Stephanie Spector Weiss is a Private Tutor and classroom teacher with the New York City Department of Education. She exhibits a strong dedication to improving her craft and being a flexible educator. She has made a positive impact on student learning resulting in improved results on Teachers College Reading and Writing Assessments, writing pieces, standardized tests, and across units of study.
Stephanie graduated with a B.A. from Syracuse University in 2008 and with a dual M.A. from New York University in Special Education and General Education, specializing in Early Childhood. Since then, she has extended her certification to teach up to grade 6 and has received specialized training from Hunter College on Autism Education. Stephanie’s first teaching position was at The Gramercy School where she taught in an inclusive pre-kindergarten classroom, preparing students for kindergarten by teaching them through center-based learning. Stephanie is a tenured teacher in the New York City Department of Education. She has taught at P.S. 124 in Chinatown since September 2010 in an inclusive third grade classroom.
Stephanie has committed to improving herself through professional development. She has attended professional development sessions on the Danielson Framework for Teaching, Common Core Curriculum implementation, Special Education, Mathematics, and the education of English Language Learners. Stephanie has also implemented Wilson Reading, an Orton-Gillingham based program, to target struggling readers with great success. In addition to working as a full time Special Education teacher during the school year, Stephane has spent her summers teaching at the GO Project and Harlem RBI, both programs that specialize in academic intervention to help struggling students remain sharp when regular school is not in session.
In addition to preparing rigorous yet thoughtful academic content, Stephanie has built warm classroom environments that have made her students feel comfortable to be themselves. Her integration of behavior modifications, adaptive materials, and differentiated classroom instruction has motivated her students and encouraged them to be committed to their own success. She strives to give all of her students, no matter who they are or from where they come, the opportunity to grow a love of learning.
When Stephanie is not teaching, she enjoys cooking, being active and spending time outdoors.
