to believe that all kids have a deep drive to learn, regardless of life’s challenges.

“I chose UTR for two reasons. The first reason is mission-alignment: helping to ensure that New York City high-needs students achieve college-readiness and career-readiness through mastery of high school math and interdependent skills.

Secondly, among competing programs with that mission, I chose UTR because it seems best conceived to quickly ensure my readiness to succeed. I am attracted to the thoughtfully balanced and integrated construct of mentored teaching in a New Visions school, matriculation for an MA in Adolescent Education with Math specialization at Hunter College, and unifying activities such as seminars delivered by New Visions.”

Residency Year: Alan spent his residency year teaching high school math at The Young Women’s Leadership School of Harlem.

Alan is teaching high school Math at Academy for Health Careers.

MELISSA NOEL

Hometown: San Juan, Puerto Rico

Before UTR: Prior to joining UTR, Melissa was a postdoctoral researcher working on mechanisms of neuronal degeneration in fetal alcohol syndrome at The Rockefeller University. She obtained a PhD in neurobiology and genetics in 2009. Throughout graduate school, Melissa tutored and mentored students from high need schools in biology. She thought these experiences were always incredibly rewarding and really fun. After having worked for many years behind the bench, Melissa became interested in teaching science. She’s excited to bring her research background into the classroom and motivate her students to love science.

“I chose to join UTR because I specifically wanted to work with students from high need schools. The UTR program was immediately appealing to me because they provide a thorough and intense hands-on experience that is supported by a mentorship with an experienced teacher and the countless resources available to us at New Visions. Also, I was drawn to Hunter College because of their reputation in generating excellent teachers.”

Residency Year: Melissa spent her residency year teaching high school biology at Collegiate Institute of Math and Science in the Bronx.

Melissa is teaching at Bronx Bridges Academy.

ALICIA SANTIAGO

Hometown: Floral Park, New York

Before UTR: Alicia worked at El Museo del Barrio in East Harlem as an administrative assistant in the Operations Department. She had become interested in education and teaching because of two summers she spent in college as a Teaching Assistant for an enrichment program for high school students. It was after working with those students that Alicia knew that she wanted to teach.

“I sought out alternative certification programs that would quickly have me working in my chosen profession. UTR, as opposed to other programs, provided that opportunity in a supportive environment with a mentor that would prepare me for success as a teacher.”

Residency Year: Alicia spent her residency year teaching Special Education at the Academy for Careers in Television and Film in Long Island City, Queens.

Alicia is teaching Special Educaiton at the Academy for Careers in Television and Film.

ERIC SIU

Hometown: Hong Kong, and New York, New York

Before UTR: While finishing his undergraduate degree in Biology, Eric worked at a summer camp. Unlike his peers, Eric did not merely want to do research and internships in the biological field to bolster his resume; he preferred to work hands on with children and share his love of science. He soon realized how much he appreciated the difference he was making in the lives of the children.

“I wanted to become a Biology teacher that would be effective in sparking interest and understanding in my students so they have the potential to continue to the next level of education. When I heard about the UTR program, I knew I wanted to become a part of it because the mentorship model allows you to develop as a teacher with real practice and gives you a guide in the form of an experienced teacher, your mentor.”

Residency Year: Eric spent his residency year teaching high school Biology at the Academy for Careers in Television and Film in Long Island City, Queens.

Eric is teaching Biology at the Brooklyn Academy of Global Finance.

HILARY WINN

Hometown: Owings Mills, Maryland

Before UTR: Hilary graduated from Georgetown University in 2008 with a degree in English and began working at a youth development nonprofit called DC SCORES, which provides after-school soccer and poetry programming to elementary and middle school students in DC. She taught poetry to a group of fourth and fifth graders, organized poetry workshops across the city, and helped run an arts and soccer summer camp. She also worked for a translation services company.

“As an English major, I was frequently asked if I was going to be a teacher. It seemed like people thought that teaching was one of the only careers for English majors. After I moved to New York, though, I started thinking more about what teachers actually do and how important education is to me. Ultimately, I realized that teaching is a wonderful fit for my personality, and the social justice aspects of teaching align strongly with my values. I am highly motivated by the opportunities I will have to develop positive relationships with youth and encourage high academic achievement.”

Residency year: Hilary spent her residency year teaching high school English at Hillcrest High School in Queens.

Hilary is teaching English at the High School for Telecommunication Arts and Technology.

Cohort 1 Residents

JILLIAN CONEYS

Hometown: Huntington, New York

Before UTR: Jillian was completing her undergraduate degree at Hunter College in Theatre and English Literature while working as a tutor at the Hunter College Reading/Writing Center and doing theatre work (acting, stage management, dramatrugy/literary management) in various theatre companies in New York.

Residency Year: Jillian worked at Hillcrest High school, teaching English.

“In terms of my first year teaching, UTR will benefit me because I now have a significantly larger network of colleagues (from my cohort, New Visions, and my host school) who will all be able to provide needed support and who I know I can count on to be there to share in my triumphs and struggles throughout my career.”

Jillian is teaching English at Thurgood Marshall II.

JENNIFER LEE

Hometown: Staten Island, New York

Before UTR: Before joining UTR, Jennifer was a City Year member in the South Bronx. City Year is an Americorps program dedicated to working with underprivileged urban youths in public schools.

Residency Year:

Jennifer taught high school English at Bronx Center for Science and Math in the Bronx where she also planned and ran after school programs and literacy programs.

“Being in the Urban Teacher Residency has really prepared me for being a full time teacher. I have plenty of classroom experience as well as experience planning and working with colleagues. Working so intensely with a mentor has provided me with plenty of useful feedback, and consistently working with a class of students has taught me how to relate to them and teach them the skills they need.”

Jennifer is teaching English at Marble Hill High School.

LAUREN PAVLETICH

Hometown: Cimarron, New Mexico

Before UTR: Lauren was a recent college grad, working for an environmental company.

Residency Year: Lauren worked at Hillcrest High School, teaching chemistry.

“The UTR program has prepared me by giving me direct experience in the classroom, with the guidance of a mentor. I am now more aware of what a classroom setting feels like, and feel more prepared for my career in teaching.”

Lauren is teaching chemistry at Thurgood Marshall Academy II.