JEFF M.

Jeff has a PhD in philosophy and has taught as a university instructor for over a decade. He started teaching at 16, as a snowboard instructor, and quickly discovered he has passion for human connection and contributing to the development of others. All of his work experience since has been with youth and young adults in various learning contexts, like running summer camps, and teaching English in Japan. Jeff believes real learning is life-changing, and is convinced that the question “why?”–even, and sometimes especially, when it is asked in the form, “why do I have to do this?”–is a powerful route to this kind of meaningful change. Jeff hasn’t only studied a lot, he’s experienced a lot, too: at 17, he left home to study abroad; he’s lived in eight cities in four countries, and travelled to over 30; he’s studied four languages in addition to the French and English he grew up speaking; and he’s made all kinds of connection throughout. This capacity for connection makes Jeff particularly alive to the lived experience and uniqueness of his students, giving him a distinctive human touch. He is currently studying to become a psychotherapist.

SOPHIA G.

Sophia is an Ontario Certified Teacher who earned her Master of Teaching from the University of Toronto and a Bachelor of Arts in Sociology from Toronto Metropolitan University. Her love of working with children started long before the classroom; as a teenage babysitter, then as a camp counsellor and tutor, she discovered the moment she still finds most rewarding: watching a child realize they are capable of far more than they thought. Sophia has taught classes in Grades 6–8 across the TDSB and has been tutoring since 2019. She works with students in Grades 3–8 across all subjects as well as high school students in language, social studies, and history. She has supported students with diverse learning needs, including exceptionalities and English Language Learners.

Sophia believes students learn best when they feel valued and connected to their learning and the world around them. She takes the time to get to know each student, discovering what motivates them, and creating personalized lessons around their interests, goals and learning style. Sophia creates sessions that are warm, enthusiastic, and encouraging, helping students build confidence while developing a genuine love of and curiosity for learning. When she’s not teaching, Sophia can be found immersed in a new craft project, with loved ones, or tending to her houseplant collection, which has officially outgrown her windowsills.

 

Abigail L.

Abigail is a reading and literacy specialist whose passion is helping students become confident, capable readers and lifelong learners. She combines classroom teaching experience with advanced literacy research to provide highly individualized instruction that helps students strengthen foundational reading skills, improve comprehension, and develop a genuine love of learning. Abigail earned her Bachelor of Science in Elementary Education and Curriculum & Instruction from Baylor University, graduating with honors and earning her Texas EC–6 teaching certification. She later completed her Master of Education in Curriculum & Instruction with an emphasis in Literacy at Texas A&M University, graduating with a perfect 4.0 GPA. She is currently completing herPh.D. in Curriculum & Instruction at Texas A&M, where her dissertation research focuses on the reading comprehension knowledge of literacy and instructional coaches. Her professional experience bridges both research and classroom practice. Abigail has served as a Graduate Research Assistant and Research Specialist with the Texas A&M Literacy Team, partnering with school districts to improve literacy instruction, coach teachers, develop curriculum, analyze student achievement data, and implement evidence-based reading practices. She has also provided private reading intervention, worked with bilingual elementary classrooms, and tutored struggling readers in both in-person and virtual settings. Abigail specializes in reading intervention, English Language Arts, handwriting, and evidence-based literacy instruction. She holds Texas certifications in EC–6 Core Subjects, English as a Second Language (ESL), and the Science of Teaching Reading (STR), giving her extensive preparation in phonemic awareness, phonics, fluency, vocabulary, comprehension, and effective reading instruction. She also has experience usingEBLI (Evidence-Based Literacy Instruction) to help students develop strong foundational reading skills through research-supported instructional methods. One of Abigail’s greatest strengths is her ability to build meaningful relationships with students. She believes lasting learning begins with trust and encouragement, and she works to create a supportive environment where students feel comfortable taking risks, asking questions, and celebrating their progress. She especially enjoys witnessing those rewarding “lightbulb moments” when a struggling reader begins to experience confidence and success. Beyond her work with students, Abigail has contributed to published educational research focused on reading comprehension and writing instruction, reflecting her commitment to advancing literacy education both inside and outside the classroom. Outside of tutoring and research, Abigail enjoys reading, long-distance running, hiking with her husband around the San Antonio area, spending time with her many nieces and nephews, and enjoying plenty of coffee while working on her dissertation. Growing up on a ranch instilled in her a lifelong appreciation for nature, hard work, and the power of memorable storytelling—values that continue to shape her approach to education today.

KAYLA C.

Kayla is an OCT-certified teacher with the Toronto District School Board and has more than a decade of experience as a tutor to students of all ages, specializing in literacy instruction. She attained her Bachelor’s degrees in Education and History from Queen’s University in Kingston, ON. Kayla has ample experience working with students with various learning exceptionalities including ASD, ADHD, and dyslexia. As an experienced educator, Kayla understands the importance of personalizing instruction to suit each student’s unique interests, talents, and learning needs. She also believes consistency and collaboration are keys to student success. Kayla enjoys working closely with parents, fellow educators, and other supports to help students learn routines and strategies that will allow them to build confidence and competence in their learning.

 

Lisa M.

Lisa Marriott is a Reading Specialist, Certified Academic Language Therapist (CALT), and a Structured Literacy/Dyslexia Specialist. She has more than 20 years of experience helping students become confident, successful readers. She has a Masters of Education in Reading Education and currently teaches fourth grade in Kansas while also serving as a Research Assistant and Evaluator at the University of Kansas Medical Center’s Reading, Language & Learning Lab.

Lisa specializes in evidence-based reading instruction grounded in the science of reading and has extensive experience supporting students with dyslexia and other reading challenges. As the mother of two children with dyslexia, she brings not only professional expertise but also a personal understanding of the journey many families face. She is passionate about partnering with parents to help every child develop the skills and confidence they need to thrive.

When she’s not teaching or tutoring, Lisa enjoys spending time with her husband and adult children, running long distances with her dog, getting lost in a good book, and watching movies from every genre—from classic comedies to edge-of-your-seat thrillers.

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.

Shannon B.

As a Certified Bilingual Orton Gillingham Tutor, Shannon is an expert at designing personalized multi-sensory lessons for students with dyslexia and other learning disabilities. Shannon holds a Master of Arts in Bilingual Education and a Bachelor of Arts in Spanish.

One of Shannon’s many strengths is in helping neurodivergent readers solidify decoding skills in their dominant language first, and then helping these students translate their new decoding skills into English.

As a late bloomer who was diagnosed with ADHD later in life, Shannon teaches with the empathy of someone who understands cognitive overload firsthand. This lived experience has helped her become a more compassionate educator who knows first-hand that learning should be clear, enjoyable, and not overwhelming.

In her spare time, Shannon enjoys playing pickleball, gardening, and crafting with her two daughters.

Mark P.

Mark is a San Diego native that attended University of California Davis, graduating in 2002 with a major in Human Development and Psychology. He then proceeded to earn his Masters in Education from the University of Phoenix in 2008. He has been the supervisor of elementary afterschool programs and has taught at a local private school since 2010. He specializes in early literacy, reading, humanities, modern world and US history courses. His love and desire for knowledge drives him to continuously dive into unfamiliar topics gaining perspective from a wide range of mentors and professionals.

With free time, Mark enjoys being on the water, sailing or fishing for tuna. He is an avid outdoorsman, spending vacations hiking, camping or riding his Harley up the 101, Pacific Coast Highway. Mark believes there is nothing better than smiling with friends around a table full of tasty food!

ERIN D.

Erin holds a Bachelor of Education with Primary and Junior qualifications, as well as a Bachelor of Arts in Psychology from Toronto Metropolitan University. She has over three years of teaching experience in London, England, including two years as a kindergarten teacher with experience in phonics instruction and early reading development. This background allows her to support students in building strong literacy foundations, developing reading confidence, and strengthening essential communication skills at an early age.

Erin is currently an occasional teacher with the Toronto District School Board, where she works with students across a variety of grade levels and learning needs. Combining her education background with her studies in psychology, she creates supportive, engaging, and inclusive learning environments tailored to each student’s individual strengths and goals.

Cynthia S.

Cynthia is a Certified Academic Language Therapist who works with students in grades 1–9, providing dyslexia therapy and individualized reading instruction. Her teaching journey began at Louisiana Key Academy Northshore, where she spent two years teaching Social Studies Composition to 3rd graders and Structured Language Arts to 3rd and 5th graders.
Her commitment to literacy is deeply personal. When her child was diagnosed with dyslexia, Cynthia, who also has dyslexia, immersed herself in learning everything she could about effective reading instruction. This led her to pursue IMSLEC‑accredited training and ultimately earn her CALT certification through ALTA in February 2026.

Cynthia is also an author. Her poetry collection, Present Peace, explores her connection to nature and her search for her authentic voice. She also writes Mom poetry and is using her CALT certification to write decodable readers for older students.

Before becoming an educator, Cynthia built a successful career in accounting, earning her CPA license and working for Deloitte & Touche, LLP and PoolCorp. She holds an M.S. in Accounting from Louisiana State University and a B.B.A. in Accounting with a psychology concentration from Millsaps College.

Outside of working with students, she enjoys time with her family and is currently developing a middle‑grade werewolf series using graphic organizers.