Director of Operations
Smith College 2003, double major in Latin American Studies and Luso-Brazilian Studies, 4.0 GPA, graduated Summa Cum Laude; member of Phi Beta Kappa; STRIDE Scholar, winner of Arthur Ellis Hamm Prize; Near-perfect score of 1590 on SAT I Exam (800 Verbal, 790 Math); score of 790 on Writing and 770 on Spanish SAT II Subject Tests; Score of 5 on AP Exams in Calculus, English Language, English Literature, Spanish Language, Spanish Literature, and Biology.
Sharon spent her time in college between Massachusetts and Latin America, studying abroad with the Brown-in-Brazil program in Rio de Janeiro and working as the Project Director with Amigos de las Americas, a youth development non-profit. She graduated after just three years, and continued her work with AMIGOS as the Director of Training, combining her passions for education, language, and international development. Back in her Chicago hometown, Sharon tutored a wide range of students, from teaching Portuguese for the Workplace to employees in a nut import company, to tutoring inner-city second graders in literacy and numeracy, and lots of high school math in between.
Now based in Brooklyn, Sharon works for the New York City Department of Education as a School Business Manager, running the operational and logistical side of new, small, public school development. She is also the director of an intergenerational religious education program that brings together elementary aged kids and adults of all ages to delve deeply into textual analysis and interpretation.
When tutoring, Sharon’s approach is to help students build confidence through focusing on what they know, either by drawing a picture when a math problem feels confusing at first, or re-phrasing a difficult sentence in their own words. She encourages students to think logically about whether or not an answer makes sense. This avoids getting sidetracked by trick responses written using common errors. She also personalizes test prep by reminding students that the writers of tests are people, too, and the idea is to get inside of their heads to figure out what they tend to be looking for test-takers to demonstrate. Humor is essential in learning any subject, and studying isn’t boring when you find ways to laugh about it, so she finds ways to make work funny whenever possible.
If she’s not tutoring, working at a school, or reading, you are likely to find Sharon practicing Vinyasa Yoga, pretending that milk chocolate is healthy, listening to cheesy ‘90’s Latin pop music, or obsessively planning her family’s next travel adventure.
Yale University 2016, major in humanities, graduated with distinction, Directed Studies: selective first-year intensive on the Western canon, Franke Fellowship in Science and the Humanities, Yale College Writing Center Contest winner, National Merit Finalist 2011, 2320 on SAT (with perfect scores on Writing and Reading sections), 800 on World History SAT Subject Test, 770 on U.S. History SAT Subject Test, AP Scholar with Distinction: Score of 5 on AP exams in U.S. History, European History, and English Language and Composition.
Caroline brings an interdisciplinary approach to the analysis of complex texts and primary sources, from her work with Harold Bloom to archival research in collections across the country. She specializes in college admission essays, tutoring in the humanities, and reading comprehension and writing for standardized tests. She has effectively worked with students on dissertations, undergraduate theses, and personal statements for applications to Ivy League universities and graduate programs. She takes seriously the opportunity writing gives applicants—space for a nuance that grades and scores do not allow—and works to help students convey their core identity and most valuable traits.
As a private school graduate, Caroline understands the challenges of meeting overwhelming expectations and balancing an ambitious schedule in a competitive environment. In addition to academic support, she offers a levelheaded perspective, helping students overcome their fear of failure to grow as scholars and young adults. Caroline aims to cultivate students' strengths to build confidence and improve their performance on assignments, on standardized tests, and in the college application process.
Caroline is an editorial assistant at a major publishing house where she works with best-selling and award-winning authors of fiction and non-fiction.
University of California Berkeley, 2015, Physics major with Dance minor; Honors and Dean’s Honors; 3.8 GPA; Berkeley Undergraduate Physics Research Scholarship recipient; AP Score of 5 in Physics B, Calculus BC, Chemistry, Molecular Biology, Music Theory, French Language, US History, and English Language; AP Scholar with Distinction; SAT II scores of 800 in Math 2, Chemistry, Biology, French, Physics
Growing up in Berkeley, California, Rocky was always interested in the hard sciences and the performing arts. In high school, he performed in the school orchestra, danced and choreographed for the school’s dance productions, and acted in plays, while taking the most rigorous math and science courses available and teaching himself how to code. When he got to UC Berkeley, he decided to specialize in math, physics and dance, enjoying the abstract and all-encompassing nature of these disciplines.
Rocky began tutoring in high school through his honors math program, tutoring struggling middle and high school students in math. In college, he continued to tutor privately as well as working as a TA for his school’s beginning modern dance course. He has tutored courses from pre-algebra to SAT/ACT prep and college-level quantum mechanics, and truly enjoys helping make coursework and standardized tests easier for his students. Rocky is convinced that any student can succeed on any test or in any course given the right approach and study strategy, and that contrary to popular belief, there is no such thing as being “not a math person.”
Rocky is currently matriculated in a certificate program at the Peridance Capezio Center studying contemporary dance. When not tutoring or dancing, Rocky can be found doing yoga on his roof, or cooking while listening to a good podcast. His current favorites include This American Life, Radiolab, 99% Invisible, and Freakonomics, though he’s always open to new suggestions!
Washington University in St. Louis, 2014, majors in Spanish and International Studies, graduated with College Honors; Annika Rodriguez Merit Scholar; National Merit Finalist, 2010; near-perfect SAT score of 2390; perfect score of 800 on the Math II and English Literature, 780 on Biology-E SAT Subject Tests, score of 5 on the Calculus BC, U.S. History, and English Literature AP exams.
Megan is a graduate of Castilleja, an elite all-girls school in Silicon Valley, where she sought out elective challenges like the American Mathematics Competition. She mentored in a Stanford after-school program for girls and was a Teaching Assistant for the ALearn summer math enrichment program, specializing in tutoring bilingual students.
At Washington University, Megan integrated her Spanish studies with coursework in public health, economics, environmental studies, and anthropology. Her love of adventure led her to Santiago, Chile, during her junior year of college, where she lived with a homestay family for six months while studying at the Universidad Católica. Upon returning to WashU, she worked as a Spanish Teaching Assistant, helping new speakers build their fluency and confidence through highly interactive lessons.
Megan gained hands-on experience in St. Louis local policy issues; through a service-learning course, she tutored women in the County Jail and worked with the Environmental Law Clinic to map the impact of new development on wetlands. On campus, she typically could be found in the Edison Theatre, either backstage managing a show or onstage performing ballet, salsa, and contemporary dance.
After graduation, Megan was a Fellow in the Coro Program in Public Affairs, a graduate-level experiential learning program in civic leadership. The intensely collaborative projects cultivated her understanding of people's varied modes of information processing and her ability to engage individuals in a manner suited to their learning preferences. Her tutoring is strongly guided by the Socratic, inquiry-based approach to learning developed in Coro, and she believes that asking students the right question is far more powerful than giving them the right answer.
After graduation, Megan developed some of her key teaching tools while working at LaunchCode a St. Louis-based nonprofit that trains adult jobseekers for computer programming careers. This experience demonstrated the effectiveness of practices like linking concepts to their real-life applications, having learners reteach new concepts to others, and "debugging" flawed responses to reveal mistakes. She also wrote grant proposals that netted over half a million dollars for LaunchCode, including the Grand Prize-winning submission to the MIT Inclusive Innovation Challenge.
University of Michigan, 2017, major in Musical Theatre, minor in Latin. 3.97 GPA, graduated with 8 semester University Honors, William Branstrom Freshman Prize (2014), James B. Angell Scholar (2015, 2016, 2017), Valedictorian, Derryfield High School, Bedford, New Hampshire, Score of 5 on AP Latin Exam.
Daniel grew up in Bedford, New Hampshire, where he spent most of his time pursuing two passions: musical theatre and academics. He performed throughout his childhood, working with professional theatre companies and taking a variety of dance and vocal classes. Simultaneously, he strove to fuel his love of learning by applying himself academically to a wide breadth of subjects throughout his middle and high school years. Latin became a second passion of Daniel’s in high school where he followed an accelerated course of study. He covered the fundamentals in a summer course so he could advance quickly and tackle more challenging material. By his junior year, he was studying AP Latin.
Daniel specifically chose to study at Michigan because the course of study for Musical Theatre, while artistically intensive and far-reaching, also gave students the flexibility to continue studying other topics outside of theatre. Daniel seized upon that flexibility to continue his study of Latin, working in college to translate a variety of different works, from poetry and histories to Roman comedies. In one course, he translated an ancient Roman play and subsequently performed the play in the original Latin!
Since graduating from Michigan, Daniel has performed in several professional productions at regional theaters in Massachusetts and South Carolina, and has been teaching Latin to a number of middle and high school students at all levels. His teaching philosophy is first and foremost to create a comfortable and personalized environment for each student, in which she or he methodically builds upon their existing knowledge base, feels encouraged to ask questions and make mistakes, and where feedback about the learning and teaching process is always welcome. He strongly believes that a solid grammatical foundation is essential for learning Latin and gaining mastery of the language, and therefore his teaching methodology is grammatically based. Daniel also finds that understanding the work being translated is of great importance since each author writes in a slightly different way, which affects the overall approach to achieve a cohesively meaningful translation. In general, he loves teaching because it is unendingly inspiring to watch students grow, and because it provides him constant opportunity to continue learning.
While not translating wonderfully dusty old transcripts, you might find Daniel humming, singing, or generally making music. He also loves to cook (Indian and Thai food are his favorite cuisines), and is always looking for new podcasts and books—and he welcomes recommendations!
Harvard University, 2016, major in Sociology with an advanced citation in Spanish Language, 3.7 GPA; National Merit Scholarship Winner; National Achievement Scholarship Winner, AP Scholar with Distinction; Score of 34 on the ACT (99th percentile); Score of 780 on SAT Math; Score of 770 on SAT Writing.
Kyra is originally from the Metro Detroit area of Michigan where she lived before moving out east for school. While at Harvard, Kyra developed a strong interest in understanding the ways in which people interact and the reasons behind these interactions, eventually deciding to study Sociology. In addition to her courses in Sociology at school, Kyra’s coursework spanned across the social sciences and included Psychology, Philosophy, History, Economics, and Statistics. Kyra has also long been interested in education-- an especially memorable course for her over her four years centered on Education in the United States.
While in college, she also continued to take Spanish courses and spent time studying abroad in Leon, Spain. In Spain, she studied Spanish Language and History and had the opportunity to live with a Spanish ‘host mom’ in a homestay. Outside of classes, she was heavily involved in the theatre and a cappella scenes, starring in several plays and musicals, and serving as the Music Director of her a cappella group.
Kyra’s experience in teaching and tutoring spans various settings. In high school, she worked both as a one-on-one math tutor and as the manager of a music computer lab for students. In this lab, she was available to answer questions and assigned students programs used to further their music development. In college, she served as a committee chair for Harvard Model Congress, a group that creates government simulation conferences for high school students. In this role, she led students through discussions on several current event topics and issues. Further, as music director of her a cappella group she was often responsible for coaching the group in learning parts and improving technique. After graduating, Kyra worked as an Analyst with Legendary Entertainment. In addition to working on strategy, she gained experience in training over 30 new hires and interns over her time in that role.
Kyra enjoys bringing these past experiences together as a tutor for the ACT, SAT, ISEE, SSAT, and Spanish. She understands that prepping for exams can be stressful, and aims to help students develop strategies that work best for them in order to feel confident when sitting for the tests. Kyra genuinely loves helping students improve and reaching an “a-ha!” moment on a topic that was once challenging for them. In tutoring sessions, she works to create an environment where the student is comfortable making mistakes and asking questions, as she believes that this is the best way to grow.
Outside of tutoring, you can find Kyra trying new recipes, listening to almost every genre of music, or watching (and then discussing) the latest and greatest movies and TV shows.
Harvard College, 2015, special concentration in Theater Arts & Performance, graduated Magna Cum Laude; 3.8 GPA; Henry Russell Shaw Fellowship for Postgraduate Travel; AP Score of 5 in English, European History, Biology, Chemistry, and Spanish; High School Valedictorian
Growing up in the Boston suburbs with a lifelong schoolteacher for a mother, Mark has always been passionate about and invested in education. In high school, he advanced beyond his grade level in a number of courses and was ultimately recognized as his class Valedictorian. Outside of academics, his passion for performance led him to serve as the President of his school’s Drama Club. He also served as his Class President and founded his school’s Spanish Club. At Harvard, Mark created his own major and program of study which combined the fields of drama, contemporary art, and performance studies. In addition to his creative coursework, he enjoyed taking classes in the sciences, including psychology and environmental science, as well as English courses like 18th century French literature and the works of Shakespeare and Samuel Beckett.
Mark began tutoring after he moved to New York and loves working with students on a number of subjects, from ACT/SAT prep to Biology, Spanish, and more! He believes the most important thing a student needs to succeed is confidence and motivation. Working hard, working smart, and believing in yourself are the keys to unlocking any problem and passing any test – even the ones that continue well into adulthood! He enjoys working with students to decode challenging Math problems, revealing the operations at play behind a story being told in a word problem or a situation being described by a graph or table. His favorite thing about being a tutor is getting to know each individual student and watching them master a topic or problem that once frustrated or discouraged them.
Outside of tutoring, Mark works as an actor, singer, and performance artist in New York City and beyond. He loves talking about reality television almost as much as he loves talking about uses for a semi-colon and polynomial long division. He also listens to a lot of Fleetwood Mac.