This profile currently includes the coach’s grade-level and subject-area expertise. Tell us what support your school needs, and our team will help identify the strongest match.

Juliette is currently pursuing her Ph.D. in Science Education at Teachers College, Columbia University. She has served as a STEM educator, curriculum developer, coach, and professional development leader in New York City and the surrounding metropolitan area for almost two decades. Juliette received her B.A. in Biological Sciences and Comparative Literature from Binghamton University in 2008 and her M.S. in Childhood Education from Hunter College in 2012. She holds New York State Professional Certificates in both Childhood Education (Grades 1–6) and Adolescent Biology Education (Grades 7–12). Juliette is an active member of the nonprofit organization STEMteachersNYC and is currently serving as the chair of its Board of Directors. Her research interests include teacher professional development in the STEM subjects as well as the implementation of computational thinking curriculum in the elementary science classroom.

Sharona Kahn is the Mathematics Department Chair at the Berkeley Carroll School, where she has taught and advised students in grades 5–8 for the past eight years. Over her 15-year career in education, she has focused on designing hands-on, equitable learning experiences that help students develop deep mathematical understanding. Since first becoming involved with STEMteachersNYC in 2017, Sharona has both taken and led numerous workshops, with a particular passion for standards-based feedback and assessment. In recognition of her work, she was selected as a recipient of the Siegel STEM Fellow Endowment.

Sharona is an active member of the Academy for Teachers, a finalist for the Rosenthal Prize for Innovation and Inspiration in Math Teaching, and a past Shapiro Family Fellow for Emerging Leaders. She holds a B.A. in Mathematics and Dance from Barnard College of Columbia University and an M.A. in Mathematics Teaching from Marygrove College.

Since 2013, Paul Feffer has been the Chair of the Science Department at the Storm King School where he teaches primarily physics and computer science. He has taught AP Physics C, AP CS A and CS Principles, 9th grade and introductory physics inspired by the Modeling curriculum, introductory computer science based on a variety of platforms including Processing and Arduino microcontrollers, and a variety of mini-term classes with an emphasis on engineering design. In addition, Paul advises the robotics team, manages the school observatory, and coaches the boys' tennis team. At STEMteachersNYC, Paul has led a number of Modeling-based workshops for physics, as well as workshops for introductory programming with physics simulations, and engineering design challenges for the classroom. Paul has also been an AP reader for both physics and computer science.

Biology and science research teacher since 2014. Teaching interests include authentic student research, developing student agency in the classroom, and building equitable classroom communities. Prior to becoming a teacher, worked in patent law and as a cell biologist.

Eric currently serves as the Director of Creative Technology at Marymount School of New York and Coordinator of the RSHM Global Campus. As an Apple Distinguished Educator and a Google Certified Educator, Eric believes that transformative teaching and learning occur when students (and teachers) construct their own knowledge, collaborate with peers, and represent that knowledge and understanding in ways that are meaningful to the learner, all of which requires receiving authentic, relevant, robust, and holistic feedback.

Eric is the faculty moderator for the Tech + Social Media Club, which plans the annual STEMxYouth Summit, coordinates research in girls and teens in social media, and provides resources and webinars for faculty, administrators, parents, and students on teen social media use from the user perspective.

I also have a B.S. in Meteorology from UMass Lowell; an M.S. in Atmospheric Science from SUNY Albany, a professional certificate in online education from UCSD, and a certificate in television writing from UCLA.

This profile currently includes the coach’s grade-level and subject-area expertise. Tell us what support your school needs, and our team will help identify the strongest match.

Leton is a NYS Master Teacher and also a Math for America Master Teacher. In his classroom, he engages in teaching practices that reflect culturally responsive pedagogy, using relevant labs that stretch students critical thinking in science, and designs the curriculum each year directly for the students he teaches that year. He came to teaching through the NYC Teaching Fellows and currently still teaches in the Bronx. He currently teaches Biology at Pelham Gardens Middle School and serves as an adjunct professor at Lehman College, where he supports early-career teachers in developing NGSS-aligned curriculum and effective lab practices within the physics classroom. He is an avid pursuer of educational opportunities such as speaking at events, facilitating professional developments, mentoring teachers, advocating for policy changes that affect teacher diversity in STEM and how to engage multilingual learners and students with disabilities better.

This profile currently includes the coach’s grade-level and subject-area expertise. Tell us what support your school needs, and our team will help identify the strongest match.

This profile currently includes the coach’s grade-level and subject-area expertise. Tell us what support your school needs, and our team will help identify the strongest match.

This profile currently includes the coach’s grade-level and subject-area expertise. Tell us what support your school needs, and our team will help identify the strongest match.

This profile currently includes the coach’s grade-level and subject-area expertise. Tell us what support your school needs, and our team will help identify the strongest match.

This profile currently includes the coach’s grade-level and subject-area expertise. Tell us what support your school needs, and our team will help identify the strongest match.

Now in my 23rd year as an elementary science specialist at Hunter College Elementary School in NYC, I’m continually working to develop a science program that nurtures students’ natural curiosity and sense of wonder, while building specific knowledge and skills they can apply to real-world phenomena. Grounded in the principles of the Next Generation Science Standards (NGSS), my teaching emphasizes hands-on investigation, inquiry, and creative and critical thinking. The Engineering Design Process is an essential part of my program. Students love design challenges that invite them to problem-solve, test ideas, and iterate like real engineers.

In addition to my work at Hunter, I’ve taught computational thinking for teachers as an adjunct at Brooklyn College and collaborated with educators from Cornell Tech and the American Museum of Natural History. Most recently, I’ve been working with teachers, locally and abroad, to strengthen inquiry-based learning and computational thinking in STEM.

For the last eight years, I’ve been a leader in the STEMteachersNYC Elementary Initiative, leading workshops focused on elementary STEM teaching, building community, and computational thinking. I’ve also served as a Board Member at STEMteachersNYC for the past three years, contributing to our mission to empower teachers and improve STEM education through teacher-led professional development.

This profile currently includes the coach’s grade-level and subject-area expertise. Tell us what support your school needs, and our team will help identify the strongest match.

This profile currently includes the coach’s grade-level and subject-area expertise. Tell us what support your school needs, and our team will help identify the strongest match.

This profile currently includes the coach’s grade-level and subject-area expertise. Tell us what support your school needs, and our team will help identify the strongest match.

This profile currently includes the coach’s grade-level and subject-area expertise. Tell us what support your school needs, and our team will help identify the strongest match.

This profile currently includes the coach’s grade-level and subject-area expertise. Tell us what support your school needs, and our team will help identify the strongest match.

This profile currently includes the coach’s grade-level and subject-area expertise. Tell us what support your school needs, and our team will help identify the strongest match.

This profile currently includes the coach’s grade-level and subject-area expertise. Tell us what support your school needs, and our team will help identify the strongest match.

Melissa Addah is a dedicated and results-driven science educator with over seven years of experience serving students in the South Bronx, a vibrant and culturally rich community with diverse learning needs. She specializes in science instruction, special education, and bilingual education, supporting English Language Learners and students developing literacy in both English and Spanish. Her work is centered on ensuring that all students have access to rigorous, standards-aligned science instruction that is both engaging and equitable.

Melissa currently teaches Biology and AP Environmental Science, where she designs and facilitates hands-on, inquiry-based laboratory experiences that promote critical thinking, scientific reasoning, and real-world application. She delivers instruction in both English and Spanish, using a variety of visual supports and differentiated strategies to meet the diverse learning needs of her students. Her teaching approach emphasizes accessibility, incorporating multiple learning styles to support student understanding and engagement. Melissa’s instruction also focuses on data analysis, evidence-based argumentation, and student discourse, preparing students for success on both the Regents and AP exams.

In addition to her classroom experience, Melissa has developed a strong foundation in instructional leadership and coaching practices. She supports colleagues through co-planning, modeling lessons, sharing instructional strategies, and analyzing student data to inform next steps. She is skilled in helping teachers implement the New Visions Biology and Earth Science curriculum, ensuring alignment to NYSSLS standards and a focus on Science and Engineering Practices (SEPs).

Melissa is a bilingual educator, fluent in both English and Spanish, and is committed to supporting teachers in delivering accessible, scaffolded instruction for multilingual learners. Her work is deeply aligned with the Danielson Framework, particularly in questioning and discussion techniques, engaging students in learning, using assessment in instruction, and establishing a culture for learning.

Melissa holds a Master of Science in Special Education (Grades 7–12) from Hunter College, where she graduated with a 4.0 GPA, and a Bilingual Extension Certification from Lehman College. She also earned a Bachelor of Science in Health Education and Promotion from Lehman College and an Associate Degree in Liberal Arts from Hostos Community College.

Prior to her teaching career, Melissa served with the Fire Department of New York (FDNY) as a Health Educator, Administrator, and Emergency Medical Technician for over a decade. In this role, she led professional training, health workshops, and data-informed wellness initiatives, strengthening her ability to coach adults, communicate complex information clearly, and lead with confidence.

Melissa truly values working in collaborative environments where teachers can learn from and support one another. She is passionate about helping educators feel confident and enjoy what they do, while also bringing out a genuine love of science in their classrooms. She believes that every student has the ability to learn, especially when lessons are taught in ways that connect to different learning styles—whether that’s hands-on, visual, artistic, or through movement. Melissa is especially committed to supporting diverse and neurodivergent learners, including English Language Learners and students receiving special education services. She believes that when teaching is engaging and accessible, it not only strengthens instruction but also creates a positive and meaningful experience for both teachers and students.

This profile currently includes the coach’s grade-level and subject-area expertise. Tell us what support your school needs, and our team will help identify the strongest match.