learning support team

Each member of our distinguished faculty knows that the job responsibilities far exceed the job description. After all, we have the sacred task of nurturing young souls and inspiring young minds.

  • We provide the tools for self-confidence and the inspiration for a lifetime of learning.
  • We help each child to reach his or her potential, to fearlessly quest for knowledge and understanding.
  • We are creative, experienced and passionate. And in our hands we hold a life — the ultimate responsibility.

Gaby Tullman

Director of Support Services

B.A. English –Union College; M.S.T. Elementary Education –Fordham University; M.P.S. Reading & Special Education –Manhattanville College

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"I am inspired by the enthusiasm and curiosity of my students, the freshness of their voices and the honesty of their self expression."

Jessica M. Goltzman, M.S., CCC-SLP

Speech/Language Pathologist

B.S. Communication Disorders — Fontbonne University; M.S. Speech-Language Pathology — Fontbonne University
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Being able to help students communicate more effectively is a gift, and I celebrate it one speech sound at a time! At Mirowitz, I am inspired and motivated every day to guide, teach and encourage.

Erin Kirkpatrick

School-Based Counselor

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Risa Shyres

Occupational Therapist

B.S. Psychology — University of Miami. Master's in Occupational Therapy — Washington University School of Medicine, Advanced training in Sensory Integration and Handwriting
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I feel fortunate to work at a school that recognizes how children learn differently and allows a variety of materials and equipment to support learning and success in the classroom. Here, each child can reach his or her potential.

Carolyn Zahm

Learning Specialist

B.A. Elementary Education — Grove City College, PA; M.A.T in Communications and Reading — Webster University; Reading Certification — Millersville University, PA
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"I look at each student as a puzzle, and it is my role to put the pieces — the skills — together. The most rewarding moments are when those pieces finally fit, and a child can say with confidence, 'I am a reader," or "I am a mathematician.'"