Program Overview
The Saul Zaentz Fellows Program is designed for exceptional students invested in early childhood education who enroll full-time in HGSE’s Master’s (Ed.M.) Program, which prepares leaders for roles in education policy and practice.
The fellowship was established in response to the urgent need for exemplary leaders in early education. Designed for those with a background and interest in early education policy, practice, and research, the Zaentz Fellows Program provides co-curricular programming, networking events, and mentoring while the cohort is on campus. After they graduate, Zaentz Fellows remain part of a community that is committed to promoting strong early learning environments and experiences.
To learn more about the fellowship experience and application process, please view the informational webinar here.
The Award
Zaentz Fellows in the Ed.M. Program receive an award package covering half of HGSE’s tuition.
Who Should Apply?
The ideal applicant demonstrates a strong commitment to a career in early education. We also look for an outstanding academic record and at least three years of direct work experience (paid or as a volunteer) in early education broadly. Preference is given to candidates who demonstrate financial need as determined by the HGSE Financial Aid Office.
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Join the Zaentz Fellows
As part of the HGSE Ed.M. application, those interested in the fellowship will be prompted to submit a statement describing their work and goals. Be sure to also complete the HGSE Financial Aid Application and the FAFSA. Learn more about applying to HGSE and upcoming information sessions about the Saul Zaentz Fellows Program.
Apply NowMeet Our Current Fellows
Senait Solomon is an Ed.M. student in the Human Development and Education program at the Harvard Graduate School of Education. She is passionate about supporting youth mental health and well-being, particularly through preventive measures aimed at young children and their caregivers. Before attending HGSE, Senait worked as a research assistant on a randomized controlled trial comparing interpersonal psychotherapy and health education groups to prevent excess weight gain among adolescent military dependents (ages 12-17). Most recently, she served as an Impact & Efficacy Manager at a children’s media nonprofit, where she explored the impact, appeal, and comprehensibility of various domestic and international children’s media. At HGSE, she aims to continue researching innovative approaches to promote youth well-being. Senait holds a B.A. in Psychological & Brain Sciences and Educational Studies from Washington University in St. Louis.
Emily Kerrigan is an Ed.M. candidate in the Online Education Leadership Program at the Harvard Graduate School of Education, in the PreK-12 Pathway. Over the past two years, Emily has worked at the Waldorf School at Moraine Farm in Beverly, Massachusetts, an independent school dedicated to holistic education, integrated art, outdoor learning, and early childhood development. As a member of the administration team and Director of Communications and Marketing, Emily has made substantial contributions to the school community. Her previous experience includes leadership roles such as Assistant Camp Director at YMCA Camp Coniston in New Hampshire and Early Childhood Educator at various Boston-area schools, including Harvard’s Peabody Terrace Children’s Center, a Reggio-Emilia-inspired institution. Emily is passionate about art and nature education and is committed to expanding access to outdoor learning experiences and quality early education. Emily holds a B.A. from Lesley University, specializing in Early Childhood Education.
Tanyella Allison Leta is an Ed.M. candidate in the Human Development program at the Harvard Graduate School of Education. Tanyella is the co-founder of global literacy non-profit NABU, where she served as CEO for 10 years prior to HGSE. NABU is dedicated to supporting early grade literacy for children in low-income communities through access to bi-lingual, mother tongue stories. While at HGSE, Tanyela plans to deepen her knowledge in the impact of media and storytelling on early childhood development. She believes in the power of media to enhance children’s early developmental experiences, laying the foundation for improved learning outcomes, meaning and purpose in their lives.Tanyella holds a B.A. in Social and Politicla Sciences from the Unviersity of Cambridge in the UK.
Sofie Jelden is currently pursuing a Certificate of Advanced Study (C.A.S.) in Counseling at the Harvard Graduate School of Education (HGSE). Her work centers on the intersections of mental health, racial identity development, and social-emotional learning in early childhood education. During her first year at HGSE, Sofie worked as an elementary school counseling intern, supporting students’ social-emotional growth through an Multi-Tiered System of Supports (MTSS) approach. Prior to her time at HGSE, she spent three years as an Infant/Toddler Teacher in the Boston area, and she recently earned her preschool certification. Sofie’s research interests extend to social studies standards and their role in addressing issues of racial oppression in education. Her thesis examined how anti-racist frameworks are employed in the social studies standards of Mississippi and Massachusetts, analyzing their sanitized recalls during moments of racism and racial oppression across two distinct time periods. Sofie holds a B.A. in both Psychology and Education Studies from Brandeis University and an M.Ed. in Human Development and Education from Harvard University. She is passionate about advancing equitable mental health support in schools and plans to work as an elementary school counselor, focusing on early intervention and identity development.
Sandli Thakur is an education professional currently enrolled in the Education Policy and Analysis (EPA) program at the Harvard Graduate School of Education, with a passion for transforming learning environments through evidence-based interventions.
During a two-year fellowship with Teach for India and later as a Research Analyst with the org, Sandli immersed themselves in the holistic development of young children, honing skills in quantitative and qualitative research, data management, and strategic analysis. Transitioning into a consultant role with the state government, Sandli focused on policy-level interventions, particularly the implications of India’s New Education Policy, particularly on Early Childhood Care and elementary grades, providing practical guidance to teachers to realize NEP goals. Conducting district-level training sessions highlighted gaps in implementing foundational literacy and numeracy missions, which fueled Sandli's interest in educator development and policy analysis. They are committed to bridging the gap between policy intentions and practice to ensure successful early childhood education initiatives in India, with aspirations to work in nonprofit or policy roles that drive systemic change.
Ramziya Amini is an Ed.M. Candidate in the Human Development and Education program with a concentration in Early Childhood at the Harvard Graduate School of Education. Her undergraduate experience with the Jumpstart program, an early education organization, ignited a passion for work addressing educational inequities. Before coming to HGSE, Ramziya worked at the Social Science Research Council on the Mellon Mays Graduate Initiatives Program in Brooklyn, NY. At HGSE, she plans to pursue her interests in social-emotional learning, ethnic-racial identity development, and culturally responsive pedagogy. Ramziya holds a B.A. In Public Health-Global Health from the University of Washington.
Oxmara Barrera Garza is an Ed.M. candidate in the Educational Leadership, Organizations, and Entrepreneurship program at Harvard Graduate School of Education from Miguel Aleman, Tamaulipas, Mexico. Oxmara established The Edutainment Zone, an early learning center in 2021 at Rio Grande City, Texas. The Edutainment Zone offers a play-based holistic experience to children starting at six weeks. The Edutainment Zone has expanded operations across the Rio Grande Valley to Roma, La Grulla, Mission, and McAllen. Oxmara is passionate about increasing access to high-quality and affordable childcare in Texas and plans to expand The Edutainment Zone into a K-12 charter school.
Oxmara graduated from Texas A&M International University in 2017 with a masters in Multidisciplinary Studies in History, Spanish, and Liberal Arts. During her time at TAMIU she studied abroad at Universidad del Bio-Bio in Chile and City University of Hong Kong. After graduating, Oxmara hopes to continue her work in the Rio Grande Valley to increase the educational opportunities in the region.
ROBIN SHAW
Robin F. Shaw, J.D., M.S.W. is an Ed.M. candidate in the Online Education Leadership Program at the Harvard Graduate School of Education. She currently serves as the Pre-K Head of School at The Oaks Academy, a Christ-centered classical school in Indianapolis. Prior to this, Robin served as the school’s first Recruitment Manager working to expand educational access to families at early learning centers across the city. Robin has assisted with the design, development, and launch of 2 early learning centers, served as Vice President for Administration at Harris-Stowe State University, and served the state of Missouri as a member of the Juvenile Justice Advisory Group from 2009 - 2010. Robin holds a B.A. in Biological Science from the University of Missouri Columbia, an M.S.W. from The University of Georgia-Athens, a law degree Page 2 of 42 from The University of Chicago Law
School, and a Certificate in Early Education Leadership from HGSE. At HGSE, Robin hopes to refine the skill set needed to create access to and raise awareness about the need for high-quality, culturally sustaining early learning opportunities for all students and deepen her knowledge of neuroscience and human development to create policies and learning opportunities to support adults who work with young children.
Isabel Schmidt is an Ed.M. student in the Human Development and Education program at the Harvard Graduate School of Education. Her passion for the early years is grounded by a belief in the critical importance of trusting and nurturing relationships between young children and their caregivers. Before starting at HGSE, Isabel worked as a Kindergarten teacher in a play-based classroom, learning to build curriculum based on children’s interests and observations. Most recently, she taught at a Greek-American school in Thessaloniki, Greece. At HGSE, she plans to explore her interests in promoting play, increasing access to high-quality early education, and supporting caregivers and early educators with urgency. With a background in violence prevention, she is also committed to understanding how community care and healthy relationships can be promoted in early childhood. Isabel holds a B.A. in Gender and Women’s Studies and Psychological Science from Pomona College.
Becca Smith is an Ed.M. candidate in the Education Policy and Analysis program at the Harvard Graduate School of Education. For the last two years, Becca worked as a Policy Advisor at All Our Kin, a national nonprofit organization that trains, supports, and sustains family child care educators. Prior to her work at All Our Kin, Becca supported a variety of research projects in early childhood and K-12 education at the American Institutes for Research. While at HGSE, Becca hopes to strengthen her research and analysis skills and to uplift policy innovations in early childhood. She believes deeply in the power of a comprehensive early childhood system that meets the needs of educators, children, and families. Becca holds a B.A. in Psychology and Human Development and a certificate in Community Action and Public Policy from Connecticut College.
Emma Kreutzmann is an Ed.M candidate at Harvard Graduate School of Education in the Human Development and Education program, with a concentration in Early Childhood. Prior to joining HGSE, Emma lived in New York City where she worked in the Child Mind Institute’s anxiety disorder's center as a behavioral technician and program coordinator for Brave Buddies, an intensive group behavioral treatment program for children diagnosed with selective mutism. Prior to these roles, Emma
worked as a research assistant at the Healthy Brain Network, an open-science initiative that aims to identify biological markers for psychopathology to improve diagnosis and treatment. Emma plans to focus her time at HGSE learning how to improve and develop policies and programs that support early intervention for young children and their families impacted by anxiety and cross-cultural diagnosis and treatment of selective mutism. Emma holds a B.S. from Fordham College at Lincoln Center, where she double majored in Psychology and Journalism, with a minor in Fashion Studies.
Jessica Orozco Contreras is an Ed.M. candidate in the Education Policy and Analysis Program at the Harvard Graduate School of Education. Prior to joining HGSE, Jessica served as a lab manager for the Language Science Center at the University of Maryland, College Park, collaborating closely with language scientists to oversee a language research laboratory within a language museum in D.C. While working in this setting, she cultivated a passion for contributing to the dissemination of research outcomes to the public. She currently serves as a grant program evaluator specialist at Bowie State University and was formerly a preschool lead teacher over a span of 6 years. Jessica's passion lies in early childhood education, focusing particularly on curriculum design and research methodologies that embrace the diverse lived experiences of students, especially those from marginalized backgrounds. During her time at HGSE, she aims to refine statistical skills and policy writing acumen to contribute effectively to educational research and address critical issues within the field. She currently holds a B.S. in Human Development and an A.A.T. in Early Childhood Education / Special Education.
Gladys Joy M. de Guzman is an Ed.M. candidate in the Human Development and Education program with a concentration in Early Childhood at the Harvard Graduate School of Education. Before coming to HGSE, Gladys was an early childhood teacher for the Chicago Public Schools and has 12 years of teaching experience. She currently holds a B.A. in Early Childhood Education with an ESL Endorsement and an M.S. in Teaching and Learning. She also earned her National Board Certification in Early Childhood through the Chicago Teachers Union and Chicago Public Schools Nurturing Teacher Leadership program where she designed inquiry and play based units in Literacy, Mathematics, Science, and Social Studies. As she continues her studies at HGSE, she hopes to learn from passionate leaders in education who are committed to rigorous, effective, and inclusive instructional practices that ensure children have a safe, equitable, and supportive learning environment—positively transforming student learning outcomes.
Maggie Haas is an Ed.M. candidate in the Human Development and Education Program at the Harvard Graduate School of Education. For the past four years, Maggie has been working at Child Trends, an applied research organization focused on improving the lives of children and youth. In her most recent role, Maggie worked as a Research Analyst in the organization’s Early Childhood Development and Child Welfare research areas. At HGSE, Maggie hopes to deepen her understanding of human development across the lifespan while sharpening her research methodology skillset. Maggie holds a B.A. from Duke University, where she majored in Psychology, minored in Environmental Science and Policy, and pursued a certificate in Human Development.
Ayla Han is an Ed.M candidate in the Human Development and Education (HDE) Program at the Harvard Graduate School of Education. She is specifically in the HDE School Counseling Strand, as she is passionate about the intersections between youth ethnic-racial identity development, social-emotional learning, mental health, and holistic wellbeing. At HGSE, she plans to further pursue these passions by enrolling in courses on anti-oppressive, culturally sustaining, and community-based pedagogies and practices. Prior to attending HGSE, Ayla served as a teacher and director at several social justice-based youth afterschool programs in Boston and San Francisco. She holds a Bachelor’s degree from Wellesley College, where she pursued Education Studies and English, and is an international student from South Korea and Canada.
Jenn Acosta is an Ed.M. candidate in the Human Development and Education Program at the Harvard Graduate School of Education. For the past three years, Jenn has worked as a Survey Analyst at Mathematica, a policy research organization, where she leads and supports data collection activities for national studies in education and early childhood for the Office of Planning, Research and Evaluation. Jenn is passionate about data equity, critical and participatory research methodologies, and learning about ways to improve access to high-quality learning environments for young children from low-income, ethnically and racially diverse backgrounds. At HGSE, Jenn plans to deepen her knowledge and skills in statistical analyses, research methodology, and measurement, equipping her with the expertise needed to design and direct high-quality early childhood research studies. Jenn holds a B.A. from Duke University, where she majored in Psychology and Global Cultural Studies and pursued a certificate in Child Policy Research.
Deepanshu is an Ed.M candidate in the Learning Design, Innovation, and Technology (LDIT) Program at the Harvard Graduate School of Education. Deepanshu has been working in the non-profit sector on school education system reforms in India for the last nine years. He has managed several large-scale projects on early childhood education, focusing mainly on language learning. He has a deep interest in designing and implementing programs that are based on research evidence. He hopes to contribute toward universalizing early childhood education back in India. Deepanshu holds a bachelor's and a master's in technology degree from the Indian Institute of Technology (IIT) Kharagpur.
Sheila-Angela Esquivel is a LatinX, Chicago born and raised violinist as well as an El Sistema USA raised musician that is a graduate of the Peabody Conservatory of the Johns Hopkins University and current graduate candidate at the Harvard Graduate School of Education. She has earned a full-tuition scholarship at HGSE's ELOE program as a Saul Zaentz Fellow. Her main focus is to be able to create opportunities for people like herself to gain access to the arts, as the arts change lives and provide structure, integrity and many great qualities in ones’ being and in one's life. Her work as a teaching artist focuses on giving back to communities that are low-income, high poverty-rated to provide free music education lessons to those who lack accessibility to the arts. She also aims to play works of underrepresented individuals from all around the world, mainly focusing on those of the Latin-American community. Sheila-Angela has also completed a teaching fellowship with the Baltimore Symphony Orchestra in 2022 and has worked in inner-city Baltimore City Public Schools as an early-childhood music educator.
Micaela Keating is an Ed.M. candidate in the Learning Design, Innovation, and Technology program at the Harvard Graduate School of Education. Before arriving at HGSE, Micaela was an Education Research Analyst at GBH—a leading public media producer based in Boston, MA. As the first in this role, she raised the organization’s capacity to make data-informed decisions surrounding their educational resources for children in grades PreK-12 and the adults who teach and care for them. She is interested in learning more about how to leverage children’s media and technology to support equitable learning experiences for all learners. Micaela holds a B.S. in Mathematics and a B.S. in Psychology from the University of Massachusetts Amherst.
Amanda Saillant is an Ed.M candidate at Harvard Graduate School of Education in the Education Policy and Analysis program, with a concentration in Global, International and Comparative Education. Prior to joining HGSE, Amanda lived in Jakarta, Indonesia where she was an early educator at an intercultural school. While in Jakarta, she volunteered at a refugee learning center, teaching and developing curriculum. Prior to moving abroad, she worked in Massachusetts public schools as an early educator engaged in meaningful curriculum development and standardizing reporting practices. Inspired by her relationships with displaced students, Amanda plans to focus her time at HGSE learning how to improve and develop policies and programs that support educational opportunities for young children and their families facing displacement. Amanda holds an Ed.M. in Reading and Language, and a B.A. in Early Childhood Education, both from the University of Massachusetts.
Sophia is an Ed.M. candidate in the Human Development and Education Program at the Harvard Graduate School of Education. Prior to joining HGSE, Sophia worked as a Special Education teacher in New York City's public school system where she served students on the Autism Spectrum in a self-contained setting. While working with this population, she cultivated her passion for Literacy instruction and Social-Emotional Learning. Simultaneously, however, she recognized the lack of curricula which hold this population of learners at their center, thus requiring individual educators to heavily adapt curriculum and creating disharmony across school systems. Through her studies at HGSE, she hopes to reach a deeper understanding of how to effectively meet the needs of students and educators in the Special Education space, while still ensuring all children are provided access to the least restrictive learning environment possible. Sophia holds a B.S. from New York University, where she majored in Early Childhood Education and Special Education, with a minor in Psychology.
Zoe Sturges is an Ed.M. candidate at the Harvard Graduate School of Education in the Education Leadership Organizations and Entrepreneurship Program. Her passion for equity in early education was inspired by her own experiences in urban education as both a student and teacher. Prior to Harvard, Zoe worked as a kindergarten teacher in the city of Philadelphia and as a development specialist at the Institute of African American Youth (IDAAY), a community-based organization in North Philadelphia serving adolescents. Zoe holds an M. Ed and a B.A. from The University of Pennsylvania, where she majored in Elementary Education and Urban Studies respectively.
Whitney Warren is an Ed.M. candidate at the Harvard Graduate School of Education in the Education Policy Analysis program with a concentration in Global, International and Comparative Education. Prior to attending HGSE, Whitney was an early elementary classroom teacher at international schools in Brazil, Indonesia, Sudan, Mexico and Colombia. She conducted research in Quito, Ecuador on how music can be used to support pre-kindergarteners' English language acquisition. She also was a Fulbright English Teaching Assistant in Mexico City, where she worked with the Mexican Secretary of Education. While at HGSE, Whitney hopes to explore her passions surrounding increasing access to quality early years education and ongoing teacher and community education and support. Whitney holds a B.A. in Urban Studies from Rhodes College and a M.A.T. in Early Childhood Education from the University of Georgia.
Sophia is an Ed.M. candidate in the Human Development and Education Program at the Harvard Graduate School of Education. Prior to joining HGSE, Sophia worked as a Special Education teacher in New York City's public school system where she served students on the Autism Spectrum in a self-contained setting. While working with this population, she cultivated her passion for Literacy instruction and Social-Emotional Learning. Simultaneously, however, she recognized the lack of curricula which hold this population of learners at their center, thus requiring individual educators to heavily adapt curriculum and creating disharmony across school systems. Through her studies at HGSE, she hopes to reach a deeper understanding of how to effectively meet the needs of students and educators in the Special Education space, while still ensuring all children are provided access to the least restrictive learning environment possible. Sophia holds a B.S. from New York University, where she majored in Early Childhood Education and Special Education, with a minor in Psychology.
Amina is an Ed.M. candidate in the Education Leadership, Organization and Entrepreneurship Program at the Harvard Graduate School of Education. Before Harvard, Amina founded a Montessori kindergarten in one of the poorest slums in Egypt helping 1,100 students YTD. While working in education, Amina worked at Nestle in various roles including brand management, communications, and CSR for 6 years. Amina holds a B.A. from the American University in Cairo, where she double majored in Business Administration and Integrated Marketing Communication and minored in psychology.
Tetsuya Endo is an Ed.M candidate in the Learning Design, Innovation, and Technology (LDIT) Program at the Harvard Graduate School of Education. As a classroom educator and a freelance musician, Tetsuya served as an elementary-school teacher in his hometown of San Rafael, California for five years, while teaching music privately and freelancing with local bands and orchestras around the San Francisco Bay Area. Using his experience teaching and mentoring students across a wide age range through multiple disciplines, he hopes to pursue his passion and interests around designing innovative curriculum and improving professional development programs that are aimed to inspire and improve teaching practices that support both early childhood practitioners and students while at HGSE. Tetsuya holds a B.Mus in Trombone Performance with a minor in History from UC Irvine and a Multiple Subject Teaching Credential from Sonoma State University.
Katie Gordon is an Ed.M. candidate at the Harvard Graduate School of Education in the Human Development program with a concentration in Early Childhood. Prior to attending HGSE, Katie worked in many roles that allowed her to examine the social-emotional health of children and youth on the micro and macro levels. Her work as a social-emotional coach, inclusion specialist and executive functioning coach have given her the passion and drive to pursue a career in holistic education. She believes in education systems that center social-emotional health and use community resources to enhance resiliency in early childhood. Katie holds a B.A. in Psychology and a B.A. in Spanish from Hobart and William Smith Colleges.
Neely Lewis is an Ed.M. candidate at the Harvard Graduate School of Education in the Education Leadership, Organizations, and Entrepreneurship Program. Prior to attending HGSE, Neely worked as a special education teacher and assistant special education coordinator at Phillis Wheatley Community School in New Orleans, LA. She was also an active member of Teach for America (TFA) and the Special Education Leader Fellowship (SELF) while living in New Orleans. These experiences have motivated her to work to ensure equity in education for students of color and students with disabilities. Neely is from Spotsylvania, VA, and received her degree in sociology from Princeton University in 2016. She is very excited to be a part of HGSE and The Saul Zaentz Fellows Program!
Lydia Mackie is an Ed.M. candidate studying Human Development and Education at the Harvard Graduate School of Education. Prior to her time at HGSE, Lydia worked at Briya Public Charter School in Washington, D.C, a two-generation program for immigrant families. There, Lydia was the lead English teacher in a Reggio-Emilia inspired bilingual preschool classroom, and most recently worked as the Outdoor Curriculum Specialist, as she helped to develop the school’s outdoor education program in response to the pandemic. Lydia previously taught preschool and kindergarten in Istanbul, where she first discovered her passion for outdoor education and the ways that it encouraged language development in English Language Learners. Inspired by her experience working with young learners in Istanbul and Washington, D.C., Lydia hopes to study the ways in which outdoor education can benefit the behavioral health of all children, but in particular those in urban environments who have suffered from trauma.
Jenna Nguyen is an Ed.M. candidate in the Human Development and Education program at the Harvard Graduate School of Education. Prior to joining HGSE, she was an early childhood technical assistance specialist and education research associate at SRI International in California. Through her work on national technical assistance centers, Nguyen supported states in developing high-quality early intervention and preschool special education systems to improve outcomes for children with disabilities and their families. Her passion is in systems change efforts that leverage collaboration and bridge education research, policy, and practice. She hopes to work with others at HGSE to reach a deeper understanding of how to disrupt patterns of systemic inequalities and ensure that all children and families have equitable access to supports and high-quality opportunities to learn, develop, and thrive. Nguyen holds a B.A. from the University of California, San Diego where she majored in psychology and minored in human development.
Charlotte Petty is an Ed.M. candidate in the Human Development and Education Program, concentrating in Early Childhood, at the Harvard Graduate School of Education. Prior to joining the HGSE community, she was a teacher and teacher-leader in Early Childhood settings in and around Cambridge, MA for almost a decade. She has lead multiple classrooms, as well as a micro shop-front school, as a Montessori Toddler teacher in Cambridge. During the pandemic, she created an all-outdoors learning experience for preschool-aged children which took place at various local nature reservations. Charlotte is passionate about working with her hands, and is most inspired when creating alongside young children in artistic media such as pottery and printmaking. She plans to focus her coursework at HGSE on deepening her understanding of development across the lifespan, and on how to create authentic connections between young learners and their local communities and natural environments.
Yael Schick is an Ed.M. candidate in the Education Leadership, Organizations, and Entrepreneurship Program at the Harvard Graduate School of Education. She is passionate about early literacy engagement, and providing young children a means to explore their worlds through story. Yael comes to HGSE with over a decade of experience in nonprofit work; in her role as Director of Programs at Writopia Lab, Yael developed Writopia’s Language Play program, which runs enriching early literacy engagement for hundreds of preschoolers every year. Her work has brought her to Title I schools, homeless shelters, several New York-based community based organizations, and an orphanage in Quito, Ecuador. Yael has also facilitated trainings on creative play and social-emotional development for NYC educators, social workers, and caregivers. Her favorite teaching moments involve rigorous conversations with four-year-olds about the universe and ice cream. She holds a BA in English Literature from Stern College for Women of Yeshiva University.
Sydney Stewart is an Ed.M. candidate at the Harvard Graduate School of Education in the Human Development and Education Program. Her research interests include ethnic-racial identity development, ethnic studies, and emancipatory pedagogy. Sydney's passion for youth was inspired at an early age as she watched her pediatrician mother care for the holistic well-being of her patients. She's applied that passion through a series of volunteer teaching experiences in the greater Boston area. Prior to Harvard, Sydney worked as a program coordinator at Facing History and Ourselves, an international education nonprofit with a mission to challenge teachers and their students to stand up to bigotry and hate. Sydney holds a B.A. from Wellesley College, where she majored in Peace & Justice Studies and minored in Education.
Bethany Dill is an Ed.M. candidate in the International Education Policy Program at the Harvard Graduate School of Education. She is focusing her coursework on humanitarian response strategy and approaches to education in settings of crisis and displacement. Prior to studying at HGSE, Bethany worked on access to education and psychosocial support for displaced communities as an advisor of refugee youth programs in Greece, a teacher and program director of a catch-up initiative for Syrian families living in Lebanon, and a Fulbright grantee in Malta. She is interested in innovative and cross-sector efforts that honor learners' strengths, voices, losses, ambitions, personhood, and vision for change; and early childhood program design that nurtures curiosity and safeguards growth. During her time at HGSE, she hopes to connect policy and practice in a meaningful and relevant way. Bethany graduated with a B.S. in Education from Barry University, where she was a Stamps Leadership Scholar.
Samantha Fletcher is currently enrolled in the Technology, Innovation, and Education Program at the Harvard Graduate School of Education, hoping to research innovative ways technology can impact diversity and inclusion efforts. A teacher, equity practitioner, and racial dialogue facilitator, Samantha worked as a journalist and producer for newspapers, magazines, and radio before transitioning to independent schools. Samantha spent 11 years teaching early childhood at a D.C. independent school, weaving identity into the everyday life of her PK or Kindergarten classrooms and serving as an Equity, Diversity, and Inclusion Liaison. During these 11 years, Samantha earned a master's in Curriculum and Instruction with an emphasis on Minority, Urban, and Multicultural Education from the University of Maryland and facilitator training through Arlington, Va.'s Challenging Racism. As such, she has spent years leading diversity initiatives, workshops, and presentations for educators and leaders regionally and nationally, with a particular emphasis on teaching educators how to incorporate race in teaching starting at the earliest of ages as well as inclusive practices with differing varieties of English and different cultures. Samantha hosts, produces, and edits the Daily Border Crossings podcast, where guests discuss the impact of othering, and readily shares educational resources.
Jane Kim is an EdM candidate at the Harvard Graduate School of Education in the Arts in Education Program. Prior to attending HGSE, Jane taught art to young children in the broader Los Angeles community, including the LAUSD public school district, UCLA Lab School, Hammer Museum, and Ad Astra School at SpaceX. Jane is passionate about empowering students through the arts, especially in underrepresented communities, as a basis of lifelong expression, skill, and appreciation. These themes also unify Jane’s personal artistic work, which in many instances takes the form of experimental mixed-media pieces exploring her own journey as a young immigrant to the US. Jane holds a BA from UCLA, where she majored in Design & Media Arts and minored in Visual and Performing Arts Education.
Jonathan Mendonca is an Ed. M. candidate at the Harvard Graduate School of Education in the International Education Policy Program. Recognizing the profound positive impact that early education can have on children, Jonathan co-founded Barefoot Edu Foundation with a vision that every child must have a strong foundation to think, feel, and dream. Over the past four years, he has worked as an educator, educator trainer, and policy advocate improving school systems across three states in India. Jonathan is interested in building a strong community and support system that empowers youth and organizations to contribute to the under-represented field of ECE.
Ruby Muller is an Ed. M. candidate studying Arts in Education at the Harvard Graduate School of Education. During her undergraduate studies she had the opportunity to student teach in a Reggio-Emilia based preschool. This experience inspired her passion for empowering children through progressive, child-centered early childhood education. For the past several years, Muller has worked as a teacher in play-based preschools in New York and Los Angeles, including The Outdoor Classroom Project’s model site. She plans to focus her time at and after HGSE on exploring ways to expand equitable access to progressive early childhood education. Muller holds a B.S. in Early Childhood and Early Childhood Special Education from New York University.
Beatriz Perret is an Ed.M. candidate at the Harvard Graduate School of Education in the Technology, Innovation, and Education Program. Prior to joining HGSE, Perret worked at Georgetown University’s Center for Social Justice Research, Teaching and Service, as an English and STEM tutor and coordinator at DC Public Schools. Her work at the CSJ inspired Perret to combine her computer science background to advocate for children’s right to education in rooms where technology is being developed. Perret comes to HGSE with an interest in studying and working on educational media and technology for early learners, particularly for immigrant children. Perret holds a B.A. from Georgetown University, where she majored in Computer Science and minored in Mathematics.
Jackie is an Ed.M. candidate in the Education Policy and Management Program at the Harvard Graduate School of Education. Before Harvard, Jackie served as a high-school English teacher and girls’ soccer coach for three years, then for four years as a K-12 after-school program designer and manager. Most recently, Jackie consulted Philadelphia elementary schools on social-emotional learning and play. Any time spent with her hilarious niece is her favorite moment in early childhood education. Jackie is excited to be part of the Fellowship and looks forward to exploring the future of early childhood education.
Elena Speridakos is an Ed.M. candidate in the School Leadership Program at the Harvard Graduate School of Education. Prior to joining HGSE, she was an educator and teacher leader in elementary schools in Seattle, Mumbai, and Washington, D.C. She is passionate about designing innovative curriculum for early childhood students and creating high quality teacher training programs. As an education leader, she strives to form structures, procedures, and trainings that help all students, families, and educators succeed. Elena holds a B.A. in educational studies with minors in psychology and women’s studies from Denison University.
Lizzie Baird is an Ed.M candidate in the Human Development and Psychology program at the Harvard Graduate School of Education. Prior to her studies, Baird served in early childhood classrooms for eight years. Most recently, she taught Spanish and preschool while collaborating with her team to redesign their play-based curriculum to focus on the local environment, social-emotional learning, and child-directed inquiry. Baird is passionate about harnessing the power of early childhood education and equitably supporting children. In addition to working with young learners, she taught undergraduate students in Bogotá, Colombia as a Fulbright Scholar. Baird holds a BA in sociology with minors in education and Spanish from Bates College.
Anna Brouillette is a Ed.M. candidate at the Harvard Graduate School of Education in the Education Policy and Management Program. Prior to her time at HGSE, Brouillette worked at Let’s Grow Kids, a Vermont-based early childhood advocacy organization where she supported the organization’s policy and research work. Her work at Let’s Grow Kids included conducting a supply and demand analysis of child care in Vermont’s counties and advocating for increased investments in the state’s child care financial assistance program. Brouillette comes to HGSE with an interest in studying and working on scalable policy solutions that expand access to high-quality early learning experiences, particularly for low-income families and women. Brouillette holds a B.A. from St. Lawrence University, where she majored in Government and minored in Education Studies.
Suna Hanoz-Penney is a candidate for a Mid-Career Master in Public Administration at the Harvard Kennedy School of Government, focusing studies in public leadership, development, and education policy. For the past nine years, Hanoz-Penney has been working at ACEV, the Mother Child Education Foundation, Turkey’s leading nonprofit building leadership and expertise in addressing early childhood development challenges facing children and families living in economically impoverished regions in Turkey and internationally. Her work involved designing and scaling up best-practice early childhood programs with organizations and governments, successfully expanding models ranging from Turkey to Lao PDR, Saudi Arabia, Brazil, and Lebanon. She hopes to promote early childhood development services and investment to promote peace and conflict reduction. Hanoz-Penney received an M.A. as a Fulbright scholar from Teachers College, Columbia University and a B.A. from Boğaziçi University, Istanbul.
Sarah Hernandez is a candidate for an Ed.M. in the Learning and Teaching Program with a focus on Instructional Leadership at the Harvard Graduate of Education. Prior to her studies, Hernandez was a Kindergarten teacher for 11 years at progressive independent schools in Santa Cruz, California and Kona, Hawaii. During her years in the classroom, she utilized project-based learning to design developmentally appropriate curriculum that empowered young learners to find their voice and become agents of change in their own community. Inspired by her experiences in the classroom, Hernandez has hosted conferences, facilitated professional development, and presented at national conferences in order to share resources and build community amongst fellow educators. In her time at HGSE, she plans to gain a deeper understanding of early childhood development and adult learning and hopes to explore the challenges early childhood educators face when accessing high quality professional development. Hernandez holds a B.A. from the University of California, Irvine.
Keya Lamba is an Ed.M. candidate in the International Education Policy program at the Harvard Graduate School of Education. For the past six years, Keya has worked in education both in the US and internationally. She started her career as a Kindergarten teacher in California, first as a Teach for America corps member and then as a founding teacher at an early childhood charter school. Keya then joined the personalized learning team at Rocketship Public Schools, where she partnered with the humanities and math content teams to create early childhood curriculum and resources. While there, Keya also designed and facilitated professional development sessions for early childhood teachers. Most recently, Keya worked at Global Schools Forum where she interacted with early childhood programs implemented in low-resource classrooms in various developing countries. Keya graduated from UCLA with a degree in International Development Studies and Chinese.
Disha Mathur is an Ed.M. candidate in the School Leadership Program at the Harvard Graduate School of Education. Prior to joining HGSE, Disha spent four years as an early childhood educator in New York City. She began teaching Pre-K as a Teach for America Corp Member in 2015 and spent the past two years teaching Kindergarten at a charter school. Inspired by her experiences, Disha strives to expand high-quality early education programs. Disha received her M.S.Ed. in Early Childhood and Special Education from Hunter College and her B.S. in Public Health from Rutgers University.
Jojo Miller is an Ed.M. candidate at the Harvard Graduate School of Education in the Education Policy & Management program. Prior to attending HGSE, Miller was an Assistant Principal and former teacher at an elementary charter school in New York City, leading professional development for teachers, designing curricula, and managing grade teams. Additionally, Miller worked as a teacher for the International Rescue Committee’s Refugee Youth Summer Academy (RYSA), also in New York City. Miller holds a B.A. in Geography from Dartmouth College and an M.S. in Early Childhood Education & Special Education from Touro College.
Dakota Willis is an Ed. M. candidate at the Harvard Graduate School of Education in the Language & Literacy program. Before coming to HGSE, Willis was a Peace Corps Response Volunteer promoting girls' education in rural Malawi. She also served as a Peace Corps Volunteer in Rwanda, where she facilitated ongoing professional development for literacy teachers and encouraged a culture of reading at local primary schools. Additionally, she taught first grade on the Navajo reservation in northern Arizona and kindergarten in Richmond, VA. Willis holds a B.A. in Sociology and Elementary Education from the College of William & Mary.
Madeline Connors is an Ed.M. candidate at the Harvard Graduate School of Education in the Education Policy & Management program. Before coming to HGSE, Connors was a special education teacher at a charter school in Buffalo, NY. Additionally, she was a content specialist for Teach For America, where she provided ongoing professional development to a group of new special education teachers. Connors also supported research and communications efforts with Buffalo Promise Neighborhood. Connors holds an A.B. in History & Literature from Harvard College and a Masters of Science in Childhood Education from Canisius College.
Daniel Haack is an Ed.M. candidate in the Technology, Innovation, and Education Program at the Harvard Graduate School of Education. After beginning his career in advertising, Haack joined JibJab Bros. Studios to lead marketing and product for the children’s educational media brand StoryBots. His work has included overseeing the launch of StoryBots Classroom, a free platform for educators, as well as the premiere of the Netflix series Ask the StoryBots. As a producer of StoryBots’ digital products, Haack won a Daytime Emmy Award and was a Webby Award nominee. Haack is also the author of the children’s picture book “Prince & Knight” and co-author of “Maiden & Princess,” both published by Little Bee Books. He has been interviewed by HuffPo, GLAAD, Channel 4 News and more, and most recently spoke about children’s streaming television at the Media Industries Conference in London. He attended Ithaca College as a Park Scholar and graduated summa cum laude with a B.S. in integrated marketing communications.
Juliet Menz is a candidate for an Ed.M. in the Technology, Innovation, and Education program. Prior to attending the Harvard Graduate School of Education, Menz worked at Sesame Workshop, the non-profit organization behind “Sesame Street”, where she assisted in developing and producing original children’s programming for various platforms including YouTube, HBO, and Apple. She comes to HGSE with an interest in exploring the potential uses of emerging technologies to enhance educational media experiences for preschoolers. Menz holds a B.A. from New York University with a concentration in Children’s Media and a minor in the Business of Media, Entertainment, and Technology.
Tomi Okuyemi joins the Harvard Graduate School of Education as an Ed.M. candidate in the School Leadership Program. Prior to her time at HGSE, Okuyemi was an elementary school classroom teacher in racially diverse, special-education inclusive settings. During her years as a teacher, Okuyemi designed and led workshops to help educators and administrators integrate anti-bias education into schools. Okuyemi also worked as a teacher development coach and supported schools with recruiting teachers of color. Currently, Okuyemi serves as a fellow with Harvard’s Reimagining Integration: Diverse and Equitable Schools Project. Okuyemi holds an Ed.M. in Childhood General and Special Education from Bank Street College in New York City, and a B.A. in Psychology and Women’s Studies from Saint Louis University in Saint Louis, MO.
Casey Peeks is a candidate for an Ed.M. in the Education Policy and Management program at the Harvard Graduate School of Education. Prior to her studies, Peeks spent four years teaching kindergarten. She began teaching as a Teach for America Corps Member in St. Louis, MO and spent the past two years as the founding kindergarten teacher at KIPP Bridge Academy in Oakland, CA. Before teaching, Peeks worked at both the U.S. Department of Education and Center for American Progress. Inspired by these experiences, Peeks wishes to improve access to early childhood education that promotes social emotional development in underserved communities of color. Peeks received her B.A. in Political Science and Communication & Public Service from University of Pennsylvania.
Brian Radley is a candidate for Ed.M in the School Leadership Program at the Harvard Graduate School of Education. Most recently, Radley worked on the Teacher Preparation Team at Teach For America-Massachusetts where he helped to redesign new teacher programming for incoming corps members. Prior to working at Teach For America, Radley was a founding teacher, and later assistant principal, at a charter school in Boston. He also taught 3rd grade in a bilingual program in New Haven Public Schools. Radley became interested in early learning while working with a research project analyzing the “fade-out effect” on Boston-area preschool students. Radley hopes to join an emerging group of school leaders that improve and expand quality early learning in public schools.
Thelma Ramirez is pursuing an Ed.M in the Prevention Science and Practice Program at the Harvard Graduate School of Education. Most recently, Ramirez served as the Program Director for the Oklahoma Serves AmeriCorps program, where she partnered with 21 non-profit agencies throughout the state of Oklahoma to increase academic engagement through in- and out-of-school programming which included arts education, equestrian therapy, academic tutoring, and mentoring. Prior to her work with AmeriCorps, Ramirez oversaw a home-based parenting education program that supported families with prenatal to five-year-old children. She now provides trainings to home visitors as a certified Infant Family Specialist (II) and Strengthening Families Protective Factors Framework certified trainer. Ramirez has a A.B. in sociology from Princeton University.
Carly Riley is an Ed.M. candidate in the Specialized Studies Program at the Harvard Graduate School of Education. For nearly a decade, Riley served as a Public Montessori educator, coach, academic advisor, and most recently an instructor and the director of a nationally accredited Montessori teacher training program. Riley plans to study equitable organizational and leadership strategies and inclusive teacher development models while at HGSE. She earned a B.A. in Early Childhood Education, an Early Childhood Montessori Diploma through the American Montessori Society, and is a state licensed teacher in both Illinois and Tennessee.
Maggie Waldner is a candidate for an Ed.M. in the Learning and Teaching Program at the Harvard Graduate School of Education. Prior to her studies, Waldner was a Kindergarten teacher and 2014 Teach For America corps member in New York City. During her years in the classroom, Waldner worked with the Relay Graduate School of Education, TFA New York, and the Bay Area Discovery Museum to create an engineering preservice teacher course for early childhood educators. She is also a member of the 100Kin10 Teacher Forum, through which she works with other educators to help guide the conversation around quality STEM education nationally. Waldner is passionate about disrupting systems of inequality and oppression from inside the classroom and preserving student-driven, exploratory curriculum in a world of high-stakes testing. Waldner holds an MAT in Early Childhood Education from the Relay Graduate School of Education.
Fellows in the Field
