Delegate Assembly 2026-2027
THE NEW YORK STATE ASSOCIATION FOR BILINGUAL EDUCATION
Regional Delegates
Dr. Shirley M. Pincay, Ed.D., is an educational leader,
researcher, and advocate for diversity, equity, and inclusion (DEI) with more than 21 years of experience in education. She serves in the Sewanhaka Central High School District, where she has strengthened world language programs, coordinated the Seal of Biliteracy in Spanish, Italian, and French, and led district initiatives that promote cultural awareness and multilingualism.
A certified School District Leader, School Building Leader, and Spanish Teacher, Dr. Pincay has also served as an adjunct professor for The University at Albany’s High School Program. She has been recognized as a Teacher of Excellence for her commitment to high-quality instruction and student achievement.
Dr. Pincay’s professional and scholarly work focuses on transformational leadership, educational equity, and culturally responsive practices. She earned her Doctor of Education in Transformational Leadership from Long Island University, where her research examined the implementation of the NYSED Diversity, Equity, and Inclusion (DEI) policy.
Dr. Christine E. Seebach is an ENL educator in Brentwood Union Free School District, an adjunct professor of teacher education at Molloy University, and an adjunct ESL instructor at Suffolk County Community College. Raised in New York City and educated in its public schools, she earned her bachelor’s degree in Spanish and secondary education at SUNY Cortland in Central New York and her master’s degree in TESOL at New York University. Her nearly three decades in language education span elementary ENL instruction, secondary Spanish and ESL teaching, adult education, and graduate teacher preparation. Her professional leadership includes service as President of New York State Teachers of English to Students of Other Languages (NYS TESOL) and as a member of the New York State Council of Educational Associations (NYSCEA) Executive Board.
Dr. Seebach’s research and professional work focuses on leadership for multilingual learner services, collaborative instruction, and family engagement. Her doctoral dissertation at St. John’s University examined the experiences of school district leaders supervising English learner and multilingual services in New York State’s Long Island region. She developed the Advocacy, Best Practices in Instruction, Best Practices in Leadership, and Compliance (ABBC) conceptual framework to examine these interconnected dimensions of educational leadership. Dr. Seebach bolstered her ABBC framework with Muhammad Khalifa’s framework: Culturally Responsive Educational Leadership.
In Brentwood, Dr. Seebach has served as an embedded instructional coach in bilingual classrooms, a School Improvement Team chairperson, and a Community Plaza liaison. She led a team of ten teachers in developing English language assessment review workbooks and teacher editions for grades one through five. As an instructional coach, she collaborated on curriculum resources for bilingual and ENL classrooms across eleven elementary schools. Her family outreach work included organizing workshops attended by hundreds of students and family members, developing needs assessments in English and Spanish, and providing Spanish interpretation and translation.
Dr. Seebach has presented at NYSABE, NYS TESOL, NYSCEA, and TESOL International conferences and founded NYS TESOL’s Research Special Interest Group, now the Publishing Special Interest Group. She also founded the NYS TESOL Educational Leadership Special Interest Group. Bilingual in English and Spanish, she is committed to strengthening connections among classroom practice, educational leadership, and advocacy for bilingual and multilingual learners. Through teaching, research, and professional service, she advocates educational systems that sustain multilingualism, affirm students’ cultural identities, and expand opportunities for students and families.
Dr. Robert Peña Díaz is a biliteracy architect and multilingual education advocate whose work centers on a simple belief: every language a child brings to school is a resource to embrace, leverage, and build upon. Across more than 17 years as a bilingual and special education teacher, instructional coach, ML/ELL services administrator at the district and borough levels, and principal, he has helped educators connect research to practices that expand opportunities for multilingual learners, including those with IEPs.
He leads P.S. 228Q, an early childhood magnet school of the arts, and serves as an adjunct professor at Queens College, CUNY. His doctoral research examined home-language interventions within MTSS and their role in English development. He co-authored Bilingual Program Descriptions, K–12 with NYC’s Office of Multilingual Learners and is preparing additional work for publication. His instructional passions include biliteracy development, the Science of Reading for multilingual learners, translanguaging, metalinguistic awareness, metalanguage, and cross-linguistic transfer.
Robert serves as NYS TESOL’s Bilingual & Dual Language SIG Chair, a NYSABE Region II Delegate, NABE’s Policy Making SIG Co-Chair, and Vice President of the CSA LGBTQ Alliance. He regularly presents at professional conferences, sharing research and practical approaches to biliteracy and inclusive instruction, and is active in multiple CSA caucuses and other organizations advancing bilingualism and biliteracy. He loves bringing educators and leaders together to affirm students’ identities and build bridges—not erase languages.
Lisa Pineda is a passionate advocate for multilingual
students and families,
dedicated to creating innovative, student and family centered opportunities. For over a decade, she has specialized in strengthening family and community partnerships that support English Language Learners and multilingual education.
Lisa co designed transformative programs such as ELLtrepreneurs, ALL STAR ELLs, and Community Changemakers, all of which elevate students’ academic, social, and personal growth. For the past five years, she has led the New York City Delegation of the Angelo Del Toro Puerto Rican/Hispanic Youth Leadership Institute (PRHYLI), where students earn college credits, achieve the Seal of Biliteracy, sharpen public speaking skills, and advocate for legislative issues impacting Latino communities. She also co-developed Exploring Social Justice through the Arts, a course that blends civic engagement with creative expression.
In her role as Associate Director for the Office of Multilingual Learners, Lisa supports schools in launching and strengthening bilingual education programs, and provides professional learning for educators, parent leaders, and family engagement teams. She has developed accessible guides and resources for multilingual families and champions equitable access to high quality bilingual programs.
Her leadership includes coordinating major citywide and statewide events, such as the NYSABE Parent Institute, the Citywide Multilingual Family Conference at the Intrepid Museum, and the Equip.Learn.Launch Virtual Institute. She also helped establish the NYC Bilingual Education Community Fair as a signature component of the Annual Multilingual Family Conference.
A skilled communicator and visionary collaborator, Lisa brings creativity, strategic insight, and a deep commitment to preserving cultural heritage and expanding opportunities for multilingual learners. She continues to empower students, families, and communities to advocate for bilingual education and succeed in an increasingly diverse world.
Jaimie Dini is an experienced educational leader and advocate for multilingual learners, bilingual education, and equitable access to educational opportunities. She currently serves as the Director of Multilingual Learner Programs and Community Outreach at Carmel Central School District, a role she began in June 2026. In this leadership position, she brings extensive experience in developing and supporting programs that promote language development, academic achievement, family engagement, and meaningful access for multilingual learners and their families.
She has supported students as an ENL, World Language, and Bilingual teacher across grades K to 12th. Prior to joining Carmel Central School District, Jaimie served as the K–12 ELL & Bilingual Coordinator for Brewster Central School District, where she provided leadership for English language learner and bilingual programming across the district. Her work has focused on strengthening systems of support for multilingual students, advancing inclusive and culturally responsive practices, and creating stronger connections between schools, students, and families.
During her time in Brewster, Jaimie was instrumental in advancing innovative approaches to language access and family engagement. She supported the implementation of real-time interpretation technology that enabled multilingual families to participate more fully in school events and access information without the delays associated with traditional interpretation.
Jaimie has also championed opportunities that connect multilingual learners with their communities and empower students to use their linguistic and cultural strengths. Among her initiatives was a multilingual community project designed to make local parks and recreational spaces more accessible to families speaking different languages.
Her commitment to student leadership and civic engagement is also evident in her work with the Hispanic Youth Leadership Program, where she supported Brewster students participating in a program designed to develop leadership, civic awareness, and pride in their cultural heritage.
Jaimie is also an active contributor to the broader bilingual and multilingual education community. She has presented topics related to multilingual learners, biliteracy, language development, and innovative approaches to bilingual education. Her professional work reflects a strong commitment to ensuring that students’ languages and cultures are recognized as assets and that multilingual families are full partners in their children’s education.
Across her roles as an educator, coordinator, and now district-level director, Jaimie has demonstrated a sustained commitment to educational equity, multilingualism, family and community engagement, and the empowerment of multilingual learners.
Judith Ravina has dedicated 18 years to bilingual education, beginning her career as a first-grade bilingual teacher for eight years before serving as a Dual Language Instructional Coach. She later earned a master’s in educational leadership from Fordham University, which led her into district level leadership. She currently serves as Director of Multilingual Programs for the Public Schools of the Tarrytowns.
Mrs. Ravina is known for bridging theory and practice in bilingual education and for her strong advocacy for multilingual learners, educators, and families. She has presented on biliteracy reading trajectories at national and state conferences, including NCTE and NYSABE. Among her accomplishments, she led the expansion of the Dual Language program in the Mamaroneck School District from elementary to secondary levels, establishing one of Westchester County’s few model secondary programs.
Collaboration and equity are central to Mrs. Ravina’s leadership. She partners closely with educators and administrators, promotes culturally responsive practices, and works to ensure access, achievement, and meaningful engagement for all students and families.
Rosario Anamaria is a special education teacher at Seymour Dual Language Academy in Syracuse, with 21 years of educational experience supporting vulnerable learners. Born in Peru, Rosario immigrated to the United States where her family’s commitment to education and bilingualism not only shaped her, but also her conviction that bilingual pride is a gift to be celebrated in every classroom.
Over the past three years at Seymour, she has witnessed the transformative power of dual language education with students in grades K-4th. Rosario is committed to removing barriers for English learners through equitable practices and meaningful professional development, ensuring multilingual and multicultural students see themselves reflected in our schools, and feel empowered in both languages. As NYSABE’s Syracuse area delegate, Rosario honors her family’s legacy of educational advocacy. She is dedicated to advancing NYSABE’s mission by influencing equitable practices, shaping culturally responsive curriculum, and supporting educators across our region. Her goal is to ensure every multilingual learner in Syracuse and beyond has access to education that honors their heritage, develops their biliteracy, and unlocks their potential.
Sandra McKenney was born and raised in Mexico City, where she lived until age 27. In 1998, she relocated to Schenectady, NY, after being recruited by GE Power Systems to work as a computer engineer and project leader on a major Y2K initiative. After eight years in engineering, Sandra transitioned to education, earning her M.S. in Education from the College of Saint Rose.
Sandra and her family later moved to Zurich, Switzerland, where she spent four years teaching in multilingual schools and traveling extensively throughout Europe, Africa, and Asia—experiences that enriched her global perspective and instructional approach. Upon returning to the United States, she taught in the bilingual program at Post Road Elementary School in White Plains, NY, and later gained experience across urban, suburban, and rural schools, teaching students from kindergarten through sixth grade.
She completed her Bilingual Education Extension at CUNY Queens in 2023 and currently serves as a Bilingual Instructional Coach in the Syracuse City School District, supporting Seymour Dual Language Academy and STEM @ Blodgett Middle School.
Hezir M. Agüero is a passionate bilingual educator, advocate, and emerging educational leader with nearly two decades of experience serving multilingual learners and their families in the Rochester City School District. Born in the Dominican Republic and raised in Puerto Rico, she was herself an English language learner and has dedicated her career to creating equitable, strengths-based opportunities for multilingual students, particularly those at the intersection of language learning and special education.
A proud Rochesterian for nearly 30 years, Hezir is deeply committed to the city, its families, and its diverse linguistic and cultural communities. Her work has focused on bilingual and special education, multilingual family engagement, language assessment and placement, and culturally responsive student support systems that empower students to thrive academically without losing their language, identity, or voice.
Hezir believes bilingualism is a powerful asset and remains committed to advancing inclusive educational practices that honor students’ languages, cultures, and lived experiences.
María Petrella is a dedicated educational leader with more than 20 years of experience advocating for bilingual learners and students with disabilities. Fully bilingual in English and Spanish, she has served in several key leadership roles, including Assistant Principal at Pinnacle School #35 and Director of Bilingual Education and World Languages, where she oversaw PreK–12 bilingual, ENL, and world language programs.
María’s career reflects her steadfast commitment to educational equity and access. She has designed and facilitated high quality professional development for bilingual and ENL educators, collaborated with community partners to strengthen school–family engagement, and ensured compliance with state and federal regulations supporting multilingual learners. Her foundation as a Bilingual Instructional Coach and Bilingual Special Education Teacher grounds her leadership in strong instructional practices and inclusive, student-centered approaches.
She holds dual master’s degrees in K–12 Leadership and Bilingual/Multicultural Education, along with New York State certifications in School District Leadership, School Building Leadership, Bilingual Extension, Special Education, and Childhood Education. María brings deep expertise, strategic leadership, and a passion for culturally and linguistically responsive education.
Guided by the belief that bilingualism and biculturalism are powerful assets, María continues to champion high-quality bilingual education that promotes academic achievement, equity, and the social-emotional development of English language learners across New York State.
Nadia M. Heredia is an educational leader whose passion for serving multilingual learners is deeply rooted in her own journey as an immigrant student and former English Language Learner. She serves as the Supervisor of Multilingual/Bilingual Education for Buffalo Public Schools and brings more than 20 years of experience supporting students, families, and educators across diverse communities. Nadia holds a Master of Education in Educational Leadership from the University of Texas at San Antonio and a Bachelor of Science in Applied Learning and Development with a specialization in Bilingual Education from the University of Texas at Austin. Throughout her career as a bilingual educator in Buffalo, New York; San Antonio, Texas; and Manitoba, Canada, she has been dedicated to advancing language development, academic achievement, and culturally responsive practices that help students thrive. She has worked closely with educators, families, and community partners to strengthen multilingual programs, enhance instructional practices, and expand equitable opportunities for all learners. Guided by both her professional expertise and lived experiences, Nadia is committed to advocating for bilingual and multilingual education and creating inclusive learning environments where every student and family feels valued, supported and empowered to succeed.
Dr. Maeva López Kassem is a Bilingual Education Coach for the Division of Multilingual Education in the Buffalo Public Schools District. Across her 39 year career, she has taught emergent bi/multilingual learners in general, special, and bilingual education settings in both Puerto Rico and New York State.
In her current role, Dr. López Kassem provides coaching and professional learning for new and veteran educators, focusing on current trends, instructional practices, and supports for multilingual learners. An active member of the NYSABE Advocacy Committee, she is committed to educating school communities about the value of high quality bilingual education and ensuring all students receive the protections and opportunities they deserve.
Her areas of interest include Dual Language program implementation and sustainability, integrated language and content curriculum development, early biliteracy, constructivist learning, culturally and linguistically relevant teaching, translanguaging, data driven instruction, and educational policy.
Delegates at Large
Dr. Elizabeth Falzone is a dedicated educator with deep expertise in language acquisition and literacy development. She holds a Bachelor of Arts in Spanish Education and TESOL, a Master of Science in Literacy, and a PhD in Leadership and Policy. She began her career teaching middle school Spanish before joining Niagara University as an Assistant Professor.
Dr. Falzone’s teaching, scholarship, and service center on advancing language and literacy for diverse learners. She is committed to experiential learning, ensuring her teacher candidates connect educational theory to real-world practice. She provides professional development in English as a New Language (ENL) to K–12 schools and presents her work at local, national, and international conferences. In addition, she serves the Niagara Falls community by teaching Adult ENL classes.
A strong advocate for students and families, Dr. Falzone believes that language and literacy are fundamental rights. Her expertise, leadership, and passion continue to positively impact learners, educators, and the broader community, making her a valued contributor to the field of education.
Justine Lucas is the proud principal of the largest bilingual and bilingual special education school in New York State. With more than 20 years of experience in New York City Public Schools—including roles as teacher, coach, assistant principal, and now principal—she is a steadfast advocate for educational equity, linguistic diversity, and the brilliance of multilingual learners.
A result-driven leader and dynamic speaker, Justine is committed to confronting and dismantling the biases that shape school systems. She firmly believes that true equity requires policies that recognize and measure the growth and impact of students and the educators who serve them.
Grounded in her own experiences with childhood housing instability, Justine is deeply dedicated to supporting unhoused students and families with empathy and action, ensuring every child feels seen, safe, and supported.
Honored to serve as a Delegate-at-Large for the New York State Association for Bilingual Education (NYSABE), Justine remains unwavering in her commitment to advancing bilingual education and ensuring every child’s voice is valued and heard.
Dr. Kate Menken is a Distinguished Professor of Linguistics and Teaching English to Speakers of Other Languages (TESOL) at Queens College of the City University of New York (CUNY). She serves as Co‑Chair of the Advocacy Committee and as a Delegate for the New York State Association for Bilingual Education (NYSABE).
Dr. Menken’s research focuses on language education policy, bilingual education, and the educational experiences of multilingual learners in the United States, particularly in New York City. She has authored numerous scholarly articles and books. Her most recent publication is Overcoming the Gentrification of Dual Language, Bilingual, and Immersion Education: Solution-Oriented Research and Stakeholder Resources for Real Integration (co‑edited with Garrett Delavan and Juan Freire, Multilingual Matters, 2024).
More information about her work can be found on her website katemenken.org and her Google Scholar profile.
Dr. Harry Valentín González is an accomplished educational leader with more than 25 years of experience in teaching, school leadership, district administration, and educational policy. His career has been defined by a commitment to educational excellence, equity, accountability, and transformative leadership. Dr. Valentín began his career as a Spanish teacher in San Juan, Puerto Rico, before advancing to school leadership roles. As Principal of Berwind High School, he led a successful school turnaround that earned recognition from the Puerto Rico Department of Education as the Transformational School Leader of the Year. He later served as Principal of Montessori School Inés María Mendoza, a nationally recognized public Montessori school serving more than 1,200 students from infancy through high school. Under his leadership, the school became one of the highest-performing schools in the San Juan Region. Recognized for his expertise in curriculum, assessment, and accountability, Dr. Valentín was appointed Director of the Puerto Rico Department of Education’s Standards and Assessment Unit and later served as Deputy Secretary of Education and Chief Academic Officer. In these roles, he provided strategic leadership for academic policy, curriculum development, assessment systems, federal programs, and accountability initiatives serving more than 400,000 students across 1,400 schools.
During his tenure, he led the redesign of Puerto Rico’s curriculum, instructional frameworks and curriculum maps, working alongside internationally recognized educator Grant Wiggins. Following the implementation of these reforms, Puerto Rico achieved its highest growth in state assessment performance. Dr. Valentín also served as an active member of the U.S. Department of Education Technical Advisory Committee (TAC), supporting states and territories, particularly Puerto Rico, in strengthening accountability systems and compliance with federal education requirements. From 2019 to 2026, Dr. Valentín served as Principal of Syracuse STEM at Blodgett Middle School, where he championed STEM education, project-based learning, and continuous school improvement. He currently serves as the Director of Professional Development for the Syracuse City School District, leading districtwide initiatives to strengthen instructional practice, leadership development, and educator effectiveness.
In addition, Dr. Valentín serves as Syracuse Regional Director (Section VI) for the New York State Association of Latino Administrators and Superintendents (NYSALAS), supporting and advancing educational leadership across Central New York. Dr. Valentín holds a bachelor’s degree in Spanish Secondary Education, a master’s degree in Curriculum and Teaching of Spanish, a Postgraduate Specialization in Educational Administration and School Leadership, and a Doctor of Philosophy (Ph.D.) in Education Philosophy and Sciences. His leadership has consistently focused on building high-performing educational systems that expand opportunities and improve outcomes for all students.
Parents at Large
Diveth García is a devoted mother, advocate, and community leader committed to creating better futures for multilingual families and children with disabilities. A proud parent of two children in bilingual programs and one in college, she brings firsthand experience and deep understanding of the challenges families face.
Hurricane María forced her family to leave Puerto Rico and rebuild their lives in Rochester—an experience that strengthened her determination to ensure families have strong, informed voices speaking on their behalf. As the mother of a child with autism, Diveth has navigated the special education system extensively and understands the complexities of evaluations, services, documentation, and language access. Her lived experiences fuel her passion for ensuring that every family knows their rights and feels empowered to use their voice.
Diveth serves on the Board of the Starbridge Parent Training and Information Center, where she advocates for families seeking support, services, and clear information. She also volunteers with the Alzheimer’s Association and is actively engaged in community service beyond the school setting. A graduate of COFI (Community Organizing and Family Issues) and trained Youth Mental Health First Aider, she has equipped herself with tools to guide and support families navigating educational and mental health systems.
She is seeking the NYSABE Regional Parent Delegate position because she believes bilingual families deserve representation from someone who has lived their struggles and successes. She has sat in IEP meetings, completed the forms, asked the difficult questions, and learned to speak up when systems fall short.
Diveth believes every child deserves access to a high-quality education and the services they need—not just in theory, but in practice. She is ready to bring the voices, needs, and hopes of her community to the state level and to advocate tirelessly for the rights and success of all multilingual learners and their families.
Dabralis Garmon is a mother of two bilingual children and a dedicated teacher of bilingual students. With 19 years of experience working closely with multilingual learners and their families, she is committed to ensuring students feel confident learning in their home language while receiving the same academic support as their peers. Her instructional approach integrates English and Spanish, hands-on learning, and culturally responsive materials that strengthen student engagement and understanding.
Dabralis maintains strong partnerships with parents, providing regular updates and collaborating with families to support their children’s progress. She believes parents play a vital role in a child’s educational success and prioritizes open communication to build trust and shared responsibility.
Beyond her classroom work, Dabralis served as a liaison for the Puerto Rican and Hispanic Youth Leadership Institute, helping students develop advocacy skills and speak up on issues affecting the Latino community.
As a Parent-at-Large Delegate, she is committed to using her classroom experience, community advocacy, and collaborative mindset to support bilingual families across the region. She brings dedication, innovation, and a genuine desire to uplift multilingual learners and their families.
Language Delegates
Leidy Acosta-Rojas is a Dominican-born educator with experience in 18 years of bilingual education, familial social services, and teacher program building, equipped with a plethora of knowledge and expertise in curriculum structure and scholarly support to reinforce biliteracy in our school systems. Growing up as a bilingual student in Washington Heights, NYC, Leidy developed within the New York City Department of Education, maturing into an individual with an abundance of language and culture. She remained a bilingual student from kindergarten to third grade, transitioned to a monolingual program in the fourth grade, took intermediate-advanced Spanish courses in middle school and high school, and excelled in Italian courses in college. This emphasis on multicultural learning throughout her academic career demonstrates her innate affinity, priority, and commitment to languages throughout her life, therefore directing her towards an emphasis on language-building and bilingual studies in her future. Her advocacy is implemented daily to serve staff, children, and families in our community: bringing out the best in our scholars by supporting their environment, inside and outside of the classroom, through strong foundations in curriculum building, inclusive resource programs and community support groups.
Leidy has built the foundation for a strong student experience. Curriculums are built from the ground up with an ELA and mathematics basis, targeting the groundwork necessary for students to master higher-level skills required for state exams and end-of-year expectations. Having taught bilingual and monolingual settings in the traditional school day, after school, and weekend academies, Leidy’s expertise scales in many directions to involve instructional and arts-based foci for grades 2 through 6. She has served as an after-school instructional program supervisor, taught as a bilingual 6th grade teacher, in East Ramapo Central School District, and for the majority of her career, taught as a bilingual public-school educator in the Bronx within the NYCDOE District 9 for 15 years.
On top of her experience as an educator, Leidy works to strengthen scholars by empowering their parents as well. As an early intervention social worker from 2016-2020, supporting families with children under 3 years old, Leidy has designed and facilitated bilingual parent support groups that featured two-hour group therapy models, ranging from topics in parenting, getting involved in schools/districts/communities, and healthy nutrition. Additionally, Leidy has equipped troubled youth through the Catholic Guardian Services Youth Detention: taking on many roles in advancing young minds from ages 5 to 17, by assisting foster parents and families during difficult times.
Currently as an MLE Instructional Coordinator for the East Ramapo Central School District, Leidy ensures that our ENL students receive their mandated minutes and mode of instruction as dictated by their NYSESLAT performance. Through weekly PLCs, Leidy has provided fellow teaching staff with MLE strategies, an invaluable one being “learning walks,” to propel the language development of students and identify how our staff is currently supporting MLE. For our bilingual students in a side-by-side model, corresponding in a Spanish, Leidy has ensured that our teachers have firm understandings of their student’s data and guidance in bilingual education through a multitude of assets involving, a prescribed dual language model, specialized curriculum and content, and resource platforms: all made available online and paper-based, to allow for effortless access to all students and teachers. These resources are also made to be welcoming for new scholars by utilizing daily reading lab rotations and independent learning via activities and games. Furthermore, as a Rockland Community Fund Innovative Teaching Grant recipient in 2025, Leidy has had the opportunity to create a program for ENL students in grades 3 through 6: focusing on language building through the study of planting and project-based learning. In promoting an enhancement in our school systems to be inclusive, supportive, and beneficial for all parties in bilingual academics, Leidy has had the ability to provide actionable feedback, ensuring teacher support on a consistent basis and has streamlined the methodology to an effective structure in education – paving even grounds for educators, students, and families in our school systems.
As a Spanish language delegate of Region III in NYSABE, Leidy champions to uphold our members of bilingual education: developing our community to its fullest potential. Having taken on an aspect in every one of their roles, as a bilingual student, a bilingual teacher, and family social worker, Leidy is the ideal candidate with the knowledge to advance our school systems and communities for the better: clearing the path to a brighter future that stimulates young minds and future generations to embrace language and reveal the power it brings, while aiding our academic organizers to build and withhold the foundation that is multicultural education.
Dr. Miriam Eisenstein Ebsworth, Ph.D., serves as the Hebrew Language Delegate for NYSABE. A native Yiddish speaker dominant in English, she is also bilingual in Spanish and Hebrew—both heritage languages—and is currently studying Mandarin Chinese. Born in Brooklyn, she comes from a richly multicultural family with roots in Argentina, Puerto Rico, Panama, Canada, and Wales.
Dr. Ebsworth began her career in Brooklyn as a licensed TESOL and Bilingual (Spanish/English) Early Childhood Teacher working with Emergent Multilingual Learners. She later taught English learners and students at risk at Rutgers University–Newark before joining New York University, where she has educated language teachers since 1979.
A highly decorated educator, Dr. Ebsworth is the recipient of numerous awards, including the NYSABE Gladys Correa Memorial Award, NYSABE Bilingual Teacher of the Year, the AERA Bilingual Education Research Lifetime Achievement Award, the NABE Lifelong Bilingual Educator Award, the NYU Steinhardt Teaching Excellence Award, and the NYSTESOL Outstanding Teacher Award. She co-developed the online course Action Through Words: Learning English While Learning About the United Nations and is co-editor (with Dr. Theresa Austin) of the forthcoming volume Towards Building Antiracist Communities: A Focus on Intersectionalities (Multilingual Matters).
Dr. Ebsworth is the Academic Director and co founder of NYU’s English program for families of international students, co-chair of the MLL Think Tank, and organizer of the annual Research and Evaluation Institutes at NABE. She also serves on editorial boards for several journals, including The Bilingual Research Journal, The Journal of Language and Linguistic Studies, HOW Journal (Colombia), and the NYS TESOL Journal advisory board.
Her research interests include technology in second language pedagogy, academic writing, heritage language preservation, language variation, and intercultural pragmatics. She has consulted for the United Nations on English-learning initiatives aligned with global peace and health efforts and is currently exploring the impact of AI on bilingual education.
Dr. Ebsworth’s media appearances include the film The Three R’s, the television show Public Voice Salon, and NABE TV.
Dr. Nancy King Wang has dedicated more than 40 years to serving multilingual learners and advancing bilingual education. She spent a decade as a Resource Specialist for the NYS Language RBERN at New York University and over 30 years with the New York City Department of Education, where she worked as an ESL teacher, Chinese language teacher, bilingual guidance counselor, and Assistant Principal of Administration. For 16 of those years, she oversaw the Guidance Department and Pupil Personnel Services in a New York City high school. She also taught Developmental Psychology for the College Now Program at LaGuardia Community College.
Dr. King Wang holds master’s degrees in Bilingual Education/ESL Instruction from City College and in Applied Psychology and School Counseling from New York University. She earned her Doctorate from Walden University and completed a Professional Diploma in School Administration and Supervision at St. John’s University, along with Principal and District Administrator licenses.
A lifelong champion of ESL and bilingual education, Dr. King Wang proudly notes that her three children—educated in New York City public schools with the support of bilingual and ESL programs—have all become highly successful professionals and leaders in their fields.
Dominika McPartland serves as the Multilingual Learners (MLL) Services Administrator for the Citywide Transfer School District in New York City. In this role, she provides instructional and compliance support districtwide, while strongly advocating for—and significantly expanding—the Seal of Biliteracy program.
She is also actively involved in TESOL teacher preparation at Hunter College and New York University (NYU), where she works as an adjunct lecturer and field mentor. As a researcher, Dominika focuses on integrating computational thinking and digital literacy into teacher education programs.
Beyond her professional responsibilities, Dominika volunteers as a citywide Polish Language Advisor, helping students earn the Seal of Biliteracy in Polish. She is a strong advocate for increasing access to this recognition for Polish heritage language learners and promoting its acceptance across higher education institutions in New York State.
Dominika holds a Master’s degree in English Philology from Poland, a Master’s degree in French from Hunter College, and a master’s degree in educational administration from Hunter College. A lifelong multilingual learner, she is deeply committed to educational equity and to championing policies that support both multilingual students and culturally diverse teacher candidates.
Ms. Israt Nali currently serves as an Assistant Principal with New York City Public Schools, where she provides instructional leadership across multiple grade levels and programs. She coaches and develops educators, leads curriculum and instructional initiatives, supports multilingual learners, and builds systems that strengthen teaching and learning. She is also the founder and leader of the Bangla Dual Language Program at P.S. 214 Michael Friedsam School, where she has helped transform a vision for greater linguistic representation into a growing educational program for children and families.
Her commitment to multilingual education is deeply personal. Growing up in the United States as a public-school student, Ms. Nali rarely saw her own language, culture, or identity meaningfully represented in her educational experiences. Today, she works to create what she once needed as a child: educational spaces where students see their languages and identities not as barriers, but as sources of knowledge, strength, and possibility.
As a Culturally Responsive-Sustaining Education (CRSE) Lead, Ms. Nali champions learning environments that recognize and celebrate the diverse languages, cultures, histories, and identities of students and families. She has also championed International Mother Language Day through her work in New York City Public Schools, honoring its connection to the Bengali Language Movement while creating opportunities to celebrate multilingualism and linguistic diversity across communities.
Ms. Nali’s leadership extends beyond K–12 education. She teaches graduate-level Bangla biliteracy coursework at Queens College and is pursuing an Ed.D., expanding her work as a scholar-practitioner through research, inquiry, and collaboration. She also holds a master’s degree in Applied Behavior Analysis (ABA), a path inspired by her experience as the parent of a neurodivergent child and one that has deepened her commitment to inclusive, strength-based education.
A passionate believer in the power of collaboration, Ms. Nali builds bridges among educators, families, schools, universities, and community organizations. She views families as essential educational partners and believes sustainable change happens when communities have meaningful opportunities to contribute, lead, and help shape the educational experiences of their children.
As the Bengali Language Delegate for the New York State Association for Bilingual Education (NYSABE), Ms. Nali is committed to amplifying Bengali and multilingual voices, strengthening professional and community networks, expanding opportunities for collaboration and professional learning, and advancing the visibility and value of multilingualism across New York State.
Across her work as an administrator, educator, researcher, and advocate, one purpose remains constant: to build educational spaces where multilingualism is recognized, cultivated, celebrated, and amplified—and where every child can experience the representation, belonging, and opportunity they deserve.
Marina Vinitskaya has served as a Resource Specialist for the NYS RBERN at New York University since 2020. In this role, she provides training for ENL, Bilingual, World Language, and content-area teachers, leads the Russian World Language Professional Learning Series, and supports Russian Dual Language programs. She also assists teachers and families in navigating NYC DOE and NYSED programs for multilingual learners. Marina is a frequent guest on the Russian Television Network and Davidson Radio, where she discusses public education and DOE initiatives for immigrant students.
With more than 25 years of experience in the NYC Department of Education, Marina has worked as an ESL teacher, Regional Instructional Support Specialist (RIS), and high school principal. As an RIS, she oversaw compliance and instructional programs for English Language Learners while supporting superintendents and schools with professional development and instructional quality.
As the founding principal of a high school, her leadership produced significant gains for ELLs—achievements highlighted in Stanford University research (2015, 2016) and Columbia University Press (2018). Her school’s comprehensive language development model integrated content, analytical practices, assessment strategies, and social-emotional support for students and families.
Marina has also coached new assistant principals and principals through the NYC DOE Leadership Program and the Wallace Foundation. She was recognized as a noteworthy educator by State Senator Kevin S. Parker in 2007, 2008, 2015, 2016, and 2017. Marina is a regular presenter at NYSABE and NABE conferences, where she shares her expertise with educators statewide and nationally.