CATHERINE T.
Kate is an Ontario Certified Teacher, who graduated from Queens’ University in Kingston, Ontario, with a Bachelors of Arts and a Bachelor of Education. She grew up in the Scarborough and Toronto area and attended school within the Toronto District School Board. Throughout her time at Queens, Kate completed multiple practicum placements where she taught students with a variety of learning styles and needs. She strived to create an inclusive and welcoming learning environment by creating lessons, assignments, and activities catered towards student success, while making learning more engaging and meaningful through students’ interests. During the 2025-2026 school year, Kate worked as an Occasional Teacher, supporting students academically across diverse school communities throughout the GTA. This experience allowed her to work with students from a wide range of backgrounds while continuing to strengthen her ability to support diverse learners. Kate believes that students learn best when they feel safe, welcomed, and valued. She is committed to creating an inclusive learning environment that supports all students’ mental, emotional, and physical well-being.
Kate is passionate about continuing to grow as an educator through ongoing professional learning and development. Over the past year, she has completed Additional Qualifications (AQs) in the Primary Division, Junior Division, English as a Second Language, and the First Nations, Métis and Inuit Peoples. She is eager to continue expanding her knowledge and professional learning by taking additional AQs such as Intermediate First Nations, Métis and Inuit Studies, Kindergarten, Reading, Primary and Junior Mathematics, Teaching and Learning Through E-Learning, and the Teacher Librarian qualification.
From an early age, Kate has had a deep curiosity and appreciation for different countries, cultures, traditions, and religions. She has traveled to several different countries and hopes to continue exploring more of the world. During her Concurrent Education program at Queen’s, she chose to take the International Teaching course to gain a broader understanding of education systems around the world, with the hope of one day teaching abroad. Outside the classroom, Kate enjoys exploring her creativity through painting, arts and crafts, and creating hand-made gifts for her friends and family. She also loves reading and is always happy to take book recommendations!
Carly S.
Carly is an experienced educator with more than 15 years of teaching experience. A graduate of Ohio University with a Bachelor of Arts in Education, she has taught students at every grade level, from Middle and High school to Elementary school. After beginning her career in Austin, Texas, Carly and her family moved to Morrisville, where she continued teaching at the elementary level.
Carly loves helping students build confidence and discover that learning can be fun. She has privately tutored for many families over the years and enjoys creating a positive, encouraging environment where every child can thrive.
When she’s not teaching, Carly enjoys live music, beach days with her family, and any chance to swim in the ocean. She’s happiest with her toes in the sand and thinking of what the next school year will bring!
William C.
Bill is a North Carolina educator, award-winning journalist, and experienced communications professional who brings a lifelong passion for learning and storytelling to every tutoring session.
Before becoming a teacher, Bill spent more than 20 years as a newspaper reporter and communications specialist, covering education, courts, business, government, and public policy for publications including North Carolina Lawyers Weekly, Pacific Business News in Honolulu and Inside Business, the Hampton Roads Business Journal.
His work earned numerous journalism awards, and he later served as Communications and Public Relations Coordinator for one of North Carolina’s largest business and litigation law firms, where he translated complex legal issues into clear, engaging language for clients, attorneys, and the public.
Bill’s transition into education was a natural one. As a special education teacher at Enloe Magnet High School in Raleigh, he discovered that the most rewarding part of teaching was building relationships with students and helping them realize they were capable of more than they believed. He especially enjoys working one-on-one, where he can tailor lessons to each student’s learning style, celebrate victories, and help students develop the confidence to tackle new challenges independently.
Whether a student needs support with reading comprehension, writing, English, social studies, organization or study skills, Bill believes learning should be encouraging, engaging, and personalized. His background as a professional writer gives him a unique ability to explain difficult concepts in ways that make sense, while his classroom experience helps him meet students where they are and build on their strengths.
Bill is a graduate of the University of North Carolina at Asheville and an avid reader. Bill enjoys exploring the Triangle with his dog, Bubba, while his cat, Sterling, holds down the fort.
Bryana T.
Bryana is a dedicated STEM educator, graduate researcher, and teaching assistant with a passion for helping students discover the excitement of science. She is currently pursuing her Master of Science in Molecular Microbiology and Immunology at the University of Texas at San Antonio through the South Texas Center for Emerging Infectious Diseases, where her research focuses on developing innovative bacteriophage therapies to combat antibiotic-resistant infections.
Bryana earned her Bachelor of Science in Biology with a concentration in Cellular and Molecular Biology and a minor in Biochemistry from Baylor University. Her strong academic foundation, combined with extensive laboratory research experience, allows her to connect classroom concepts to real-world scientific discovery in ways that inspire curiosity and deepen understanding.
As a Teaching Assistant at UTSA, Bryana teaches introductory biology laboratory courses, leading her own classroom of college students while developing engaging lessons, evaluating student work, and helping students master foundational biological concepts. She has also worked as a STEM camp counselor, introducing younger students to geology and the natural sciences through hands-on activities that make learning both fun and memorable.
Bryana specializes in biology, chemistry, genetics, cell biology, and health sciences, while also tutoring elementary and middle school mathematics, English Language Arts, reading, writing, and social studies. She supports students preparing for AP Biology, AP Chemistry, AP English, AP World History, STAAR exams, GED testing, and college-level biology and chemistry courses. Her broad academic background enables her to work effectively with students ranging from elementary school through college.
Students and families appreciate Bryana’s patient, encouraging teaching style and her ability to explain difficult STEM concepts in a clear, approachable way. She believes the best learning happens when students feel comfortable asking questions, making mistakes, and discovering how concepts apply to the world around them. Her goal is not only to improve grades and test scores, but also to help students become confident, independent learners.
Outside of academics, Bryana enjoys hiking, traveling, reading, creative writing, and exploring great films. Whether she’s researching new medical treatments or discovering a new story through literature or cinema, she is driven by a lifelong curiosity and a genuine love of learning that she enjoys sharing with her students.
Alisha S.
Alisha (AJ) is a New York State certified Social Studies educator (Grades 7–12) entering her eighth year in education. Throughout her career, she has taught a wide range of learners in Global History, Advanced Placement U.S. History (APUSH), Regents U.S. History, and middle school American Studies. She has extensive experience supporting diverse learners, including English Language Learners and Students with Disabilities, through engaging, differentiated instruction.
Currently teaching in New York City, Alisha has developed and implemented original curricula, facilitated meaningful discussions and debates, and helped students strengthen the critical thinking, reading, and writing skills necessary for academic success. Her commitment to student achievement is reflected in her results, including a 98% pass rate on the U.S. History Regents Exam during the 2023–2024 school year.
As a tutor, Alisha believes that strong relationships are the foundation of learning. She works to create a supportive environment where students feel comfortable asking questions, taking academic risks, and building confidence in their abilities. Known by colleagues, families, and students as hardworking, approachable, and enthusiastic, she tailors instruction to each student’s unique strengths and goals. Having taught before, during, and after the COVID-19 pandemic, Alisha has developed the adaptability and creativity needed to help students succeed in a variety of learning environments. Outside the classroom, she enjoys creating art, painting, playing the violin, testing her knowledge through trivia, and skateboarding. She brings the same energy, curiosity, and passion for learning to her tutoring sessions, helping students build both academic skills and a lifelong love of learning.
William M.
The first time I realized teaching was my destiny was when I was a junior at Billings Senior High School in Billings, Montana, and I was given the opportunity to direct a Saturday Night Live format talent show. I’ve been hooked ever since.
I have four higher education degrees: a Bachelor of Education from the University of Wyoming, a Master of Music (with distinction) from the New England Conservatory of Music, a second Master of Music (opera production) from the University of Washington, and a Doctor of Musical Arts from the University of Washington.
I am a big fan of teaching through open-ended questions (the Socratic Method) because it transforms learning from a one-way dissemination of information into an engaging series of questions that students use to discover the answers for themselves — which promotes the acquisition of knowledge.
When I am not teaching or tutoring, I enjoy the Colorado backcountry, especially stargazing and hiking. I also love getting lost in researching such diverse topics as marine biology, paleontology, organometallic chemistry, and science fiction.
STEPHANIE R.
Steph is a passionate educator who believes that every student can succeed when learning is personalized, engaging, and supported with patience and encouragement. She holds an Honours Bachelor of Arts in English, History, and Philosophy from the University of Toronto, as well as a Master of Teaching from the Ontario Institute for Studies in Education (OISE).
Through her teaching experiences within the Toronto District School Board, Steph has designed and delivered lessons, created and assessed assignments, and supported students with a wide range of learning needs. She has worked closely with students both in the classroom and one-on-one, including Multilingual Language Learners (MLLs), helping them build confidence, strengthen their skills, and achieve their academic goals.
Steph specializes in English, History, and the Social Sciences, with particular expertise in reading, writing, critical thinking, and essay development. She is also open to supporting students in other subject areas when appropriate.
Recognizing that every student learns differently, Steph creates customized lesson plans tailored to each student’s strengths, needs, interests, and goals. By connecting learning to topics that matter to her students, she helps make lessons engaging, meaningful, and effective.
Her goal is not only to help students improve academically, but also to foster confidence, curiosity, and independent learning skills that will support their success both inside and outside the classroom.
Joel K.
EN: Motivated, passionate, innovative secondary teacher with the ability to engage diverse students through culturally responsive pedagogy, project-based learning, outdoor education, gamification, and technology integration. Strong communication, collaboration, and organisation fosters positive and respectful learning environments. Advocate for student-centred, youth-led, success-oriented learning while actively leading revolutionary changes to education experiences with AI.
FR: Enseignant au secondaire motivé, passionné et innovant, capable de mobiliser une clientèle étudiante diversifiée grâce à une pédagogie culturellement inclusive, à l’apprentissage par projets, à l’éducation en plein air, à la ludification et à l’intégration des technologies. Doté d’excellentes compétences en communication, en collaboration et en organisation, il favorise des environnements d’apprentissage positifs, inclusifs et respectueux. Défenseur d’un apprentissage centré sur l’élève, guidé par les jeunes et axé sur la réussite, il contribue activement à transformer les expériences éducatives grâce à l’intégration de l’intelligence artificielle.
Valentina S.
Valentina is a medical student at the University of Toronto’s Temerty Faculty of Medicine with a strong academic background in the sciences and extensive experience in tutoring, coaching, and mentorship. She completed the International Baccalaureate Diploma Programme with a score of 42/45 and earned a 3.98 undergraduate GPA at the University of Toronto before entering medical school.
Valentina has over 4 years of tutoring experience, working with more than 20 students across subjects including biology, chemistry, anatomy, physiology, english, and general academic skills. She has worked with students who attendToronto’s independent IB Schools, and is very familiar with course content at both the SL and HL level for IB1 and IB2. Valentina has also been involved in student-led educational initiatives focused on helping students build confidence in challenging scientific material.
Her teaching style is patient, structured, and encouraging. Valentina focuses on helping students understand concepts deeply rather than relying on memorization alone. She enjoys breaking down complex topics into clear, manageable steps and adapting her approach to each student’s learning style, goals, and confidence level.
Beyond subject-based tutoring, Valentina is passionate about coaching and mentoring students as they navigate post-secondary decisions, study strategies, and long-term academic goals. She aims to create a supportive learning environment where students feel comfortable asking questions, developing independence, and building the skills they need to succeed.
David F.
EN: David Fernandez is in the process of completing his Master’s Degree in Theology, having already graduated with honours, in both an undergrad in Theology and another in Religious Studies, from Concordia University. His Thesis is concerned with uncovering the philosophical and literary links between Jewish and Christian apocrypha of the 2nd to 4th century CE.
He has experience as a teacher and researcher at institutions such as St. Georges Highschool, M² Learning, Concordia University and currently, Yeshiva Gedola Highschool. He has worked as an RA in his department at university, and has published articles and research throughout his career as a student and educator.
He has worked in education for the better part of a decade, as a tutor, teacher, instructor and integration aide. Having worked as an integration aide for some years, he has become uniquely equipped to instruct on proper techniques in executive functioning.
He is currently a Highschool Teacher at Yeshiva Gedola, where he teaches French, History and English. He has also been working as an AP instructor for Comparative Politics and History for the last three years. At Yeshiva Gedolah, he manages classes of 20 to 30 students, whereas as an AP instructor, he works in a more one on one setting with his students.
FR: David Fernandez est en train de terminer son master en théologie, après avoir obtenu avec mention, deux diplômes, l’une en théologie et l’autre en sciences religieuses, à l’université Concordia. Sa thèse porte sur la mise en lumière des liens philosophiques et littéraires entre les apocryphes Juifs et Chrétiens du IIe au IVe siècle de notre ère.
Il a acquis de l’expérience en tant qu’enseignant et chercheur dans des établissements tels que le lycée St. Georges, M² Learning, l’université Concordia et, actuellement, le lycée Yeshiva Gedola. Il a occupé un poste d’assistant de recherche au sein de son département à l’université et a publié des articles et des travaux de recherche tout au long de son parcours d’étudiant et d’éducateur.
Il a travaillé dans l’enseignement pendant près d’une décennie, en tant que tuteur, enseignant, formateur et accompagnateur d’intégration. Ayant exercé cette fonction d’accompagnateur d’intégration pendant plusieurs années, il dispose désormais d’un bagage unique pour enseigner les techniques appropriées en matière de fonctions exécutives.
Il est actuellement enseignant au lycée Yeshiva Gedola, où il enseigne le français, l’histoire et l’anglais. Il travaille également depuis trois ans en tant que formateur AP en politique comparée et en histoire. À Yeshiva Gedola, il gère des classes de 20 à 30 élèves, tandis qu’en tant que formateur AP, il travaille dans un cadre plus individuel avec ses élèves.