Emily Chandler is a special education teacher at a D75 school where she teaches a wide range of subjects based on the evolving needs of her students. Over the years, she has taught everything from ELA and financial math to environmental science. While many of her students were not initially on a Regents diploma track, her efforts have helped them achieve remarkable academic success–including an 80% pass rate in ELA. Emily attributes much of her success to her use of a project-based, cross-disciplinary curriculum and actively creates opportunities for students to engage in hands-on learning outside the classroom. For example, she partnered with the Morgan Book Project to guide students through a thousand-year-old book-making process integrating ELA with art, math, history, and science. Even when not working with formal partnerships, Emily takes full advantage of New York City’s rich educational landscape, attending numerous workshops and leading field trips to museums and cultural institutions. One of her most innovative projects focused on the environmental impact of pizza ovens in NYC. Students interviewed local pizza shop owners and representatives from the Environmental Protection Agency, discussing the ethical implications of environmental regulations. As Emily explains, "Students are learning the stuff that will matter to them long beyond when they are in a classroom.”

Angelo Imperati is a fifth-grade math teacher, where he has made a transformative impact on student achievement and school culture. In the two years since he began overseeing the school’s curriculum, the grade-level passing rate has increased from 46% to 66%. In his own classroom, that number climbs even higher—to 79%. He attributes this success to a combination of strategies that emphasize social emotional learning, treating students with maturity and respect, and making learning engaging and accessible. He implemented a daily peer tutoring program during lunch, incorporated games and play into lessons, and created a virtual math notebook with tutorials, examples, and resources students can access anytime. 

Beyond the classroom, Angelo founded a basketball league as a way to motivate students and provide a positive outlet in a community affected by gangs and violence. What started as an after-school activity at his own school has since expanded into a district-wide league with weekly clinics, practices, and games. Each year, more schools join the league, which Angelo continues to oversee—on top of coaching his own school’s team. The league has built a lasting sense of community, with former students returning to help coach and mentor current players.

Alanna O’Donnell is a special education teacher in a District 75 self-contained classroom, where only one of her students is verbal, while the others use assistive devices to communicate. Most of her teaching takes place within an urban farm setting where the curriculum is centered around operating and maintaining a chicken coop. Caring for chickens teaches her students responsibility and empathy, and she hopes the skills they are learning on the farm will support their future independence and well-being. In one stand-out project, her students collaborated with her to develop a curriculum for agricultural businesses that were looking to employ individuals with disabilities. The project earned them an invitation to the Grow-NY Youth Competition in Ithaca, NY, where they were not only the first District 75 school, but also the first New York City public school ever invited.

During the Covid-19 pandemic, she started a group called the Pink Ladies, made up  of current and former female students, many of whom now attend day habilitation programs. The group meets both virtually and in person, providing  a much needed social outlet. Alanna organizes and runs this group on her own time, independent of the Department of Education, and even covers the cost of their annual lunches.

Julio Mejia teaches a range of business related electives within the Corporate Center for Business and Technology, a specialized Small Learning Community (SLC) at New Dorp High School. Julio himself is a proud alumni of New Dorp. He also teaches a college-credit business course in partnership with the University of Delaware during “zero period” (from 7:15am-7:55am). Julio has helped elevate the SLC’s curriculum to be more responsive to student’s needs and  prepare students for real world demands. When he noticed that freshmen already had a working knowledge of certain programs taught in the computer applications course, he shifted the focus to more advanced software. Similarly, when he recognized a gap in students' creative thinking, he collaborated on the development of a new marketing elective. As the SLC Coordinator, Julio has worked closely with his assistant principal to modernize the business curriculum, even those courses he is not currently teaching. He also plans trips and events including multiple Career Days to broaden student exposure to professional fields. This year he has taken on the additional role of a Work-Based Learning Coordinator, tracking and documenting students’ required work-based learning hours. He also coaches the boys volleyball team, (he was a star volleyball player as a student) helping to grow the program's popularity and success.

Kenrick Small is a Business and Entrepreneurship teacher at a high school with a strong business focus—one he has played a central role in shaping. He built the school’s business curriculum from the ground up, secured Career and Technical Education (CTE) certification for the school, and obtained the funding that accompanies it. As Director of CTE, Kenrick has established corporate partnerships, created and supervised student internships, and organized hands-on workshops to provide students with real-world experience.

He helped launch a school-wide Career Week, bringing in about 40 professionals from various industries to speak with students in break-out sessions. In addition, he founded the school’s Advisory Council, a group of industry professionals that offer guidance on the skills students need to succeed beyond high school. He also serves as Coordinator of Student Affairs (COSA) so he oversees all extracurricular programs and activities including prom and senior trip.

Kenrick is an adjunct professor at Borough of Manhattan Community College (BMCC) where he successfully advocated for his students at Manhattan Business Academy to earn credits through BMCC courses. He is also the founder and director of Brooklyn Scholar Athletes which is a Nonprofit mentoring program that includes recreational sports, tutoring, and parent workshops to support student success.

Alhassan Susso is a veteran history teacher at International Community High School in the South Bronx, where he has spent the past 13 years empowering newly arrived immigrant students through innovative, relationship-driven instruction. He teaches U.S. History, Government, and Economics, and also facilitates a College in High School course through SUNY Potsdam, enabling students to earn four college credits each year. His classroom blends rigorous inquiry and civic engagement through weekly seminars, historical simulations, and interactive activities like “Questioning the Author.” Beyond  the classroom, Alhassen founded the Inspiring Teens’ Future program, also known as The Morning Class, a zero-period (occurring before other school classes officially start) life-skills class that has played a pivotal role in increasing the school’s graduation rate from 31% to over 84%. As the 12th-grade team leader, SEL coordinator, department chair, and founder of the Student Leadership Council, he has led initiatives that amplify student voice, reduce disciplinary incidents, and foster both academic and emotional development. To sustain and expand these programs, he has secured more than $350,000 in grant funding.