University of California, Santa Cruz, M. Ed
University of California, Santa Barbara, BA, cum laude
UCLA TEFL Certificate/California Teaching Credential
Gesell Assessment Certification
Marissa has been a Kindergarten and Early Elementary educator for 15 years. She has presented at Growing Educators for their Literacy Program and has designed units of study in American History for the California Charter School Association. Marissa has also led programs in STEAM for math and science. Because Marissa has studied and taught in Spain and South America, she brings multicultural perspective to all her teaching. Marissa is the Director of our KinderPrep and Early Elementary division and administers all KinderPrep and Early Elementary Assessments.
UCLA Graduate School of Education, PhD (in progress)
UCLA Graduate School of Education, MA
Brandeis University, BA, magna cum laude
Anne has been a pre-school and elementary school tutor since 2008. She is currently working towards her PhD in Human Development and Psychology, with a focus on language and literacy development in young children. Anne uses interactive, creative, and individualized methods to keep children engaged and excited about learning to read, write and do math. She has extensive experience with English language learners. Anne currently works wih the UCLA Lab School.
California State University, M Ed
Southeast Missouri State University, BA
California Teaching Credential
Currently teaching in a German immersion classroom, Laura has taught kindergarten, first, second, and third grade. Laura has also been a middle school remediation teacher. Her multi-talented background includes having been the Musical Director for Cafe Kids Musical Theater and one of Academic Achievers KinderPrep Camp Teachers. Laura's professionalism, attention to detail and fun personality has made her a popular KinderPrep and early elementary teacher.
Pepperdine University, MA Ed
Indiana University, BS
Multiple Subject Teaching Credential
A California native, Carly has a background in kindergarten through fifth grade. Currently working in a self-contained classroom, Carly is well versed in the Common Core curriculum. She pays close attention to the way her students learn. Carly differentiates her lessons in order to cater to all her students' abilities. Traveling, spending time with her family, and her enthusiasm for learning, Carly brings her passions alive in and out of the classroom.
Wheelock College, Boston, MS, Elementary Education
Northeastern University, BA, Psychology
Tara was the Academic Coordinator for an Education and Enrichment Services program in Massachusetts. She was also the Director for Holbrook High School Extended Learning Program. Tara is a reading specialist trained in the highly effective Orton-Gillingham Method and has also worked with deaf children assessing their individual reading progress. She has recently worked for World Speak, a multi-lingual school where she taught reading and math.
California Polytechnic State University, BS, Child Development
Kathie was a kindergarten teacher at the Children's Center at Caltech and the Stratford School where she taught beginning literacy, STEM based learning and Saxon math. She has provided behavior therapy (ABA) to children with autism and conducted child/family interventions. She has also written and directed musical programs and individual art projects. Kathie is a dedicated educator and has worked wth children ages 3 to 8 for nine years.
University of Florida, M Ed
New York University, BFA
Erik discovered the joy of working with pre-K students with Bright Kids NYC upon leaving his 8th grade ELA classroom at a charter school in Harlem. At Bright Kids, Erik primarily prepared students for the Gifted and Talented test for entrance into programs in Kindergarten and 1st grade. This entailed developing fundamental math skills, spacial reasoning, and pattern recognition. Youthful at heart, Erik believes in play as central to learning no matter what the age. With pre-K students it is essential – if they are not enjoying themselves they could have negative associations with learning for the rest of their academic careers.