Meet our 2025 AP Fellows
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Laura Pawson is an educator and working artist from Brooklyn, New York. Currently, she is an Education and Visual Arts professor at Pratt Institute, York College and LaGuardia Community College. Laura Pawson is a proud NYC public school graduate and an Assistant Principal at a high school in New York City. She is a graduate from the School of the Art Institute of Chicago where she studied fibers and material studies, photography and painting. She has a Masters degree in Education from Long Island University and a Masters in School Building and District Leadership from the College of Saint Rose. She is a 2024 Global Leaders Fulbright Scholar Pawson, recently returning from the United Kingdom where she conducted her research on social justice and culturally responsive teaching.

A lifetime educator with a passion for student success, Kasandra Lopez-Garcia has spent her career advancing educational practices. With years of experience in various roles across the NYC Department of Education, she has built a versatile skill set and a deep understanding of the diverse needs of students and educators alike. Having worn multiple hats throughout her career, Kasandra’s expertise spans across instruction, leadership, child development, and educational administration. As an Assistant Principal, she is committed to creating a positive and inclusive learning environment where all students can thrive. Kasandra is known for her collaborative approach, working closely with teachers, staff, and families to ensure that every student has the resources and support they need to succeed. A trailblazer in her own right, Kasandra is the first in her family to earn a master’s degree, an accomplishment that reflects her dedication to breaking barriers in education. Her drive and passion for learning has inspired her three children, including her daughter who plans on pursuing a PhD, furthering the legacy of academic achievement in her family. Kasandra’s educational philosophy is rooted in the belief that every student is capable of achieving their fullest potential when given the right support, opportunities, and guidance. She is a champion for equity, working tirelessly to implement practices that promote academic rigor, social justice, and emotional well-being for all students. Kasandra continues to seek professional growth to stay at the forefront of educational trends and best practices. She is deeply invested in the future of education and remains steadfast in her mission to impact the lives of students in a meaningful way.

Beena Thomas is currently in her eleventh year as an Assistant Principal at PS 130 in District 2, Manhattan. Prior to this role, she was a teacher and Literacy/Math Coach in District 6, Manhattan for 12 years. She received her Bachelor of Arts degree in Psychology from Barnard College, Columbia University and completed the Barnard Education Program. In addition, she earned her Master of Science degree in Education (Teaching Literacy, Birth – Grade 12) at Touro College, and her Master of Education in Educational Leadership through the Principals’ Institute at Bank Street College. As an Assistant Principal, Beena is committed to her school’s mission: Excellence in Education and Enrichment for All Children. She works in close collaboration with Principal Renny Fong and the school staff to maintain a school culture rooted in hard work, trust, respect, and responsibility by fostering a positive, safe, and nurturing environment for all. With equal importance placed on both a rigorous academic, culturally responsive curriculum and an enriching arts program, students are provided with multiple opportunities to achieve success, discover their creativity, strengthen their relationships, communication, and critical thinking and decision-making skills, and develop positivity and respect toward themselves and others’ perspectives and experiences. When she is not working, commuting, or immersed in a book, Beena enjoys spending time with her husband, two children, and extended family and friends.

A proud product of NYC public schools and the City University of New York (CUNY), Charles Brown is the Assistant Principal at The Brooklyn STEAM Center Yard STEAM Center. He began his career in education through the Success Via Apprenticeship (SVA) program, a NYC-based Career and Technical Education teacher preparation program. His teaching experience spans high school and union trade school settings, working with diverse student populations (including youth and adults) and focusing on post-secondary readiness. As Assistant Principal, Charles prioritizes a supportive and inclusive learning environment, collaborating with students, faculty, families, and community partners. He values teamwork and accountability, and is committed to honing his leadership skills to promote data-informed practices and build staff capacity, all while maintaining a healthy work-life balance. Outside of work, Charles enjoys sports, travel, and spending time outdoors.

Juan Fernandez, a proud Dominican-American and son of immigrant parents, was raised by his grandmother in Washington Heights, NY. Growing up in a working-class, single-parent household, he understands firsthand the challenges faced by marginalized communities. His grandmother instilled in him a deep commitment to lifelong learning, always reminding him, "No one can ever take your education away from you." This belief has guided his journey as an educator and leader. At just 32 years old, Juan is in his fourth year of school leadership as an assistant principal and is on track to receive his Doctorate in Education with a focus on district leadership. His dissertation, "The Change Process by School and District Leaders as They Implement AI in Their Schools," explores the evolving role of technology in education and its impact on student success. Juan holds degrees in Psychology, Childhood Education, and School Building Leadership.

Jenna Ciaccio Allen has been an educator with the New York City Public Schools since 2011. She taught high school social studies at Millennium Art Academy before transitioning into her current role as assistant principal. In her capacity as an educator, Ms. Ciaccio Allen delighted in serving the community in a variety of capacities, including advisor to the Student Council, mentor to new teachers, the school programmer, a peer collaborative teacher, and a member of the instructional leadership team. She is dedicated to building strong relationships with students and families to support student achievement. Ms. Ciaccio Allen received her B.A. in History with a minor in Political Science from Rutgers University. She received her Masters For Secondary Education, Social Studies from Queens College. She then went on to receive a Certificate of Advanced Study in Educational Leadership from the College of Saint Rose.

This is Rasa Guarnaccia’s eleventh year working in New York City Public Schools and third year as Assistant Principal of Hunter’s Point Community Middle School. She studied anthropology, education studies, and political science in undergrad at Washington University in St. Louis before earning a Master of Arts in Teaching in Math Education through Relay GSE and a Master of Education in Progressive Leadership through Bank Street GSE. As a mixed-race child of immigrants, Rasa was always a teacher committed to equity and empowerment in her classroom, and now uses those values as a leader to uphold her school’s commitment, scholarship, creativity, and community among all students. Prior to Hunter’s Point Community Middle School, Rasa taught high school math at different schools in the Bronx, was a Math for America Early Career Fellow, and was awarded a Fund for Teachers grant to study the implementation of math modeling tasks in a performance-based assessment country. Through these experiences, Rasa solidified her skills as a performance-based instructor and translated that to her leadership in Hunter’s Point Community Middle School’s system of competency-based grading in both testing and project-based instructional settings, leading to consistently high student achievement at her school.

Corrine Vega has served as the proud assistant principal of PS 595, The Colibri Community School in the Bronx, for the past 3 years. Prior to being the assistant principal at 595, she served as a mentor to new teachers and Special Education Liaison, helping to establish the Dual Language School, founded in 2017. Before that, she was an Elementary Bilingual Special Education Teacher for NYC Public Schools for 10 years. As a lifelong member of the Bronx, she has dedicated her career to ensuring that every student—regardless of language, ability, or background—has access to a high-quality, equitable education. Her passion for bilingual and special education is deeply rooted in her experiences growing up in the vibrant community, where she witnessed firsthand the power of education to transform lives. Throughout her career, she has prioritized bridging the gap between schools and families, ensuring that parents and caregivers are valued as essential partners in their children’s education. Corrine believes that language is a strength, not a barrier, and that true educational equity means providing the tools, resources, and opportunities necessary for every child to succeed.

Iris Tamayo is in her 6th year as a proud Assistant Principal.  Since taking on this role in 2019, Iris continues to foster excellence in instruction so that students and teachers may reach their full potential.  Through over a decade of action research, Iris has helped move schools by analyzing gaps at the granular level and coaching teachers on how to identify and close those gaps.  Iris's experience as a data specialist deepened the passion for finding high leverage entry points and scaling practices that promote excellence in instruction and move schools from needs improvement to good and from good to excellent.  Iris’s motto on solving complicated, nuanced, student achievement problems is the following: “The answer lies in the raw data”. In her current role at Health, Arts, Robotics, and Technology High School, Iris is focused on moving subgroups closer to success.

Piarina is a proud Afro-Latina woman born and raised in The Bronx, whose passion for education is deeply rooted in her commitment to equity and excellence for all children. With a strong belief in the power and impact of early childhood education, she is dedicated to providing high quality, culturally responsive learning experiences for all students. Her journey in education began over a decade ago as a first grade teacher in a Title 1 school in The South Bronx, where she nurtured young minds and fostered a love for learning and literacy, and helping her students explore and build on their strengths in and outside of the classroom. During this time, Piarina cultivated a deep passion for literacy, student growth, academic excellence and building meaningful relationships with her students and families. She then transitioned into a role as a Universal Literacy Coach, supporting teachers in grade K-2 by implementing research based literacy practices to enhance student outcomes and ensure they meet or exceed grade level literacy expectations by the third grade. Her leadership journey continued as a Site Coordinator for a Pre-K Center, where she played a meaningful role in contributing to high quality Early Childhood learning, optimal learning environments and programming, and engaging in rich instructional cycles of support with teachers. She earned her Bachelor’s degree in Sociology with a minor in Early Childhood Education before pursuing a master’s degree in Childhood Education with a specialization in math and literacy at Lehman College. Her dedication to leadership and instructional excellence led her to further her studies, obtaining both her School Building Leader and School District Leader certifications. Now as an Assistant Principal, Piarina continues to seek impactful ways to maximize the strengths of all students and educators. She is committed to further developing her leadership skills to advocate for equitable and transformative early childhood learning experiences for educators, students, and their families; trusting that it will set the foundation for lifelong success.