About
Who I am: Debbie Gonzalez
I hold a BA in English, a Master of Letters degree, and a Supervisor Certificate in Education. I have taught English to high school Seniors at all levels for 35 years at a highly competitive public high school in New Jersey. I am the International Baccalaureate (IB) Diploma Programme Coordinator and have been for over 18 years. I have taught the Higher Level IB, as well as the Standard Level IB English classes, prepping students for their English assessments. I also counsel students on their IB course selections and pathway choices for both Diploma and Career Programmes. I have also taught many students with learning challenges or who are reluctant writers. These experiences give me a unique ability to guide students of many levels in their assessments and writing for all levels.
My Experience
I have been coaching students professionally on college essays and applications for over three decades. I run a high school college essay camp every summer as well, where I coach students of all abilities and preparation levels on every level of their application process. That experience has led me to be able to help students who either need more guidance and support or students who would like to fine-tune their already established materials. I have also begun to support many athletes in the midst of the stresses of recruitment. During the last few years, I have honed the ability to do meaningful meetings via Google Meet or Zoom or when possible face to face. As a result, my reach has grown. Over the years, I have met with and advised countless Freshmen and Sophomores on their IB path and course selection. This involves understanding where students find their interests and strengths, therefore helping them select the best Higher Level and Standard Level courses for them. In choosing wisely, students will create both a balanced pathway and a less stressful high school experience. Most recently my students have been accepted into schools such as: Princeton, Yale, Carnegie Mellon, Tufts, UCLA, UC Berkeley, Case Western, U of Florida, Clemson, UNC, Duke, Penn State, Amherst College, Skidmore, Swarthmore, Johns Hopkins, and more.
How I Help
My “Getting to Know You” meeting is vitally important, in that students become comfortable with me, and I in turn get a sense of who they are. This meeting serves as a means to measure what the student’s needs and desires are. For students for whom advising in the IB is the goal, I create a design that focuses on their strengths and interests, delivering a plan for the short-term and long-term goals. Short-term goals may be navigating course selection leading into an IB Programme, followed by course selections for the IB Diploma and Career Programmes, and ultimately the long-term goal of application to university and colleges. For students who need guidance on college applications, we work on both the college essay and any additional supplements or essays required by many universities including those for scholarships. The ideation process makes the first draft process more fluid. I listen for the seeds of a student’s story and then nurture that. The authenticity of the student’s voice is important and needs to be teased out and supported. After the initial draft, I will support the student with appropriate feedback to guide the student to the best essay that they have within them. I help them find the hook that admissions officers will remember. I support the students emotionally and direct them to a unique expression of themselves that supplements their academic record.
My Philosophy
I believe that every student is unique and has a unique story to tell. Whether students are preparing for high school course selection or application to colleges, I strongly believe that each individual is unique, and I customize my approach to the individual need. In the college application process, It is clear that colleges and universities look for authenticity, valuing students who honestly express themselves. I consider it my major role in this process to bring out that unique voice and authentic essay. I also know, through my years of teaching, that some students struggle with finding that voice or struggle with writing in general. I use a variety of methods to elicit those ideas and help students shape their stories highlighting their own voice. I also believe that the short supplemental essays in applications are as important as primary essays. I have spoken to countless admissions officers and found that they look for uniformity of voice throughout the application. Many of my students, both in my classroom and private tutoring, have shared that I greatly aided them in the process both in terms of writing and emotional support. This is a difficult process, and I try to guide students gently through it. Feedback needs to be encouraging, carefully worded, specific, and focused. Students are opening up, taking a risk, and need to feel safe in doing so. It is my belief that every student can find their authentic voice.