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Anna Levy-Warren, Ph.D.

FOUNDER AND SUPERVISOR
 

Born and raised in New York City, Anna attended Bank Street School for Children and the Dalton School. She received her undergraduate degree from Princeton University and her Ph.D. in clinical psychology from the City University of New York.

In 2005 she established a network of individuals with advanced degrees in cognition and education to help students and adults with executive functioning difficulties and other complex learning profiles. The student-centered aspects of this network later came to be known as Organizational Tutors. As the head of the network, Anna works one-on-one with students, serves as matchmaker to connect individuals with the right tutors, and actively supervises and manages the network.  Anna also provides services to adults, teams and business organizations through an affiliated company, Levy-Warren & Saunders LLC.

 
 

Samantha Fair, MA

Program Director & SUPERVISOR

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Samantha Fair is a NYS Professionally Certified teacher and received her MA in Early Childhood Education from Teachers College, Columbia University. Samantha Fair has been working with Organizational Tutors since 2015, bringing with her over a decade of experience in early education. Both as a lead classroom teacher and a school director, Samantha has extensive experience crafting innovative educational approaches and practices in a wide variety of settings. 

Samantha’s overall goal is to blend current research in cognitive development with her extensive experience in progressive pedagogy to not only work on school skills, but to help her students build executive function skills, develop a growth mindset and maintain their love of learning by feeling more confident at school.

 

Julia Niego, MS

SUPERVISOR

Julia holds a BA in Behavioral Neuroscience and an MS in Neuroscience and Education from Columbia University/Teacher’s College, the country’s first integrative graduate program to link educational theory with cognitive neuroscience research. In 2007 she co-founded a private preschool in Brooklyn, New York, and spent the next eight years developing and teaching progressive curricula and working school-wide as a developmental support specialist. Since 2012 she has worked as an Organizational Tutor and consultant, supporting children in preschool through fourth grade in building executive functions, a growth mindset, and strong academic selves.

 
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Bari Hillman, Ph.D.

SUPERVISOR

Bari (Scheckner) Hillman attended the University of Pennsylvania, where she majored in Biological Basis of Behavior, and then went on to receive her Ph.D. in Clinical Psychology (Health Emphasis) from Ferkauf Graduate School of Psychology, Yeshiva University. She has worked for Organizational Tutors since 2016.

As an Organizational Tutor, Bari tailors interventions to maximize clients’ progress, awareness of barriers, and sense of self-efficacy. Her strength-based approach highlights students' intrinsic motivations to foster rapport, confidence, independence, and increased understanding of the learning process. Similarly, Bari’s approach to supervision utilizes a problem-solving and team-based approach that supports tutors in working effectively with families, schools, and other supports and maximizes students’ success. 

 
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Erin Weiner, Ed.M., MA

SUPERVISOR

Erin Weiner specializes in empowering students with needs in literacy and executive functioning to become more confident individuals in their academic and personal lives. She entered into education in 2003 after making an early career change from journalism, enrolling in the NYC Teaching Fellows Program. Thereafter, Erin earned a second master’s degree and New York State literacy certification through the Advanced Literacy Program at Bank Street College.

Erin has spent her career teaching students one-on-one and in inclusion, general education, and special education classrooms, including teaching middle school at Mary McDowell Friends School, a Quaker school dedicated to educating students with learning disabilities. Currently, Erin coaches adults in meeting students' individualized academic and social-emotional goals so they may access grade-level curriculum. After spending a year and a half living and teaching in Madrid, Spain, Erin now lives in Brooklyn with her husband and two young children.

 

 
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Robert Cox Jr., MA

SUPERVISOR

Robert Cox Jr., or Bobby as he prefers, is a Ph.D. candidate in Counseling Psychology at Teachers College, Columbia University. There he specializes in neuropsychological testing of children and adults, in providing bilingual and bicultural therapy, and in investigating and working towards the integration of physical health and mental health. Bobby holds an MA in Clinical Psychology from Columbia University and a BA in English Literature and Hispanic Linguistics, with a Minor in Psychology, from the University of North Carolina Wilmington.

Bobby has taught Spanish and English literacy to children in grades PK-8 in New Orleans through Teach for America and has also taught in New York City magnet elementary schools. Bobby integrates his experience as a classroom teacher and as a psychologist-in-training to tailor tutoring to the unique needs of each student, attending to psychological, biological, and academic factors that influence a student's ability to excel in educational settings.

 

Aniella Perold, MA

SUPERVISOR—New Jersey

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Aniella Perold has worked with Organizational Tutors since 2016 and is an advanced doctoral student in Clinical Psychology at the New School for Social Research. Her research focuses on the intergenerational transmission of self-awareness and body image. She entered the field of psychology after working as a reporter and editor and earning her BA in Critical and Creative Writing at NYU’s Gallatin School of Individualized Study.

Guiding her work as a writer, developmental researcher, clinician, and executive functioning tutor has been a deep interest in how individuals, from early on and across the lifespan, strive to create a coherent sense of self. Aniella’s background in neuropsychological assessment, developmental psychology, and clinical interventions such as mindfulness techniques allow her to address persistent difficulties including emotion regulation, frustration tolerance, and sustained attention. 

 

Megan Gaffney, MFA

SUPERVISOR

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Megan holds a certificate in Educational Therapy from the University of California, Riverside, and is currently pursuing board certification as an educational therapist. She has a BA from the University of Pennsylvania in English and Theatre Arts and an MFA in Classical Acting from George Washington University and the Shakespeare Theatre.

In her ten years as an organizational tutor and executive functioning/academic coach, Megan has employed a strength-based approach, building students’ confidence while simultaneously teaching and fine-tuning the skills that will lead to academic independence and deeper intellectual engagement. Megan has worked with students with a range of complex neuropsychological profiles such as ADHD, dyslexia and reading impairment, and processing issues.