Susannah Greenblatt is a creative writing professor, writing coach, and private tutor based in Brooklyn. During her years working in the publishing industry, Susannah stayed up late nights and weekends to write her own fiction and essays. In 2021, she was awarded a Fulbright Fellowship in Creative Writing and moved to Madrid to work on her novel. Upon returning to the States, she began an MFA in Fiction at New York University as a Goldwater Fellow. She teaches Introduction to Prose and Poetry to NYU undergraduates and co-facilitates a writing workshop for patients at Coler Hospital. For Susannah, teaching is as much a creative pursuit as writing stories or novels. She brings imaginative thinking and inventiveness to her work with students, so that every reader can find their way into literature and every writer can find their voice.
As a writer herself, Susannah knows how to navigate the writing process on a deadline—from brainstorming to drafting to revision. She works closely with students and adults of all ages to tackle college essays, academic papers, and professional presentations. Throughout the process, her students hone tools and skills to become strong, clear, and confident writers. As a writing coach, Susannah is hands-on: she will open up the hood of a piece of writing to see what’s working and what can be tightened-up so that the prose runs smoothly. (It should be noted that, in typical New Yorker fashion, Susannah knows very little about actual cars.) Years of editorial work for magazines and book publishers sharpened Susannah’s eye for comma splices and dangling modifiers but also for the bigger picture: how a piece of writing can best reach its audience and achieve its purpose.
In addition to writing coaching, Susannah offers private tutoring in English (grammar, writing, literature, SAT, SAT II, AP), Spanish (conversation, reading, writing, SAT II, AP), history, and ELL. She also coaches test preparation for the SAT, ACT, and ISEE and helps students develop and enhance executive function skills.
Susannah is currently working on her first novel. In her free time she enjoys reading international literature in translation and chasing after her two-and-a-half-year-old niece.
Zachary Young grew up in New York City and graduated from the Brooklyn Technical High School. He earned his Bachelor’s degree in Professional Writing at S.U.N.Y. Cortland. Then he completed his Master’s degree at Relay Graduate School of Education while simultaneously teaching full time with the New York City Department of Education. Zach also taught 6th grade writing at a charter school. Before teaching in New York City, Zach worked for the New Jersey Department of Education coaching public speaking and debate teams with middle and high school students. He ultimately left the classroom to focus full time on 
Charlie Pfaff is a 
Counseling out is an unfortunate reality of private schooling. By design, private schools allow families to choose a particular school environment that adheres to certain standards or values and provides certain services, facilities, and curricula. The school community is carefully constructed and there are procedures in place to make swifter changes if the school feels a particular student or faculty member is no longer a good fit. That counseling out happens shouldn’t really be a surprise, yet families who find themselves in this situation are often completely shocked. If a family started at a particular school in kindergarten with the intention of staying through its entire program (however many grades that particular school may have), and then is asked to leave mid-program, it’s often devastating news. Generations of family members may have graduated from that school. A family’s entire social network may be connected to that school. But it doesn’t have to be this way, and often it’s not. Schools have so many tools and resources available to them for managing these situations and, if necessary, counseling out with compassion.
Students trying to go from good to great in their school work will benefit from employing strong executive function skills. Developing these skills authentically happens over time and inherently includes behavior modification. Therefore, these skills, which include the ability to plan and organize time and work; the ability to initiate and complete a task; the ability to shift gears/sets depending on the situation; the ability to organize or impose order on work and play storage spaces; and the ability to self-monitor performance and attention are best taught in contextualized, meaningful, and authentic situations. There is no scripted curriculum. Developing executive function skills is all about developing